英语教学法ClassroomManagement
英语教学法8.Classroom--Management
IV. Student grouping
• An important feature of today’s language classroom is that students do not always study as one big group. Rather, students are put into groups of different sizes.
Classroom Management
Teaching Contents
1 What roles do teachers play in the classroom? 2 How to give effective classroom instructions? 3 What are the different ways for students grouping? 4 How to maintain discipline in the classroom? 5 How to ask effective questions? 6 How to treat students’ errors in the classroom?
II. The roles of the teacher
• Harmer defines the teacher’s roles as:
Controller
participant
resource provider
assessor
prompter
organizer
II. The roles of the teacher
teach, and what result to achieve. • During class: organizer… • After class: evaluator, who evaluates not only how
(完整版)《英语教学法》Unit_4_Classroom_Management
Unit 4 Classroom Management1.Teaching Aims:To discuss how language teachers can manage the classroom more effectively and efficiently.2.Teaching Content:1) The role of the teacher2) Student grouping3) Discipline in the language classroom3.Teaching Procedures:1) Create a relaxed atmosphere in the classroom to achieve full student participation. • Discipline and firmness are of paramount importance especially when students practise group work. The friendly relationship between you and the class has its vital impact on the students' attitude towards learning the language.2) Teacher's approach• Be creative because much of the teacher's success depends upon his/her imaginative power, originality and creativity. Teaching is more an art than a science.• Be an example of a good planner and organizer. By doing so, you encourage your students to develop their planning and organizational abilities.• Preparing the lessons regularly and adequately makes you surefooted in the classroom. It sets your mind at ease and makes you realize the main aim of the lesson. Do not over-plan. Make your lesson plan brief, informative, clear and purposeful. Include various activities to suit the individual differences in the classroom.• Be active. An active teacher means an active lesson. Avoid being indifferent because this creates a sort of boredom in the classroom.• Make your lesson enjoyable because the ability to enjoy is the key to effective learning. Remember that what one learns through enjoyment, one never forgets and its effect on the memory never fades. Lack of interest means lack of response.3) Language production•Involve your students in authentic communication situations, which encourage a continuous flow of speech. In fact, the acquisition of the language depends on practising it naturally.• Give your students every possible chance to use the language. Talk as little as possible to give the students the opportunity to interact. Do not over teach. Make the lesson student-centered, not teacher-centered.• Teach the language in appropriate social contexts. Relate the world to a sentence, the sentence to a situation and the situation to real life.• Use the teaching media properly to make the lesson more attractive and perceptive. They save time and effort.• Use effective means to eradicate errors. Always look at what they have achieved rather than at what they have failed to achieve.• Be accurate in evaluating your students' achievement. The marks given should be in conformity with the real standard of the class.。
unit-5-Classroom-Management-英语教学法只是分享
5.1.3 Teacher as organiser
What to organise? – (in-class or out-of-class) activities (in TBLT)
How to organise? – Before the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration) – During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback
5.1.1 Teacher as controller
What does the teacher control? 1. What to learn • Target language items, key structures, useful words and expressions… 2. How to learn • The pace of learning, class time, discipline, (reproduction) activities, etc.
5.1 The role of the teacher
• Harmer (1983) 1. Controller 2. Assessor 3. Organiser 4. Prompter 5. Participant 6. Resource-provider …
Activity: Task 3
5.classroom management 英语教学法复习课程
New Roles in the 21st Century
• 1. Facilitator • 2. Guides • 3. Researcher
Activity 1
• Watch the video and identify the teacher’s different roles in different teaching stages.
Effective Instruction
Simple English
Opportunities
Good classroom language
Mother tongue if necessary
Suprasegmentals
Body language
• More opportunities should be given to the learners. That is for the learner's more participation in the learning process.
2.Pair work
Students work in pairs on an exercise or a task.
When:
A.A dialogue reading B.A game C.An information-gap task between the two students
3.Group work
• Lesson Planning / Design
• Classroom Management
• Successful Teaching & Learning
Practice
What is classroom management?
Unitclassroommanagement课堂管理
3.2 Classroom instructions
Read the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.
comment
Obviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.
Case 2:
Teacher: My instructions are so clear—but all the students did different things--and none of them did what I asked them to do.
Classroom decisions and actions are greatly determined by the teacher’s own attitudes, intentions, beliefs and values.
Teacher decisions and actions Teacher attitudes and intentions
Teacher beliefs and values
Question:
How do you think of the table above?
classroom management外语教学 课堂管理
ever bought clothes with problems?” If the student doesn‟t seem to be ready, the teacher says “for example, a shirt without…” and points to the buttons on his own shirt or jacket. Prompter
The teacher‟s major work is to
design and
organize tasks for students to perform in
class with task-based language teaching approach.
The teacher should go around the classroom
cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. Organizer
纠错方式，明确纠错(explicit correction)
重述(recast)，
形式协商(negotiation of form)
Teacher as Organizor
英语教学法unit5-Classroom Management
Classroom Management
Classroom Management
1. Definition the way teachers organize what goes on in the classroom
2. Six conditions for efficient classroom management (Content we will dealing in this unit)
Louder.
Part 3
Student Grouping
Interaction model
whole class work pair work group work individual work
➢ when to group students in those ways?
whole class work
2) Assessor
• Correcting mistakes (gentle, don’t make a fuss about students mistakes)
• Organizing feedback (not critical, focus on students’ progress, encouraging)
1.You as a teacher want your students to pay attention to the useful expressions in a daily dialogue between Jack and Mary.
2.You want your students to scan a text to teach them the cognitive strategy of acquiring specific information.
Unit-5-classroom-management(课堂管理)只是课件
I. What is classroom management?
Classroom management is precisely that skill which teachers apply when they teach.
Since teachers most likely teach in a classroom, the skill is called “classroom management”.
feedback Gives guidance on how to
improve future performance
Tasks:
Please do the task 3 on page 69.
Teacher’s other roles
Facilitator guide researcher
planner
➢ Decides lesson content language focus, texts, etc. ➢ Decides lesson methodology ➢ Chooses materials
During class
✓ organizer ✓ controller ✓ assessor ✓ prompter ✓participant ✓ resource-provider
Provides technical support (operates equipment such as cassette ／video recorders, overhead projectors, etc.）
Organizer
Starts activities Gives instructions Clarifies instructions Decides length of activities Decides to move on from one stage of
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II. The roles of the teacher
2. Teacher’s roles:
Task 1：think about teacher’s roles before, during and after
class:
• Before class: planner, who plans what to teach, how to
teach, and what result to achieve. • During class: organizer… • After class: evaluator, who evaluates not only how
successfully he has conducted the class but also how effective the learning activities have been.
• (2) Group work: students work in groups of 4 and discuss what things they should use. Reach an agreement b the end of the discussion.
• (3) Whole class work: group leaders report their discussion result to whole class, justifying their decision if necessary.
•Less dynamic classroom; •No co-operation;
IV. Student grouping
Task: The following is a speaking activity. Think about how you will organize this activity.
ouping
Advantages
Disadvantages
•All the class are concentrating. •Students have little chance to
•Good modeling from teacher Whole class work •comfortable in choral practice
Classroom Management
Teaching Contents
1 What roles do teachers play in the classroom? 2 How to give effective classroom instructions? 3 What are the different ways for students grouping? 4 How to maintain discipline in the classroom? 5 How to ask effective questions? 6 How to treat students’ errors in the classroom?
Group work
•Communication in its real sense; •More dynamic than pair work; •promoting self-reliance;
•No outside pressure; Individual study •Study at own speed;
III. Classroom instructions
Classroom instructions refer to the language teachers use to organize or guide learning. • English or Chinese instructions? • Use simple language. • Give clear instructions • Use eye contact.
efficiently. Appropriate control and over-control.
• Assessor：to assess the students’ work. • Organizer: to design and organize activities/tasks • Prompter: to give appropriate prompts or hints when students are
• The most common student groupings: – Whole class work /lockstep – pair work – group work – individual study
Advantages and disadvantages of grouping
Decorate your classroom with things that are either beautiful or useful. How would you decorate it and what things would you need? How can you get them.
• (1) Whole class work: the teacher goes through the instruction with the students to make sure they now what to do exactly. If possible, give some hint.
Further suggestions about student grouping
1) When working in whole class work, the teacher should not speak too much.
2) When organizing pair work, the teacher should give the clearest instructions. If necessary, the teacher should demonstrate with one student first.
not ready to answer to do the activity.
• Participant: to participate in students’ activities / communication. • Resource provider: to provide resource/ knowledge
speak; •Same speed for different students; •Nervous in front of the whole class;
•Not enough communication;
Pair work
More chance for practice; Encouraging co-operation; Relaxing atmosphere;
separately to do different takes. • Group the students by drawing lots.
Further suggestions about student grouping
3) possible ways to group the students: • grouping the students according to seating arrangement; • students select their own group members,(risky) • strong students and weak students are missed together. • Strong students and weak students are grouped
I. What’s the goal of classroom management?
• Six conditions for Effective classroom management :
Teacher plays appropriate roles Teacher provides clear instructions. Suitable grouping of the students Asking appropriate questions. Discipline as well as harmony in the class. Proper error treatment.
separately to do different takes. • Group the students by drawing lots.
Further suggestions about student grouping
4) Although pair work and group work can provide students more chances for practice, individual study should not be totally neglected.
I. What’s the goal of classroom management?
➢Classroom management：the way teachers organize what goes on in the classroom.