classroommanagement學科教學理論課件PPT

1、Classroom ManagementPlanning lags behind reality. So good lesson planning does not mean you will teach well.The National English CurriculumLesson Planning / DesignClassroom ManagementSuccessful Teaching & LearningTheoryPracticeWhat is classroom management? Classroom management is the way teachers or

2、ganize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.What managerial skills?Good managerial skills are essential to good teaching.Teachers rolesInstructionGrouping studentsQuestioningTreating errorsDi

3、scipline and harmonyI.Teachers RolesUnder the curriculum, the teacher plays multiple and flexible roles in different teaching conditions.Three Stages of Teaching1. before the class2. during the class3. after the classTeachers Roles in the Classtime1. Controller2. Assessor3. Organizer4. Prompter5. Pa

4、rticipant6. Resource-provider7. Atmosphere creator (Task 3 on Page 69) New Roles in the 21st Century1. Facilitator2. Guides3. ResearcherActivity 1Watch the video and identify the teachers different roles in different teaching stages. II. Classroom InstructionThe type of language teachers use to orga

5、nize or guide learning.Activity 2 Watch the video again and tell: What classroom English is good and when the teacher gives instructions. Effective InstructionOpportunitiesSupra-segmentalsBody languageMother tongue ifnecessarySimple EnglishGood classroomlanguageMore opportunities should be given to

6、the learners. That is for the learners more participation in the learning process. When to Give InstructionsTeachers English In the classGive directionsGive explana-tionsCheck thelearnersDrawattentionMotivatelearnersGivefeedbackAssignhome-workIII. Student Grouping1.Whole class work2.Pair work3.Group

7、 work4.Individual studyRead through Section 3(P 74) and answer:when to group students in those ways.1.Whole class workAll the students are under the control of the teacher.A.Presenting new language pointsB.Giving explanationsC.Checking answersD.Doing accuracy-based reproductionE.Summarizing teaching

8、 and learningWhen:2.Pair workStudents work in pairs on an exercise or a task.A.A dialogue readingB.A gameC.An information-gap task between the two studentsWhen:3.Group workCommunication Problem-solvingProject management Collaboration (teamwork) Ways to Group StudentsAlternatives:1. seating arrangeme

9、nt2. students own wills3. strong students and weak students mixed together4. strong students and weak students grouped separately to do different tasks5. drawing lots4.Individual StudyStudents are expected to work on their own at their speed. A.Silent readingB.Doing written exercisesC.Writing someth

10、ing down individually after brainstorming in a groupD.Individual speech preparationsWhen:Match1.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 acq

11、uiring specific information.3.You intend to make the usage of a new word mastered by the whole class.4.You want your students to acquire the ability to talk about a topic in real life after the expressions often involved in the topic are taught.5.You want your students to prepare for talking about a

12、 given topic.To sum up successful groupingRules:1.Whole class is normally for new language items.2.Always follow a similar procedure3.Before the task, assign roles clearly to all the students4.Double-check that students know their roles.5.Demonstration is better than explanation.More rules:6.Circula

13、te after students start.7.Help individual pairs or groups if needed.8.If noise or indiscipline rises to an excessive level, the teacher can stop the activity, explain the problem and ask the students to continue more quietly.9.If some pairs or groups finish the task early, the teacher may encourage

14、them to continue the task one way or another.IV. Classroom QuestioningQuestioning is the most common form of interaction between the teacher and the students.Functions1.focus students attention2.activate thinking and imagination3.check understanding4.stimulate recall of information5.challenge studen

15、ts6.assess learning7.show a modelFacts:More low-order questionsLess questions from studentsLack of genuine questionsQuestion Types1. closed and open questions2. lower-order and higher-order questionsKnowledge/RememberingUnderstanding/ComprehensionApplyingAnalyzingEvaluatingCreatingEffective Question

16、ing1.Questions should be closely linked to the learning objectives.2. Questions should be staged so that the level of challenge increases as the lesson proceeds.3. There should be a balance between closed and open, low-order and high order questions.4. Wait time is important to allow students to thi

17、nk through their answers.5. Opportunities to ask questions6. A secure and relaxed atmosphere of trustActivity 3 (oral work) Design 6 questions for the given passage.V.Errors and Mistakes1.A mistake is a performance error that is either a random guess or a slip of the tongue.2.An error has direct rel

18、ation with the learners language competence because of the lack of the knowledge in the target language.Decide whether a mistake or an error is involved in the following.1. “seashore” for “she sore”2. “I need a sextet” for “I need a sextant”3. “This is the journal of the editor” for “This is the edi

19、tor of the journal”4. “Women play an increasingly important part in society today. Long age, women only did something in the kitchen or at home. Now many of them have serious jobs to serve for people. What men can do so can women.”When to correctFluencyAccuracyHow to CorrectSelf-correctionPeer corre

20、ction Indirect teacher correctionWhole class correctionDirect correctionGood managerial skills in organizing an English class increase your chances of success.Playing proper rolesGiving instructionsGrouping studentsAsking questionsTreating errorsMaintaining discipline and harmonyEffective Group Work

21、Group work requirementsA.B.C.D.E.A.Group ProcessGround Rules Schedule Roles and Tasks B.Establishing TrustElaborate conditionsErrors C.Effective CommunicatingClear requirementsMore resources D.Collaborative activitiesA real sense of collaboration outcomeE.Managing Conflicts Strategies for Handling C

22、onflicts1.Keep the interests of the group as the focus. 2.Listen to each other with respect and patience. 3.Focus on the problem and avoid personal attacks. 4.Stay flexible. 5.Participate in identifying options for moving forward. 6.Consider an objective approach for deciding outcomes when you are a

23、t a stalemate. 7.Honor confidentiality Checklist for teachers to observe their own questioning practices _Asks student to support answer with evidence or argument _Asks student to specify criteria when expressing judgments _Asks questions that go beyond facts _Asks questions that stimulate reflection beyond the class itself _Asks questions which focus on a particular relevant aspect of the matter at hand _Asks related questions in a series _Asks questions which requir