classroommanagement学科教学理论课件PPT.ppt

1、 Planning lags behind reality.So good lesson planning does not mean you will teach well.The National English Curriculum Lesson Planning/Design Classroom Management Successful Teaching&LearningTheoryPracticeWhat is classroom management?Classroom management is the way teachers organize what goes on in

2、 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 roles Instruction Grouping students Questioning Treating errors Discipline and harm

3、onyI.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.Participant6.Resource-provid

4、er7.Atmosphere creator(Task 3 on Page 69)New Roles in the 21st Century 1.Facilitator 2.Guides 3.ResearcherActivity 1 Watch the video and identify the teachers different roles in different teaching stages.II.Classroom InstructionThe type of language teachers use to organize or guide learning.Activity

5、 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 classroomlanguage More opportunities should be given to the learners.That is for the lea

6、rners 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 work4.Individual studyRead through

7、 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 and learningWhen:2.Pair workStudent

8、s 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 arrangement2.students own wills3.strong students

9、 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 something down individually after brainstorming in

10、 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 acquiring specific information.3.You intend to

11、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 given topic.To sum up successful grouping R

12、ules:1.Whole class is normally for new language items.2.Always follow a similar procedure 3.Before the task,assign roles clearly to all the students 4.Double-check that students know their roles.5.Demonstration is better than explanation.More rules:6.Circulate after students start.7.Help individual

13、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 them to continue the task one way or another.

14、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 students6.assess learning7.show a modelFacts:More lo

15、w-order questions Less questions from students Lack of genuine questionsQuestion Types1.closed and open questions2.lower-order and higher-order questionsKnowledge/RememberingUnderstanding/ComprehensionApplyingAnalyzingEvaluatingCreatingEffective Questioning1.Questions should be closely linked to the

16、 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 think through their answers.5.Opportunities to ask qu

17、estions6.A secure and relaxed atmosphere of trust Activity 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 relation with the learners language competence because o

18、f 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 editor of the journal”4.“Women play an increasingly important par

19、t 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 correct Fluency AccuracyHow to Correct Self-correction Peer correction Indirect teacher correction Whole class correction Direct

20、 correction Good managerial skills in organizing an English class increase your c h a n c e s o f s u c c e s s.Playing proper rolesGiving instructionsGrouping studentsAsking questionsTreating errorsMaintaining discipline and harmonyEffective Group WorkGroup work requirementsA.B.C.D.E.A.Group Proces

21、s Ground Rules Schedule Roles and Tasks B.Establishing Trust Elaborate conditions Errors C.Effective Communicating Clear requirements More resources D.Collaborative activities A real sense of collaboration outcome E.Managing Conflicts Strategies for Handling Conflicts1.Keep the interests of the grou

22、p 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 at a stalemate.7.Honor confidentiality Checkli

23、st 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 whic

24、h focus on a particular relevant aspect of the matter at hand _Asks related questions in a series _Asks questions which require recall of information _Asks questions which require processing of information:_Grouping and classification _Compare and contrast _Specify cause and effect or other relation

25、ship _Analysis_Asks questions with more than one right answer _Asks student to apply information from reading or lecture _Asks questions which require students to generalize _To make inferences _To evaluate_Asks questions on matters of opinion,where any answer is right _Asks questions which encourag

26、e hypotheses about the unknown or untested _Asks questions that relate to the experience of the student _Asks a variety of questions for different pedagogical purposes:_Emphasis _Practice(drill)_Self-awareness(student to realize he isnt getting it)_Attention _Variety,change of pace in classroom _Review