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,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,Unit 5 Classroom Management,Aims of this unit:,The role of the teacher,Classroom instructions,Student grouping,Discipline in the language classroom,Questioning in the classroom,Dealing with errors,What is classroom management,Classroom management is the way teachers organize what goes on in the classroom.,Q: How important is it,The most effective activities will be made useless if the teacher does not organize them efficiently (Harmer, 1983).,Q: What is the goal of classroom management,To create an atmosphere conducive to interacting in English in meaningful ways (Gebhard, 1996).,How to achieve efficient classroom management,The teacher plays appropriate,roles,.,The teacher provides clearer,instructions,.,Students are,group,ed in a way suitable for the learning activities.,There is,discipline,as well as harmony in the class.,The teacher asks appropriate,questions,.,The students,errors,are treated properly.,5.1 The role of the teacher,Harmer (1983),Controller,Assessor,Organiser,Prompter,Participant,Resource-provider,Activity: Task 3,Decide what role the teacher is playing in each activity.,5.1.1 Teacher as controller,What does the teacher control,What to learn,Target language items, key structures, useful words and expressions,How to learn,The pace of learning, class time, discipline, (reproduction) activities, etc.,How much control is needed,Appropriate degree of control,Different activities need a different degrees of control.,The more communicative an activity, the less control it needs.,5.1.2 Teacher as assessor,What does the teacher do as an assessor,Correcting mistakes,The correcting should be gentle, not harsh.,Gentle correcting involves showing that incorrectness had occurred, but not making a big fuss about it. (Harmer, 1983),Organising feedback,The feedback should be focused on students success or progress so that a success-oriented learning atmosphere can be created.,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 Ts demonstration),During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback,5.1.4 Teacher as prompter,When to prompt,When students are not sure how to start an activity, or what to do next, or what to say next,When a student doesnt seem to be ready for an answer,When a student finishes with a very short answer,5.1.5 Teacher as participant,What to participate in,Students activities.,Why,Monitoring + participating changes the role from an authority to a conversationalist, a good chance for students to practise English with a superior,5.1.6 Teacher as resource-provider,“Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.,What do you think of the jug-and-mug metaphor,5.1.7 Teachers new roles,Teachers roles are not static. They change with the development of the society. (Fu, 2001),New roles:,Teacher as facilitator,Teacher as guide,Teacher as researcher,Teachers new roles,Teacher as facilitator,Create a positive learning environment, use various strategies to motivate learners, guide students in planning and assessing their learning and develop their learning strategies,Teacher as guide,Activate students prior knowledge; find individual interests and explore potential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students development fairly from an all-round perspective,Teacher as researcher,Observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results,5.2 Classroom instructions,What are classroom instructions,- “the type of language teachers use to organise or guide learning,Giving directions to tasks or activities,Providing explanations to a concept or language structure,Setting requirements,Checking comprehension,Drawing attention,Motivating learners,Giving feedback,Assigning homework,How to make classroom instructions effective,To use simple instructions and make them suit the comprehension level of the students;,To use the mother-tongue only when it is necessary;,Give students time to get used to listening to English instructions; use body language to assist understanding; model the task/activity before letting students into groups or pairs,Teachers are not expected to do all the talking in class.,Tip: Demonstration is usually more effective than words.,5.3 Student grouping,What to group,Whole class work, pair work, group work, individual study,Whole class work,All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.,Pair work,Students work in pairs on an exercise or task.,Group work,Students work in small groups of 3-5 students.,Individual study,Students work on their own at their own speed.,Task4,Advantages,Disadvantages,Whole-class work,All the class are concentrating; good modeling from teacher;,comfortable in choral practice,Students have little chance to 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;,Students stray away from the task;,Using native language;,Noise and indiscipline.,Group work,Communication in its real sense;,More dynamic than pair work;,promoting self-reliance;,The same as those in pair work;plays some students might dominate;,Difficult to group;,Individual study,No outside pressure;,Study at own speed;,Less dynamic classroom;,No co-operation;,Grouping methods,How to group,Whole class work is normally used when presenting and explaining new language or new information.,The presentation or explanation must be brief and concise in meaningful contexts, and replies or answers are usually elicited from students.,Students need some quiet time of their own. Individual study should not be forgotten.,Practical suggestions for organising pair work,Always follow a similar procedure,Assign roles clearly around the class,Demonstrate rather than explain,Double-check with one pair their roles,Quickly circulate after students start,Help individual pairs if needed,Keep an eye out for waning interest,Ways to group students,Group students according to seating arrangement,Students select their own group members (risky),Strong students and weak students are mixed together,Strong students and weak students are grouped separately to do different tasks,Group the students by drawing lots,Q: Which way is best,Each form of grouping has its advantages and disadvantages. The teacher should use the most appropriate grouping method and vary the form from time to time.,5.4 Discipline in the language classroom,What does discipline mean,Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.,What are some characteristics of a disciplined ELT classroom,Activity: Task 6,Does discipline guarantee effective learning,No. There might be little learning even the class is very disciplined.,Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all.,examples of indisciplined acts,Arriving late for class;,Coming to class without a textbook and necessary materials;,Failing to do homework;,Making noises in class;,Not paying attention;,Refusing to cooperate with peers;,Causing disturbances;,Going to class unprepared;,Threatening students;,Being absent-minded,How to maintain discipline,When students are engaged in learning, they will be disciplined.,How to engage students in learning,Ss are clear about learning purpose;,Ss are able to do the work but find it challenging;,Ss are emotionally, physically and intellectually involved by the tasks;,The presentation, variety and structure of the work and activities generate curiosity and interest;,Ss have opportunities to ask questions and try out ideas;,Ss can see what they have achieved and how they had made progress;,Ss get a feeling of satisfaction and enjoyment from the work.,What practical classroom management skills can we use to achieve discipline,Activity: Task 7,Penny Ur (1996) chose the following top ten: 1,3,4,6,8,10,11,15,17,19,What causes discipline problems,Lavery (2001),A gap in the lesson (e.g. bad planning, equipment fails to work),Unclear instructions,Lack of teacher attention,The teacher concentrates on lengthy explanations to one individual so that the others get bored,Work is too easy or too challenging,What measures can we take for indisciplined acts and badly behaving students,Harmer (1983),Act immediately.,Stop the class.,Rearrange the seats.,Change the activity.,Talk to students after class.,Create a code of behavior.,Urs (1996) advice,Deal with it quietly.,Dont take things personally.,Dont use threats.,5.5 Questioning in the classroom,5.5.1 What are the functions or purposes of questions,To focus students attention;,To invite thinking and imagination;,To check understanding;,To stimulate recall of information;,To challenge students;,To assess learning;,To extend ss thinking from the concrete and factual to the analytical and evaluative;,To promote reasoning, problem solving, evaluation;,To promote ss thinking about the way of their own learning;,5.5.2 What types of questions are there,Closed and open questions;,Display and genuine questions;,Lower-order and high-order questions;,Blooms taxonomy (,Nuttall, 1982),Knowledge,Comprehension,Application,Analysis,Synthesis,Evaluation,Levels of thinking,5.5.3 How to make questioning more effective,Questions should be closely linked to the,learning objectives,in the lesson;,Questions should,be staged,so that the level of challenge increases as the lesson proceeds;,There should be,a balance,between closed and open, lower-order and higher-order questions;,Wait time is important to,allow students to think,through their answers;,Ss should be provided,opportunities to ask their own questions,and seek their own answers;,A,secure and relaxed atmosphere of trust,is needed and ss opinions and ideas are valued.,5.6 Dealing with errors,What are errors How are they different from mistakes,A mistake refers to “a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system (Brown, 2000: 218-219),An error has direct relation with the learners language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.,A mistake can be self-corrected; an error cannot be.,How to deal with errors,In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on,accuracy or fluency.,When to correct errors,Generally, it is best not to interrupt students during fluency work unless communication breaks down.,Let a trivial mistake pass if most of the language is right.,For some common mistakes, take a note in mind first and correct after the students performance.,How to correct errors,Different ways and techniques:,Direct teacher correction,Indirect teacher correction,Self-correction,Peer correction,Whole class correction,Which techniques to use,As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss self-esteem and confidence.,In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.,The whole class correction is used for main error types (e.g.The Big Ten),Teacher A.,T: Where do you live,S: I lives in the city.,T: No, thats wrong. I live in the city. No s on the first person singular.,Correcting oral English,Correcting oral English,Teacher B,T: Where do you live,S: I lives in the city.,T: Good. I live in the city. Say it after me again: I live in the city.,Correcting oral English,Teacher C,T: Where do you live,S: I lives in the city.,T: Good- almost right, I li.,S: I live in the city.,Summary,Roles of the teacher: controller, assessor,organiser, prompter, participant, resource-provider, facilitator, guide, researcher, etc.,Classroom instructions: simple; suit the level of students,Grouping: whole class work, group work, pair work, individual study,Discipline: to engage,ss,in learning; how to maintain discipline, how to treat with,indisciplined,acts,Questioning: different classifications; questioning techniques,Error correction: error and mistake; different ways and techniques for correcting errors,Assignment,Q: How to cope with the reality of a large EFL class,Background: There are some problems that large classes present, including 1)ability across students varies widely; 2)individual teacher-student attention is minimized; 3)student opportunities to speak are lessened; 4)teachers feedback on students written work is limited; 5) it is hard to keep classroom discipline; 6),For Group 4-6.,
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