Unit-5-classroom-management(课堂管理)

Unit10ClassroommanagementWhatisclassroommanagement?Whatdoesclassroommanagementinvolve?FactorsaffectingclassroommanagementPrinciplestofollowforclassroommanagementClassroommanagementispreciselythatskillwhichteachersapplywhentheyteach.Sinceteachersmostlikelyteachinaclassroom,theskilliscalled“classroommanagement”.I.Whatisclassroommanagement?Classroommanagementinvolvesbothdecisionsandactions.Classroommanagementinvolvesteacherrecognizingoptions,makingdecisionsandputtingthemintoactions.II.Whatdoesclassroommanagementinvolve?TeacherdecisionsandactionsTeacherattitudesandintentionsTeacherbeliefsandvaluesClassroomdecisionsandactionsaregreatlydeterminedbytheteacher’sownattitudes,intentions,beliefsandvalues.Question:Howdoyouthinkofthetableabove?TheroleoftheteacherGivinginstructionsStudentgroupingDisciplineQuestioningintheclassroomDealingwithstudents’errorsIII.Factorsaffectingclassroommanagement3.1TheroleoftheteacherPleasedotheTask1onpage68.Theroleteacherplaysbeforetheclass,duringtheclassandaftertheclass.BeforetheclassplannerDecideslessoncontent-languagefocus,texts,etc.DecideslessonmethodologyChoosesmaterialsorganizercontrollerassessorprompterparticipantresource-providerDuringclassOrganizerStartsactivitiesGivesinstructionsClarifiesinstructionsDecideslengthofactivitiesDecidestomoveonfromonestageofanactivitytoanotherKeepsfastfinishersoccupiedStopsactivitieswhereappropriatecontrollerControltheteachingpaceControlstudentsopportunityControltimeoftheteachingactivitiesBalancebetweencontrolandnocontrolassessorCorrectingstudents’errors(gentle,don’tmakeafussaboutstudentsmistakes)Organizingfeedback(notcritical,encouraging)prompterTime(Studentsarenotsurewhat,how)GivinghintsElicitingmoreparticipantJoinoneortwogroupsasanordinaryparticipant.Changehisrole,don’tdominateorbeauthoritativeAfterclassEvaluateslearnerperformanceProvidespositiveandnegativefeedbackGivesguidanceonhowtoimprovefutureperformanceevaluatorTasks:Pleasedothetask3onpage69.Teacher’sotherrolesFacilitatorguideresearcherFacilitatorContributestopositiveclassdynamicsGivesadditionalinformationusefulornecessaryfortheactivity(e.g.languageinput,learningtips)FacilitatorProvidesastimulusorprompt（forlearnerstodosomethingwiththelanguage,toshiftfocusofattention）Providesmotivation(stimulates,encourages,etc.)Providestechnicalsupport(operatesequipmentsuchascassette／videorecorders,overheadprojectors,etc.）3.2ClassroominstructionsReadthetextbookfromP73to74andgetsomeideasabouthowtogiveclassroominstructionseffectively.GivingInstructions1.Economywithwords:theteachershoulduseasfewwordsaspossible.2.Simpleandclearlanguageatallpoints:languageshouldbeeasytounderstand.3.Demonstratewhatisneeded.GivingInstructions4.Checkstudents’understanding:theteachercancheckindividualstudentstomakesurethatstudentsunderstandtheinstructionsandknowwhattodo.5.Usethenativelanguagewhennecessary.6.Varytheinstructionsnowandthen.Teacher:Well,whatI’mgoingtodo?I’mgoingtoaskyoutogetintopairs,butbeforethat,thereissomethingwe’vegottoworkout.Sojustjotdownifyou’vegotapen,couldyouwritethis,thenwhenwe'vefinishedthatwe’regoingtodothenextthingwhichinvolvesmore…Case1:commentObviously,thisinstructionisunplanned,andthusunstructured.Suchkindofinstructionisextremelyconfusingtostudents.Case2:Teacher:Myinstructionsaresoclear—butallthestudentsdiddifferentthings---andnoneofthemdidwhatIaskedthemtodo.commentItisnecessarytocheckstudents’understandingoftheteacher’sinstruction.Asimplewayistoaskastudentortwotorepeatthemback.Inthisway,theteachercanmakesurethatthestudentsreallyknowwhattheyaretodo.Case3:Teacher:Doyouunderstand?Student:Yes…commentThiswayofcheckingstudents’understandingisuseless.Teachersneedtogetclearinformationaboutwhatstudentshavetakenin.Thebestwaytodothisistogetstudentstodemonstratetheirunderstanding,forexamplebyusingthelanguageinasentence,orbyrepeatinganinstruction,orbyexplainingtheirinterpretationsofanidea.Thisprovidesrealevidence,ratherthanvague,possiblyuntrueinformation.practiceSimplifythefollowinginstructionsusinglessconfusinglanguageoragesture.Classroominstructions1.NowactuallyIwouldreallylikeyouifyoucouldnowstandupyeseveryoneplease.Gesture(orStandup).2.IfIweretoaskyouforyouropiniononsmokingwhatdoyouthinkyoumightsaytomeinyourreply?ClassroominstructionsWhatdoyouthinkaboutsmoking?Classroominstructions3.WouldyouliketotelleveryonetheansweryouwerethinkingofagainbecauseIdon’tthinktheyhearditwhenyouspokesoquietlyandI’msurewe’dallbeinterestedinhearingitifyoucouldplease?Louder.Classroominstructions4.Wellthatwasn’treallywhatIwashopingyou’dsaywhenIaskedthatquestion.IwasactuallylookingforthenameoftheverbtensenotanexamplesentencebutwhatyougavemewasfineonlydoesanyoneIwonderhavetheanswerI’mlookingfor?What’sthenameofthetense?Therearemainlyfourinteractionmodels:wholeclasswork(lockstep)individualworkpairworkgroupwork3.3InteractionmodelDiscussionDoTask4andbrainstormtheadvantagesanddisadvantagesofthefourtypesofstudentgrouping.groupingAdvantagesDisadvantagesWholeclassworkAlltheclassareconcentrating;good