classroommanagement学科教学理论PPT课件

1、第1页/共47页第2页/共47页Planning lags behind reality. So good lesson planning does not mean you will teach well.第3页/共47页The National English CurriculumLesson Planning / DesignClassroom ManagementSuccessful Teaching & LearningTheoryPractice第4页/共47页What is classroom management? Classroom management is the

2、 way teachers organize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.第5页/共47页What managerial skills?Good managerial skills are essential to good teaching.Teachers rolesInstructionGrouping studentsQues

3、tioningTreating errorsDiscipline and harmony第6页/共47页I.Teachers RolesUnder the curriculum, the teacher plays multiple and flexible roles in different teaching conditions.第7页/共47页Three Stages of Teaching1. before the class2. during the class3. after the class第8页/共47页Teachers Roles in the Classtime1. C

4、ontroller2. Assessor3. Organizer4. Prompter5. Participant6. Resource-provider7. Atmosphere creator (Task 3 on Page 69) 第9页/共47页New Roles in the 21st Century 1. Facilitator 2. Guides 3. Researcher第10页/共47页Activity 1Watch the video and identify the teachers different roles in different teaching stages

5、. 第11页/共47页II. Classroom InstructionThe type of language teachers use to organize or guide learning.Activity 2 Watch the video again and tell: What classroom English is good and when the teacher gives instructions. 第12页/共47页Effective InstructionOpportunitiesSupra-segmentalsBody languageMother tongue

6、 ifnecessarySimple EnglishGood classroomlanguage第13页/共47页More opportunities should be given to the learners. That is f o r t h e l e a r n e r s m o r e participation in the learning process. 第14页/共47页When to Give InstructionsTeachers English In the classGive directionsGive explana-tionsCheck thelea

7、rnersDrawattentionMotivatelearnersGivefeedbackAssignhome-work第15页/共47页III. Student Grouping1.Whole class work2.Pair work3.Group work4.Individual studyRead through Section 3(P 74) and answer:when to group students in those ways.第16页/共47页1.Whole class workAll the students are under the control of the

8、teacher.A.Presenting new language pointsB.Giving explanationsC.Checking answersD.Doing accuracy-based reproductionE.Summarizing teaching and learningWhen:第17页/共47页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 students

9、When:第18页/共47页3.Group workCommunication Problem-solvingProject management Collaboration (teamwork) 第19页/共47页Ways to Group StudentsAlternatives:1. seating arrangement2. students own wills3. strong students and weak students mixed together4. strong students and weak students grouped separately to do d

10、ifferent tasks5. drawing lots第20页/共47页4.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 a groupD.Individual speech preparationsWhen:第21页/共47页Match1.You as a teacher want y

11、our 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 make the usage of a new word mastered by the whole class.4.You want your st

12、udents 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.第22页/共47页To sum up successful grouping Rules: 1.Whole class is normally for new language items. 2.Always f

13、ollow 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.第23页/共47页 More rules: 6.Circulate after students start. 7.Help individual pairs or groups if needed. 8.If noise or indiscipl

14、ine 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.第24页/共47页IV. Classroom QuestioningQuestioning

15、 is the most common form of interaction between the teacher and the students.第25页/共47页Functions1.focus students attention2.activate thinking and imagination3.check understanding4.stimulate recall of information5.challenge students6.assess learning7.show a model第26页/共47页Facts:More low-order questions

16、Less questions from studentsLack of genuine questions第27页/共47页Question Types1. closed and open questions2. lower-order and higher-order questions第28页/共47页Useful Verbs Sample Question Stemstelllistdescriberelatelocatewritefindstatename What happened after.?How many.?Who was it that.?Can you name the.

17、?Describe what happened at.?Who spoke to.?Can you tell why.?Find the meaning of.?What is.?Which is true or faKnowledge/Remembering第29页/共47页Useful Verbs Sample Question Stemsexplaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribe Can you write in your own words.?Can you write

18、a brief outline.?What do you think could happen next.?Who do you think.?What was the main idea.?Who was the key character.?Can you distinguish between.?What differences exist between.?Can you provide an example of what you mean.?Can you provide a definition for.? Understanding/Comprehension第30页/共47页

19、Useful Verbs Sample Question Stemssolveshowuseillustrateconstructcompleteexamineclassify Do you know another instance where.?Could this have happened in.?Can you group by characteristics such as.?What factors would you change if.?Can you apply the method used to some experience of your own.?What que

20、stions would you ask of.?From the information given, can you develop a set of instructions about.?Would this information be useful if you had a .? Applying第31页/共47页Useful Verbs Sample Question StemsanalysedistinguishexaminecomparecontrastinvestigatecategorizeidentifyexplainseparateHow was this simil

21、ar to.?What was the underlying theme of.?What do you see as other possible outcomes?Why did . changes occur?Can you compare your . with that presented in.?Can you explain what must have happened when.?How is . similar to .?What are some of the problems of.?What was the turning point in the game?What

22、 was the problem with.? Analyzing第32页/共47页Useful VerbsSample Question Stemsjudgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussdetermine Is there a better solution to.Judge the value of.Can you defend your position about.?Do you think . is a good or a bad thing?How would you have ha

23、ndled.?What changes to . would you recommend?Do you believe?Are you a . person?How would you feel if.?How effective are.?What do you think about.? Evaluating第33页/共47页Useful VerbsSample Question Stemscreateinventcomposepredictplanconstructdesignimagineproposedeviseformulate Can you design a . to .?Wh

24、y not compose a song about.?Can you see a possible solution to.?If you had access to all resources how would you deal with.?Why dont you devise your own way to deal with.?How many ways can you.?Can you create new and unusual uses for.?Can you write a new recipe for a tasty dish?Can you develop a pro

25、posal which would. Creating第34页/共47页Effective Questioning1.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 questi

26、ons.4. Wait time is important to allow students to think through their answers.5. Opportunities to ask questions6. A secure and relaxed atmosphere of trust第35页/共47页Activity 3 (oral work) Design 6 questions for the given passage.第36页/共47页V.Errors and Mistakes1.A mistake is a performance error that is

27、 either a random guess or a slip of the tongue.2.An error has direct relation with the learners language competence because of the lack of the knowledge in the target language.第37页/共47页Decide whether a mistake or an error is involved in the following. 1. “seashore” for “she sore” 2. “I need a sextet

28、” 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 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 d

29、o so can women.”第38页/共47页When to correct Fluency Accuracy第39页/共47页How to Correct Self-correction Peer correction Indirect teacher correction Whole class correction Direct correction第40页/共47页Good managerial skills in organizing an English class i n c re a s e yo u r c h a n c e s of success. Playing

30、proper roles Giving instructions Grouping students Asking questions Treating errors Maintaining discipline and harmony第41页/共47页第42页/共47页Effective Group WorkGroup work requirementsA.B.C.D.E.第43页/共47页 A.Group ProcessGround Rules Schedule Roles and Tasks B.Establishing TrustElaborate conditionsErrors C.Effective CommunicatingClear requirementsMore resources D.Collaborative activitiesA real sense of collaboration outcome E.Managing Conflicts 第44页/共47页Strategies for Handling Conflicts1.Keep the interests of the group as the focus. 2.Listen to each oth