有效教师的基本特征课件

BasicCharacteristicsforEffectiveTeachers有效教师的基本特征青岛市普通教育教研室孙泓

2007年12月14日1.Warmer让学生参与，激活课堂。2.Lead-in为目的语创设情景，在情景中学。3.Languagepresentation展示给学生目的语，并形成概念。4.Controlledpractice让学生熟悉目的语的构成，并了解概念。5.Freepractice让学生们通过活动用英语。6.Feedback巩固纠错。Different

kindsofteachersAnaverageteacherTELLS.普通教师告诉学生。AgoodteacherEXPLAINS.好一点的教师解释给学生听。AbetterteacherDEMONSTRATES.再好一点的教师演示给学生看。AgreatteacherINSPIRES.最好的老师激励学生学FifteenKeyCharacteristics

Exhibitenthusiasm（具有教学热情）Knowyourcontent（熟知教学内容）Beorganized（善于组织教学）Teachactively（教学积极主动）Showagoodattitude（展示良好心态）Establishsuccessfulclassroommanagement（精于课堂管理）Paceinstruction（把握教学节奏）Workwellwithothers（与他人和谐共事）Communicateclearly（交流清晰明了）Questioneffectively（有效提问)Differentiateinstruction（多元教学）Buildsuccessintoyourclass（让学生感收成功）Holdhighexpectations（对学生给予厚望）Createapleasantatmosphere（创设良好氛围）Beflexible（教学灵活机智）高慎英、刘良华《有效教学论》凡是能够有效地促进学生的发展，有效地实现预期的教学结果的教学活动，都可以称之为“有效教学”。“有效教师”不只是教知识，而且传播人生的信念。有效教师是受学生喜欢的教师，而且因喜欢而信任。“反思教学”不只是“有效教学”的一个环节，它将成为“有效教学”的寄托。精通一门学科是高效教学的根本。（LochK.johnson美国佐治亚大学教授）有效教学的“十个因素”1。用好教材资源是有效教学的基本点；2。了解学生情况是有效教学的立足点；3。设计适切目标是有效教学的落脚点；4。改变学习方式是有效教学的着力点；5。优化“讲练”策略是有效教学的效益点；6。引导帮助学生是有效教学的支撑点；7。教与学的和谐是有效教学的关键点；8。缩小个体差异是有效教学的平衡点；9。善处动态生成是有效教学的关注点；10。坚持教学反思是有效教学的生长点

What

makessuccess?

Stress-freeenvironment轻松的环境Understandable

input可理解输入Correlated

review相关的复习Correctdemonstration正确的示范Engaging

tasks有趣的任务Sufficient

reinforcement充分的强化Sequent

transfer有序的迁移Howtobeagoodteacher?Whatmakesagoodteacher?Howshouldtheteachertalktothestudents?Howshouldtheteachergiveinstructions?Whoshouldtalkinclass?Whatarethebestkindsoflessons?Whatmakesagoodteacher(1)?Ratethefollowingteacherqualitiesinorderofimportance? A.Theyaregoodlooking. B.Theyareentertaining. C.Theycancontroltheclass. D.Theygiveinterestingclasses. E.Theyknowtheirstudents. F.Theycankeepcontrol. G.Theypreparewell. H.Theyknowtheirsubject.Whatmakesagoodteacher?(2)Representativeanswersofthestudents

1.Theyshouldshouldmaketheirlessonsinterestingsothatyoudon’tfallasleep.2.Ateachershouldloveherjob.Ifshereallyenjoysit,that’llmakethelessonsmoreinteresting.3.Iliketheteacherwhohashisownpersonalityanddon’thideitfromthestudentssothatheisnotonlyateacherbutapersonaswell-anditcomesthroughthelessons.4.Iliketeacherswhohaslotsofknowledge,notonlyofhissubject.5.AgoodteacherisanentertainerandImeanthatinapositivesense,notanegativeone.Whatmakesagoodteacher?(3)Representativeanswers

6.Itisimportantthatyoucantalktotheteacherwhenyouhaveproblemsandyoudonnotgetalongwiththesubject.7.Agoodteacheris…somebodywhohasanaffinitywiththestudentstheyareteaching.8.Agoodteachershouldtryanddrawoutthequietandcontrolthemoretalkativeones.9.Sheshouldbeabletocorrectpeoplewithoutoffendingthem.10.Agoodteacheris…someonewhohelpsratherthanshouts.11.Agoodteacheris…someonewhoknowsournames.Conclusion:

Goodteacherscaremoreabouttheirstudentslearningthantheydoabouttheirownteaching.Whatisabestteacher?(4)|CompletethefollowingsentenceaboutyouWhenIwasatschool,thebestteacherwas…ThebestteacherIevermetis…ThebestEnglishteacheris…IthinkthebestEnglishteachershouldbe…IwanttobeanEnglishwho…Howshouldteacherstalktostudents(1)?Ratethefollowingstatements:Ateachershouldspeakveryslowlyandclearlytotheirforeign-languagestudents.Teachersshouldalwaysusewell-constructedsentenceswhentheyspeaktotheirstudents.Teachersshouldspeaktotheirstudentslikeparentstalktotheiryoungchildren.Teachersshouldspeaknormallytotheirstudents-asiftheyweretalkingtotheirownfriends.Teachersshouldonlysaythingstostudentswhichthestudentswillunderstandtotally.Howshouldteacherstalktostudents?(2)Howdoparentstalktotheirchildren?

A.Theyusemoreexaggeratedtonesofvoice.B.Theyspeakwithlesscomplexgrammaticalstructures.

C.Theyrestricttheirvocabulary.D.Theymakemoreeyecontact.

E.Theyusemorebodylanguages.

Howdoexperiencedteacherstalktothestudents?

A.Theyadaptingtheirlanguagetothelevelofthestudents.B.Theyusephysicalmovement.C.Theynaturallyshowtheirhappinessandsadness.Howshouldteacherstalktostudents(3)?Howshouldnewteacherstalktothestudents?1.Doastheexperiencedteachersdo.2.Newteachershouldconcentratetheirfocusontheirstudents’comprehension.3.Howtheteacherstalktotheirstudentsisoneoftheteachingskill,soitiscrucialforthenewEnglishteacherstotrainit,practiseit.4.Ithelpswhenthenewteachersusethewrittendialoguesinsteadoftheoralonesafterclass.Howshouldteachersgiveinstructions?(1)Whichofthefollowings,doyouthink,isgood?

1.NowIwantyoutoworkinpairs…yes(gesturing)…that’sright…youtwo…youtwo…youtwo.Good.Nowlistencarefully.Iwantyoutoreadthistext(holdingupthebookandpointingtoit)onpage26andanswerthequestions…OK?2.OK,thisisthedeal-andIhopeyoureallyenjoythis‘cosIspentmuchtimeplanningit,youknow?Ithoughtyoucouldprobablysolveaccessthisgrammarproblemyourselves,bylookingitupinyourbookingroups.OK?3.(Sittingatdesk)Openyourbooksonpage26.Whattheanswertothequestion1?4.(Holduplargepicture)Right,we’regoingtodosomethingabitdifferentnow.Nowaskmequestionsaboutthepicture(Pointingtothepicture)…questionswith“what”…Anybody?Yes,Tim,please!Howshouldteachersgiveinstructions?(2)Twogeneralrulesforgivinginstructions:(1)asap (2)logicalHowshouldthenewteachersgiveinstructions?(1)Beforegivinginstructions,askingthefollowings:a.WhatistheinformationIamtryingtoconvey?b.Whatmustthestudentsknowiftheyaretocompletetheactivitysuccessfully?c.Whichinformationdotheyneedfirst?d.Whichshouldcomenext?(2)WhilegivinginstructionsCheckwhetheryouareunderstoodornot?Whoshouldtalkinclass?(1)Choosetheonewhichissuitabletoyou:

1.Inclass,Itakeupmostofthetime,reading,organizinganddoingexplanations,butthestudentsseemtohavedifficultytounderstand.2.Inclass,inordertomakethestudentsdowhatIsaid,IhavetouseChineseregularly.3.Inclass,mystudentsoccupymostoftheclasstime,theyhavemorethan3chancestopractice(say)whattheyarerequiredopenly.4.Iusuallyoffersomeminutestomakethestudentstotalk,buttheycannotutteraword,letalongtosayasentenceoraparagraph.5.ItalldependswhatkindsoflessonsIamconducting.

Whoshouldtalkininclass?(2)Thestudentsshouldtalkinclass:

(1)ItisimportanttogettheSstotalk,byusingthelanguagetheyhavelearned.(2)Ssarethepeoplewhoneedpractice.Theteachershouldtalkinclass:

(1)Ssshouldbeexposedtothelanguage.(2)Comprehensibleinputisanimportantfeatureinlanguageacquisition.Conclusion:

(1)GoodteachersmaximizesSTTandminimizesTTT.(2)ThebestlessonsareoneswhereSTTismaximizes,whereteacherstalkattheappropriatetime.(3)Goodteacherusetheircommons