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1、Classroom Management,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 & Learning,Theory,Practice,What is classroom management?,Classroom management is the way tea
2、chers 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.,What managerial skills?,Good managerial skills are essential to good teaching. Teachers roles Instruction Grouping students Questioning T
3、reating errors Discipline and harmony,I.Teachers Roles,Under the curriculum, the teacher plays multiple and flexible roles in different teaching conditions.,Three Stages of Teaching,1. before the class,2. during the class,3. after the class,Teachers Roles in the Classtime,1. Controller 2. Assessor 3
4、. Organizer 4. Prompter 5. Participant 6. Resource-provider 7. Atmosphere creator (Task 3 on Page 69),New Roles in the 21st Century,1. Facilitator 2. Guides 3. Researcher,Activity 1,Watch the video and identify the teachers different roles in different teaching stages.,II. Classroom Instruction,The
5、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.,Effective Instruction,More opportunities should be given to the learners. That is for the learners more participation in the
6、 learning process.,When to Give Instructions,III. Student Grouping,1.Whole class work,2.Pair work,3.Group work,4.Individual study,Read through Section 3(P 74) and answer: when to group students in those ways.,1.Whole class work,All the students are under the control of the teacher.,A.Presenting new
7、language points B.Giving explanations C.Checking answers D.Doing accuracy-based reproduction E.Summarizing teaching and learning,When:,2.Pair work,Students work in pairs on an exercise or a task.,A.A dialogue reading B.A game C.An information-gap task between the two students,When:,3.Group work,Comm
8、unication Problem-solving Project management Collaboration (teamwork),Ways to Group Students,Alternatives: 1. seating arrangement 2. students own wills 3. strong students and weak students mixed together 4. strong students and weak students grouped separately to do different tasks 5. drawing lots,4.
9、Individual Study,Students are expected to work on their own at their speed.,A.Silent reading B.Doing written exercises C.Writing something down individually after brainstorming in a group D.Individual speech preparations,When:,Match,1.You as a teacher want your students to pay attention to the usefu
10、l 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 students to acquire the ability to talk a
11、bout 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,Rules: 1.Whole class is normally for new language items. 2.Always follow a similar procedure 3.Before the task, a
12、ssign 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 pairs or groups if needed. 8.If noise or indiscipline rises to an excessive level, the teacher can stop t
13、he 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.,IV. Classroom Questioning,Questioning is the most common form of interaction between the teacher an
14、d the students.,Functions,1.focus students attention 2.activate thinking and imagination 3.check understanding 4.stimulate recall of information 5.challenge students 6.assess learning 7.show a model,Facts:,More low-order questions Less questions from students Lack of genuine questions,Question Types
15、,1. closed and open questions,2. lower-order and higher-order questions,Knowledge/Remembering,Understanding/Comprehension,Applying,Analyzing,Evaluating,Creating,Effective Questioning,1.Questions should be closely linked to the learning objectives. 2. Questions should be staged so that the level of c
16、hallenge 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 questions 6. A secure and relaxed atmosphere of trust,Activity 3 (o
17、ral work) Design 6 questions for the given passage.,V.Errors and Mistakes,1.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 of the lack of the knowledge in the target language.,Decide
18、 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 part in society today. Long age, women only di
19、d 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 Accuracy,How to Correct,Self-correction Peer correction Indirect teacher correction Whole class correction Direct correction,Good managerial skills in
20、 organizing an English class increase your chances of success. Playing proper roles Giving instructions Grouping students Asking questions Treating errors Maintaining discipline and harmony,Effective Group Work,Group work requirements,A.,B.,C.,D.,E.,A.Group Process Ground Rules Schedule Roles and Ta
21、sks 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 Conflicts,1.Keep the interests of the group as the focus. 2.Listen to each ot
22、her 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,Checklist for teachers to observe th
23、eir 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 which focus on a particular relev
24、ant 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 relationship _Analysis _Asks questio
25、ns 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 encourage 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,