Unit-5--Classroom-Management

Unit5ClassroomManagementWhatdoesclassroommanagementmean?Itmeansthewayteachersorganizewhatgoesonintheclassroom.What’sthegoalofit?ThegoalofitistocreateanatmosphereconducivetointeractinginEnglishinmeaningfulways.Whatisanefficientclassroommanagementlike?Itcanbeachievedwhenthefollowingsixconditionsaremet.1.Whatrolesdoteachersplayintheclassroom?2.Howtogiveeffectiveclassroominstructions?3.Whatarethedifferentwaysforstudentsgrouping?4.Howtomaintaindisciplinesintheclassroom?5.Howtoaskeffectivequestions?6.Howtotreatshudders’errorsintheclassroom?5.1TheroleoftheteacherWhattoteach…Beforetheclass:aplannerHowtoteach…Whatresulttoachieve…acontrolleranassessoranorganizerDuringtheclass:aprompteraparticipantaresource-providerAftertheclass:anevaluatorHowsuccessfullyhehasconductedtheclassHowefficientthelearningactivitieshavebeen…ControllerTheteachercontrolsthepacesothatactivitiesrunsmoothlyandefficiently．Theteachercontrolsthetime.Theteachercontrolsthewholeclass.FunctionofcontrolItcanmakesurethestudentsusecertaintargetlanguageitemsaccuracy.Methods:controlledpracticehalf-controlledpracticefree-controlledpracticeAssessorAsanassessortheteacherdoestwothings.Thatis,correctingmistakesandfeedback.Methods:Correctingmistakesshouldbegentleandwhenorganizefeedbackshouldfocusonstudentssuccessorprogresssothatasuccess-orientedlearningatmospherecanbecreated.PrompterWhenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext，theteachershouldgiveappropriateprompts.ParticipantTask-basedteachingmethodsencouragetheteachertoparticipateinstudents'activitiesResource-providerTheteacher’sroleisthesameastheroleofinstructionmaterials.Teacher’snewrolesTeachers’rolesarenotstatic.TheychangewiththeimplementationofthenewEnglishcurriculum.TeachersareexpectedtoputonnewrolesTeachersasfacilitators(helper)TeachersasguidesTeachersasresearchers5.2ClassroominstructionsClassroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Theyinclude(1)givingdirectionstotasksoractivities(2)providingexplanationstoaconceptorlanguagestructure(3)settlingrequirements(4)checkingcomprehension(5)drawingattention(6)motivatinglearners(7)givingfeedback(8)assigninghomeworkRulesformakingclearinstructions1.tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;2.tousethemother-tongueonlywhenitisnecessary;3.GivestudentstimetogetusedtolisteningtoEnglishinstructorsandhelpthemmakeanefforttounderstandthem;4.SometimesitcanbequitecomplicatedtogiveinstructionsinEnglishforacomplicatedtask,thebestthingtodoistomodalthetask;5.Trytoavoidlengthyexplanation,rememberdemonstrationisusuallymoreeffectivethanwordskeepyourowntalkingtoaminimumduringtheactivities.5.3StudentgroupingThemostcommonstudentgroupingsarewholeclasswork,pairwork,groupworkandindividualstudy.1.Whatiswholeclasswork?P.74pairwork?groupwork?individualwork?2.Whendoweusethesework?3.Whataretheadvantagesanddisadvantages(task4)ofthesefourtypesofstudentgrouping?4.GroupingmethodsWholeclassworkItiswhereallthestudentsareunderthecontroloftheteacher.Theyarealldoingthesameactivityatthesamerhythmandpace.Itisoftenadoptedwhentheteacherispresentingnewlanguage,givingexplanations,checkinganswers.PairworkItiswherethestudentsworkinpairsonanexercisesoratask.Itcouldbeadialoguereading,agameoraninformation-gaptaskbetweentwostudents.GroupworkItiswherethestudentsworkinsmallgroups.Eachgrouphas3,4,or5students.Itismostbeneficialwhentheactivityrequirecontributionfrommorethantwostudents.Theteachercanjoineachgroupasaparticipant.IndividualstudyItisthestageduringtheclasswherethestudentsarelefttoworkontheirownandattheirownspeed.Usuallytheyaredoingthesametask,buttheteachermaygivethemachoiceoftasks.Task4.P.75Whataretheadvantagesanddisadvantagesofthefourstudentgrouping?Whatshouldteachersdowhenorganizingwholeclasswork,pairwork,groupworkanindividualizedlearning?5.4Disciplineinthelanguageclassroom1.Whatdisciplinemeaninlanguageclassroom?DisciplinedoesnotmeanaseriesofpunishmentmetedouttobadlybehavedstudentsHereitreferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective,itisimportanttorelisethatthecodeofconductthatdeterminesthebehaviorofaclassisasnecessaryfortheteacherasitisforthestudents2.WhatisatypicaldisciplinedELTclassroomlike?Thepossiblecharacteristicsofdisciplinedclassroomsasfollowing.(1)Theclassisundertheteacher’scontrol.(2)Theclassisquiet.(3)Theteacherandstudentsarecooperatingsmoothly.(4)Theteacherandstudentsshowrespecttoeachother.(5)Thelessonisproceedingaccordingtoaplan.(6)Learningistakingplace.3.Whatshouldwedowhenindisciplineoccurs?(1)Actimmediately.(2)Stoptheclass.(3)Rearrangetheseats.(4)Changetheactivities.(5)Talktostudentsafterclass.(6)Createcodeofdevoir.(7)Dealwithitquietly.(8)Don’ttakethingspersonally.(9)Don’tusethreats.5.5Questioningintheclassroom1.Whatarequestionsfor?Workingroupsanddiscussthefunctionsorpurposesofquestionsinteaching.(1)Teachersusequestionstofocusstudentsattention(2)Toinvitethinkingandimaginaries(3)Tocheckunderstanding(4)Tostimulaterecallofinforma