5-Classroom-Management

EnglishLanguageTeachingMethodologyUnit5ClassroomManagementOutlineArevisionofUnit4(lessonplanning);Apresentation(G3)Unit5ClassroommanagementReviewinglessonplanningMajorprinciplesforgoodlessonplanning:aim,variety,flexibility,learnabilityandlinkage.Sevenmajorcomponentsofalessonplan:backgroundinformation,aims,languagecontentsandskills,stagesandprocedures,teachingaids,end-of-lessonsummary,assignment,andafterlessonreflection.PresentationChoosealessonfromajuniororseniorhighschooltextbook.Imagineyouaregoingtoteachtheunit.Writealessonplanbasedontheideassuggestedinthisunit.Ifpossible,chooseasectioninyourlessonplanandgiveaminidemonstration.G3presentsandtheaudienceevaluatebasedon5principlesand7components.Unit5ClassroomManagement1.Theroleoftheteacher2.Classroominstructions3.Studentgrouping4.Disciplineinthelanguageclassroom5.Questioningintheclassroom6.DealingwitherrorsQ:Whatisclassroommanagement?Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.(68)Q:Howimportantisit?Themosteffectiveactivitieswillbemadeuselessiftheteacherdoesnotorganizethemefficiently(Harmer,1983).Q:Whatisthegoalofclassroommanagement?TocreateanatmosphereconducivetointeractinginEnglishinmeaningfulways(Gebhard,1996).Q:Howtoachieveefficientclassroommanagement?A:Whenthefollowingsixconditionsaremet.1.Theteacherplaysappropriateroles.2.Theteacherprovidesclearerinstructions.3.Studentsaregroupedinawaysuitableforthelearningactivities.4.Thereisdisciplineaswellasharmonyintheclass.5.Theteacherasksappropriatequestions.6.Thestudents’errorsaretreatedproperly.5.1Whatrolesdoestheteacherplay?Harmer(1983)1.Controller2.Assessor3.Organiser4.Prompter5.Participant6.Resource-provider…Activity:Task3Decidewhatroletheteacherisplayingineachactivity.5.1.1TeacherascontrollerQ:Whatdoestheteachercontrol?1.WhattolearnTargetlanguageitems,keystructures,usefulwordsandexpressions…2.HowtolearnThepaceoflearning,classtime,discipline,(reproduction)activities,etc.Q:Howmuchcontrolisneeded?AppropriatedegreeofcontrolDifferentactivitiesneedadifferentdegreesofcontrol.Themorecommunicativeanactivity,thelesscontrolitneeds.5.1.2TeacherasassessorQ:Whatdoestheteacherdoasanassessor?1.CorrectingmistakesThecorrectingshouldbegentle,notharsh.Gentlecorrectinginvolvesshowingthatincorrectnesshadoccurred,butnotmakingabigfussaboutit.(Harmer,1983)2.OrganisingfeedbackThefeedbackshouldbefocusedonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.5.1.3TeacherasorganiserQ:Whattoorganise?(in-classorout-of-class)activities(inTBLT)Q:Howtoorganise?Beforetheactivity:whattheactivityisgoingtobelike,anticipatedproblems;clearinstructionsgiventostudents(withT’sdemonstration)Duringtheactivity:overhearwhatthestudentsaresaying,rectifywrongpractices;takenotesforlaterfeedback5.1.4TeacherasprompterQ:Whentoprompt?Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext…Whenastudentdoesn’tseemtobereadyforananswer,…Whenastudentfinisheswithaveryshortanswer,……5.1.5TeacherasparticipantQ:Whattoparticipatein?Students’activities.Q:Why?Monitoring+participatingchangestherolefromanauthoritytoaconversationalist,agoodchanceforstudentstopractiseEnglishwithasuperior…5.1.6Teacherasresource-provider“Althoughthejug-and-mugmethodhasbeenwidelycriticised,theteacherisstillconsideredagoodandconvenientresourceforthestudents.”(72)Q:Whatdoyouthinkofthejug-and-mugmetaphor?5.1.7Teacher’snewrolesTeachers’rolesarenotstatic.Theychangewiththedevelopmentofthesociety.(Fu,2001)Newroles:TeacherasfacilitatorTeacherasguideTeacherasresearcher…Teachers’newrolesTeacherasfacilitatorCreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategies…TeacherasguideActivatestudents’priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents’developmentfairlyfromanall-roundperspective…TeacherasresearcherObserveaproblem,reflectonthereasons,thinkaboutpossiblesolutions,implementthesolutionsandevaluatetheresults…5.2ClassroominstructionsQ:Whatareclassroominstructions?--“thetypeoflanguageteachersusetoorganiseorguidelearning”(73)GivingdirectionstotasksoractivitiesProvidingexplanationstoaconceptorlanguagestructureSettingrequirementsCheckingcomprehensionDrawingattentionMotivatinglearnersGivingfeedbackAssigninghomework…Q:Howtomakeclassroominstructionseffective?1.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;2.Tousethemother-tongueonlywhenitisnecessary;GivestudentstimetogetusedtolisteningtoEnglishinstructions;usebodylanguagetoassistunderstanding;modelthetask/activitybeforelettingstudentsintogroupsorpairs…Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.3StudentgroupingQ:Whattogroup?Wholeclasswork,pairwork,groupwork,individualstudy1.WholeclassworkAllthestudentsareunderthecontroloftheteacher,doingthesameactivitya