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Unit 5
P o w e r P o i n t
Classroom management
By Xu Zhijian
Company Logo 龙岩学院外国语学院省级精品课程-《英语教学法》
Aims of this Unit
1 2 3 4 5 6 What roles do teachers play in the classroom? How to give effective classroom instructions? What are the different ways for students grouping? How to maintain discipline in the classroom? How to ask effective questions? How to treat students’ errors in the classroom?
龙 学 国语学 课 --《 语教学 》 《
I.What’s the goal of classroom management?
Classroom management:the way : teachers organize what goes on in the classroom. The goal:to create an atmosphere goal: conductive to interacting in English in meaningful ways.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
I. What’s the goal of classroom management?
Six conditions for Effective classroom management : Teacher plays appropriate roles Teacher provides clear instructions. Suitable grouping of the students Asking appropriate questions. Discipline as well as harmony in the class. Proper error treatment.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
II. The roles of the teacher
Different views on teacher’s roles:
  1. Richards and Rodgers’ viewpoint
Teacher’s roles are related ultimately to assumptions about language and language learning at the level of approach.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
II. The roles of the teacher

  2. Teacher’s roles: Task
  1:think about teacher’s roles before, during and after class:
Before class: planner, who plans what to teach, how to teach, and what result to achieve. During class: organizer… After class: evaluator, who evaluates not only how successfully he has conducted the class but also how effective the learning activities have been.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?
II. The roles of the teacher
Harmer defines the teacher’s roles as:
Controller
participant
assessor
resource provider
prompter
organizer
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
II. The roles of the teacher
Controller: to control the pace so that activities run
smoothly and efficiently. Appropriate control and overcontrol.
Assessor:to assess the students’ work. : Organizer: to design and organize activities/tasks Prompter: to give appropriate prompts or hints when
students are not ready to answer to do the activity.
Participant: to participate in students’ activities /
communication.
Resource provider: to provide resource/
knowledge
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
III. Classroom instructions Classroom instructions refer to the language teachers use to organize or guide learning. English or Chinese instructions? Use simple language. Give clear instructions Use eye contact.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
IV. Student grouping
An important feature of today’s language classroom is that students do not always study as one big group. Rather, students are put into groups of different sizes.
The most common student groupings:
Whole class work /lockstep pair work group work individual study
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?

  2. Advantages and disadvantages of grouping
Grouping Disadvantages ?Students have little chance to ?All the class are speak; concentrating. ?Same speed for different students; ?Good modeling from teacher ?Nervous in front of the whole class; ?comfortable in choral practice?Not enough communication; More chance for practice; Encouraging co-operation; Relaxing atmosphere; ?Communication in its real sense; ?More dynamic than pair work; ?promoting self-reliance; ?No outside pressure; ?Study at own speed;
语 课 --?w教学 ?ww 语教学 ?
Advantages
Whole class work
Pair work
?Students stray away from the task; ?Using native language; ?Noise and indiscipline ?The same as those in pair work; plus some students might dominate; ?Difficult to group; ?Less dynamic classroom; ?No co-operation;
Group work
Individual study
龙 学 国语学
IV. Student grouping Task 5(P.
  77) (
  1) Whole class work: the teacher goes through the instruction with the students to make sure they now what to do exactly. If possible, give some hint. (
  2) Group work: students work in groups of 4 and discuss what things they should use. Reach an agreement b the end of the discussion. (
  3) Whole class work: group leaders report their discussion result to whole class, justifying their decision if necessary.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?

  3. Further suggestions about student grouping.

  1) When working in whole class work, the teacher should not speak too much.
  2) When organizing pair work, the teacher should give the clearest instructions. If necessary, the teacher should demonstrate with one student first.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?

  3. Further suggestions about student grouping.
  3) possible ways to group the students: grouping the students according to seating arrangement; students select their own group members,(risky) strong students and weak students are missed together. Strong students and weak students are grouped separately to do different takes. Group the students by drawing lots.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?

  3. Further suggestions about student grouping.

  4) Although pair work and group work can provide students more chances for practice, individual study should not be totally neglected.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
V. Discipline in the language classroom What’s the final goal of discipline in the language classroom? The ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not as straight forward as it appears. TASK
  6.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
V. Discipline in the language classroom Practical hints for teachers on classroom discipline. Task7 Measures for indisciplined acts and badly behaving students( by Harmer)
Act immediately. Stop the class. Rearrange the seats. Change the activity. Talk to students after class. Create a code of behaviour.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
Solutions for problem-making students:
Deal with it quietly. Don’t hurt the students. Don’t take things personally. Try to address the problem rather than the students as the object. Don’t use threats
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
VI. Questioning in the classroom
Functions of questioning: ?to focus students’ attention; ?to invite thinking and imaginations; ?to check understanding, ?to stimulate recall of information, ?to challenge students, ?to assess learning.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?
VI. Questioning in the classroom
Classification of questions
?Close questions: questions with only one single correct answer. ?Open questions: may invite many different answers. ?Display questions: the answers are already known to the teacher, used for checking if students know the answers. ?Genuine questions: used to find out new information and since they often reflect real contexts, they are therefore more communicative.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?
VI. Questioning in the classroom
Bloom classified questions as follows
Knowledge; recalling facts, terms and basic concepts. Comprehension: understanding o f facts and ideas by organizing, comparing, translating, interpreting, describing, and stating the main ideas. Application: applying acquired knowledge, facts, techniques and rules in a different context.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
VI. Questioning in the classroom
Bloom classified questions as follows
Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas, Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking. Evaluation: present and defend opinions by making an informed judgment about information or ideas based on a set of criteria.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?
VII. Dealing with errors Error and mistakes Language mistakes and language errors are two different phenomena in language learning(Brown). Mistake: either a random guess or a ‘slip of tongue’,
which is a failure performance to a known system.
Error:
related to learners’ language competence. Do not result from carelessness nor hesitation, but lack of knowledge in the target language.
Language errors cannot be self-corrected no matter how much attention is given.
龙 学 国语学 语 课 --?w教学 ?ww 语教学 ?
VII. Dealing with errors
Dealing with spoken errors. Be clear whether the task or activity is focusing on accuracy or fluency. When to correct If the mistakes are common, take notes and correct them after the student’s performance.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
VII. Dealing with errors
How to correct
Different ways and techniques for correcting errors:
Direct and indirect teacher’s correction Self-correction Peer correction Whole class correction. Task
  10.
龙 学
国语学
语 课 --?w教学 ?ww 语教学 ?
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Class is over.
P o w e r P o i n t
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