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1、Unit 10,Classroom management,What is classroom management ? What does classroom management involve? Factors affecting classroom management Principles to follow for classroom management,The focus for the unit,Classroom management is precisely that skill which teachers apply when they teach.,Since tea
2、chers most likely teach in a classroom, the skill is called “classroom management”.,I. What is classroom management?,Classroom management involves both decisions and actions.,Classroom management involves teacher recognizing options, making decisions and putting them into actions.,II. What does clas
3、sroom management involve?,Teacher decisions and actions,Teacher attitudes and intentions,Teacher beliefs and values,Classroom decisions and actions are greatly determined by the teachers own attitudes, intentions, beliefs and values.,Question:,How do you think of the table above?,The role of the tea
4、cher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students errors,III. Factors affecting classroom management,3.1 The role of the teacher,Please do the Task 1 on page 68. The role teacher plays before the class, during the class and after the class.,Befor
5、e the class,planner,Decides lesson content -language focus, texts, etc. Decides lesson methodology Chooses materials,organizer controller assessor prompter participant resource-provider,During class,Organizer,Starts activities Gives instructions Clarifies instructions Decides length of activities De
6、cides to move on from one stage of an activity to another Keeps fast finishers occupied Stops activities where appropriate,controller,Control the teaching pace Control students opportunity Control time of the teaching activities Balance between control and no control,assessor,Correcting students err
7、ors (gentle, dont make a fuss about students mistakes) Organizing feedback (not critical, encouraging),prompter,Time (Students are not sure what, how) Giving hints Eliciting more,participant,Join one or two groups as an ordinary participant. Change his role, dont dominate or be authoritative,After c
8、lass,Evaluates learner performance Provides positive and negative feedback Gives guidance on how to improve future performance,evaluator,Tasks:,Please do the task 3 on page 69.,Teachers other roles,Facilitator guide researcher,Facilitator,Contributes to positive class dynamics Gives additional infor
9、mation useful or necessary for the activity (e.g. language input, learning tips),Facilitator,Provides a stimulus or prompt （for learners to do something with the language, to shift focus of attention） Provides motivation (stimulates, encourages, etc.) Provides technical support (operates equipment s
10、uch as cassette video recorders, overhead projectors, etc.）,3.2 Classroom instructions,Read the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.,Giving Instructions,Economy with words: the teacher should use as few words as possible. Simple and clear l
11、anguage at all points: language should be easy to understand. Demonstrate what is needed.,Giving Instructions,4. Check students understanding: the teacher can check individual students to make sure that students understand the instructions and know what to do. 5. Use the native language when necessa
12、ry. 6. Vary the instructions now and then.,Teacher: Well, what Im going to do? Im going to ask you to get into pairs, but before that, there is something weve got to work out. So just jot down if youve got a pen, could you write this, then when weve finished that were going to do the next thing whic
13、h involves more,Case 1:,comment,Obviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.,Case 2:,Teacher: My instructions are so clearbut all the students did different things- and none of them did what I asked them to do.,comment,
14、It is necessary to check students understanding of the teachers instruction. A simple way is to ask a student or two to repeat them back. In this way, the teacher can make sure that the students really know what they are to do.,Case 3:,Teacher: Do you understand? Student: Yes ,comment,This way of ch
15、ecking students understanding is useless. Teachers need to get clear information about what students have taken in. The best way to do this is to get students to demonstrate their understanding, for example by using the language in a sentence, or by repeating an instruction, or by explaining their i
16、nterpretations of an idea. This provides real evidence, rather than vague, possibly untrue information.,practice,Simplify the following instructions using less confusing language or a gesture.,Classroom instructions,1. Now actually I would really like you if you could now stand up yes everyone please.,Gesture (or Stand up).,2. If I were to ask you for your opinion on smoking what do you think you might say to me in your reply?,Classroom instructions,What do you think about s
