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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 (oral 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
