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ClassroomManagement

By Jesse Wood,2014-05-16 01:16
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ClassroomManagement

    Classroom Management

     Sun Qiuyue 2010.07

    提问, 如何上 好课 planning

     如何 上好课;implementation

课堂实施的方式

     授课者的角色!

    (组织者!控制者!检测者!启发者!参与者!信息源!) 口气!(描述!讲解!赞扬!)

     关注学生还是关注个人风采!

     互动模式!(-生!生-师!生-生!)

课堂的组织与实施

     指令

     指令语简练明了、容易理解

     清晰的示范

     分步进行

     抽查提问学生?确保学生是否明白

     母语的使用

     其他

     尽量调动所有学生积极性?给予学困生特别关照

     保持良好的学习环境

     活动前交待时间限制

     给提前完成任务的学生布置额外任务

How many steps to manage a teaching activity?

    What are they?

    Lead in Set up Run Close Post activity

Lead in

     Set context (situation) Arouse students‟ interest

     1

Get students motivated

     Activate students‟ background

     Pre-teach vocabulary

    Examples:

    T: Good morning, every one. How is the weather today? Ss: Its

    T: Can you say some other words about weather? Who can say 5 words

    about weather?

    (Invite some students say the words with the question Can you say 5

    words of weather?, meanwhile Teacher writes their names on the board.) T: (Draw a sun, some snow flake, wind and rain on the board) Whats the

    weather?

    Ss: Its sunny / snowy / stormy.

    T: Look at these weathers. They have some same parts. Can you find out?

    Ss: Theyre all weathers / Theyre all begin with s.

    T: Who can name 3 words of weather that begin with c?

    (Invite some students say the words with the question Can you say 3

    words of weather that begin with c, meanwhile Teacher writes their names on the board)

    T: can say 5 words of weather and can say 3 words of weather that begin with c. Congratulations. Each of you may get a star as a prize.

    Do you want to get some stars? If you say yes, you should take part in

    the following activity Words Winner.

Set up

     Clear instructions

     ---demonstration

     ---examples

     ---Checking instruction

     ---time limit

     Organize students

     ---interaction patterns

     2

     ---allocation

    Examples:

    1. Instruction A.

    T: Each of you will get a piece of paper, just like this. (show an example) There is a sentence on the paper. (invite a student to read aloud, then point to the „…‟ and ask) What kind of key words should we write here? Ss: A name.

    T: If I want to know who can name some words about , how do I ask?

    (give Ss some clue) How did I ask just now?

    Ss: Can you say ?

    T: We also can say Can you name / Do you know ? .(write the sentence

    patterns on the board and ask Ss read several times)

    T: (Give each of Ss a piece of paper) Now, look at your paper. Please do not let others see your paper. Read the sentence on the paper, and think about what questions you can ask, or how do you ask the question. (Give Ss a minute to think)

    2. Demonstration.

    Invite a student and tutor him/her to do a demonstration: You will interview some student and ask them the questions, if anyone could answer the question, you should write his/her name on the paper and give him/her a star. If someone couldnt answer the question in 10

    seconds, you should ask others and shouldnt write his/her name on the

    paper.

    3. Instruction B.

    T: (Divide the whole class in to 2 groups) You ten will be Group 1, others will be Group 2. First, everyone in Group 1 ask the students in Group 2. When you hear this (Clap hands) please change, Group 2 ask and Group 1 answer. Each group will have 3 minutes. Please try to ask other students as more as you can.

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4. ICQ:

    (1) Who is in Group 1? Please put up your hands.

    (2) Who will ask first? Please stand up.

    (3) What will you do when you hear this (clap hands)? (4) If anyone can answer your question, what do you do then? (5) How many students you should ask?

Run

     Students are on the task

     Students are actively involved

     The teacher monitors and facilitates

    (Teacher monitors and facilitates, take notes for later error correction.)

Close

     Time warning?

     The teacher signals the task is finished

    (T: OK. Time is up. Please go back to your seat as quickly as you can. The

    last one will be a rotten egg.)

Post Activity

     Feedback on the task

     Error correction if appropriate

    Example:

    1.T: Now, please look at your paper. How many names have you got? (Give

    stars to the students who got more names)

    2. Spot-checking

    T: Who can name 3 sports that begin with „s‟ / know three verbs that begin

    with „t‟ / ? Can you say the words again?

    3. T: Please count your stars, how many stars have you got? (Ask the

    students who got more stars stand up and congratulate them)

Checking Instructions

     4

What were the instruction?

     Did the teacher do a demonstration?

     Why do we check instructions?

     How to check whether the learners understand what to do?

    When you give instructions, these are sensible things to do: 1. Start by telling learners the main aim / topic.

    2. Use simple stuctures and vocabulary the leaners already know. 3. Do an example (Demonstation) as you tell them what to do. They need to see what to do as well as hear what to do.

    4. Anticipate what leaners will need and any potential problems when you are plannning what to do and say.

    5. Give them the instructions in a logical order / step by step (not too much information at once).

    6. Make sure they are clear about the language they need to do the task. 7. Make sure you tell them all the details they need to do the task. 8. Repeat or rephrase key details in instructions.

    9. Ask ICQs if it helps.

    10. Tell them the time limit, if a time limit is useful. 11. Tell them who their partner is just before they are ready to start. Dont

    move them until they have all the information they need. 12. If you are using a handout:

    ; Hold it up, poing to it, tell them what to do before you give them

    their copy.

    ; Do an example or the first one on the handout on the board or an

    OHT first.

    ; If you need to hand out the handout first so they can see it, warn

    them before you give it to them.

    ; If the task is in their book on a handout they already have, dont tell

    them to turn the page or look at the handout until they need to.

     5

ICQs

     Instruction Checking Questions

     It is a good idea to ask question to check the learners understand what to

    do. These are called instruction checking questions

For example:

     with a True or False exercise

     ICQs:

     What do you write if it‟s true?

     Do you write T for true or false?

     Which letter do you write for false?

     Come and write on the board what you write if it‟s true?

     1. Do you circle it or underline it? A. Please stand up and make 2 lines. 2. Do you colour in all the toys? B. Listen, choose the right answer and circle it. 3. Are you underling the animals or the colours? C. Read the story and underline all the colours. 4. Are you writing about yourself or your partner? D. Stand up and get in order of height. 5. Where do the tall people stand-here or there? E. Listen and touch the part of your body 6. How many lines do you make? if you hear Simon says…” 7. How many minutes have you go to do this? F. Colour the toys you like on Page 2. 8. How many words go in each gap? G. Draw a monster. 9. What do you have to draw? H. You have 5 minutes to do the task. 10. What do you do if I dont say Simon says…”? I. Write some sentences about your partner. 11. Which page is it? J. Fill in each gap with one word. 12. Who is your partner?

    Which type of questions is the best? A or B Qs. (With a simple choice)

     Yes or No Qs.

     Simple Wh- Qs(What / Who / How many…)

     Personalized Qs(Are you…? Have you got…? What do you do when …? …)

Let‟s make some ICQs.

     Compare your ICQs to these.

    1. When you hear a colour, put you hand up. This group, listen for red. This

    group, listen for green. This group, listen for blue. ---What‟s your colour, group A?

    ---What do you do when you hear a colour?

    2. Tell your partner three things you did yesterday.

     6

    ---How many things? / Are you telling your partner 2 or 3 things? ---Are you talking about today or yesterday?

    ---Who is your partner?

    3. Write the answers to numbers 5, 6 and 7.

    ---Do you answer No. 8? / Which No. do you write answers for? ---How many do you write the answers for?

    ---Are you writing the answers or discussing them?

    ---Can you discuss with your partner?

    4. Look through these magazines. Find one picture of something you like, cut it out carefully and stick it on to this paper.

    ---How many pictures do you need?

    ---Have you got glue / scissors?

    ---Where is the paper?

    ---Compare your ICQs to these.

    5. Line up in alphabetical order for your English name. A stands here and Z stands here.

    ---Do you get into order for your Chinese name or your English name? ---Where does A go?

    ---Who goes first, Kim or Linda?

    When you are planning, what do you have to think of? What is the context? How will you set the context?

     What language (vocabulary and sentences) do learners need? Is it vocabulary they know? How can you elicit it? Is it new vocabulary? How can you teach it?

     Do they need to understand every word?

     What do the learners have to do?

     Do you need to do an example / a demonstration?

     What are the details?

How much time will you give them?

     Do you need to make copies? How many? Do you need to fold them first? When will you tell learners to open it (books)? How do you control that? How many members of a group? What does every member do of the group?

     How will you do feedback?

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