王蔷 英语教学法教程 第二版 Unit5

第

5

章

Classroom management

理论知识多

1.

课堂管理定义及

goal

Classroom management

is the way teachers 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.

2. How to achieve effective classroom management?

Effective classroom management can be achieved when the following six conditions are met

：

1) The teacher plays appropriate roles

2) The teacher provides clear instructions.

3) Suitable grouping of the students

4) Discipline as well as harmony in the class.

5) Asking appropriate questions.

6) Treating students’ errors properly.

第一部分

教师角色

一、

The role of the teacher

教师角色

2+6+3

(1) Before the class—Planner

课前

—

设计者

Before class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve.

(2) During the class

课中

Based

on

the

functions

the

teacher

performs

in

different

activities,

Harmer

defines

the

teacher’s

roles

as

controller, assessor, prompter, participant, organizer, and resource- provider.

①

Controller

管理者

An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher

controls the pace so that activities run smoothly and efficiently. For example, when students do skimming and

scanning tasks, it is very important for teacher to control time.

②

Assessor

评定者

It is a major part of a teacher’s job to assess the students’ work. The teacher does two things:

Correcting mistakes : The correcting should be gentle, not harsh.

Organizing feedback: The feedback should be focused on students’ success or progress so that a success-

oriented learning atmosphere can be created.

③

Prompter

促进者

When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should

give appropriate prompts. The teacher should do:

Giving hints

（

just like time, place…

）

;

Eliciting more

（

by saying “and…?” “Anything else?” Yes, but why…?

）

④

Participant

参与者

Task-based teaching methods encourage the teacher to participate in students’ activities. Besides monitoring the

class, the teacher can also join one or two groups as an ordinary participant. It is a good chance for students to

practice English with a superior.

⑤

Organizer

组织者

One of the teacher’s major tasks is to design and organize tasks that students can perform in the class.

⑥

Resource- provider

信息提供者

The teacher is considered a good and convenient resource for the students. However, when students are supposed

to work on their own, the teacher should withhold his readiness to provide resources.

⑦

Teacher’s new roles

教师的新角色

Teachers’ roles are not static. They change with the development of the society. The new curriculum requires

the teacher to put on the following new roles: facilitator, guides, and researchers.

1) Facilitators

辅助者

:

The teacher should function as a facilitator to students’ learning rather than simply transmitting knowledge.

The teacher needs to create a positive learning environment, use various strategies to motivate learners, guide

students in planning and assessing their learning and develop their learning strategies.

2) Guides

指导者

:

During the process of education, teachers should position themselves as guides.

The teacher needs to activate students’ prior knowledge; find their interests and explore potential capabilities;

and evaluate their development fairly from an all-round perspective.

3) Researchers

研究者

:

Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly

reflect on what they do as a teacher and how their learners learn as learners.

The teacher needs to make sense of what they do and how they affect learners; what their learners do and how

learning is affected. Observe a problem, reflect on the reasons, think about possible solutions, implement the

solutions and evaluate the results.

(3) After the class —Evaluator

课后

—

评估者< /p>

After class the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class

but also how efficient the learning activities have been.

第二部分

课堂指导

一、课堂教学指导遵循的< /p>

3

个原则：

Classroom instructions

refer to the type of language teachers use to organize or guide learning. They include

all classroom language that teachers may use for teaching purposes as well as for managing teaching.

There are rules to follow for making instructions effective:

The first rule is to use simple instructions and make them suit the comprehension level of the students. Make

your own comments as simple and as natural as possible: “really?”, “Who is next?”

The second rule is to use the mother-tongue only when it is necessary, and your lessons should be in the target

language. Teachers can use body language to assist understanding.

The third rule is that teachers should be careful not to do all the talking in class, and demonstration is usually

more effective than words.

第三部分

分组

一、

The most common student groupings

最常见的学生分组

4

个

①

Whole class work refers to the time when all the students are under the control of the teacher. They are all

doing the same activity at the same rhythm and pace. It happens when the teacher is presenting new language,

giving explanation, checking answers, doing accuracy- based reproduction, or summarizing learning.

②

Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue

reading, a game or an information-gap task between the two students.

③

Group work refers to the time when students work in small groups. Each group may have 3, 4, or 5 students,

depending on the activity. Effective group work depends on careful preparation and meticulous management.

④

Individual study is the stage when students are expected to work on their own at their own speed.

It involves activities such as silent reading, doing written exercises, writing something down individually after

brainstorming in a group, or individual speech preparations.

二、分组的优缺点