1. Unit 4 Classroom Management
 Objectives:
By the end of this chapter you will be able to:
1. Understand definition of classroom management
2. Understand the different factors which may affect classroom management
1) The teacher role
2) Teacher instruction
3) Student grouping
4) Discipline
5) Questioning in the classroom
6) Dealing with errors

2. classroom management
Definition: Classroom management is precisely that skill which we, teachers, apply when we teach. It is somehow a more specific term for the organizational talent we show in setting up a good learning /teaching environment. Since we most likely teach in a classroom, this skill is called “classroom management”.

3. 5.1 The role of the teacher in the classroom
Modern teaching methodology sees teaching as the emancipation of human nature. In the whole process of instruction, teacher and student both play a subjective role. In such a case, the teacher certainly plays quite different roles from the past. Generally speaking, the teacher may play six roles, namely organizer, controller, assessor, prompter, participant, and resource-provider (Harmer, 1983:201)

4. teacher assessor facilitator controller participant organiser
Resource-provider
prompter
guide
researcher

5. 5.2 Classroom instructions
Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.
(1) Economy with words: the teacher should use as few words as possible.
(2) Simple and clear language at all points: language should be easy to understand.
(3) Demonstration of what is needed.
(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.
(5) Use the native language when necessary.
(6) Vary the instruction now and then.

6. 5.3 Student grouping
The type of interaction is another factor that influences the effect of instruction. It is necessary for the teacher to know the strong and weak points of each model, and select the right one for classroom interaction.
There are mainly four interaction models：
Whole class work (Lockstep )
Pair work
Group work
Individual study

7. 5.3.1 Whole class work
Whole class work is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Whole class work is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.

8. 5.3.2 Pair work
Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.

9. 5.3.3 Group work
Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.

10. 5.3.4 Individual study
Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.

11. 5.4 Discipline
Discipline does not mean a series of punishment meted out to badly behaved students. Discipline here refers to a code of conduct, which binds a teacher and a group of students together so that learning can be more effective.
How to deal with the undisciplined acts? (Textbook PP78-82)

12. Purpose
5.5 Questioning
To focus ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge ss, to assess learning.
Proper questioning can:
Extend ss’ thinking from the concrete and factual to the analytical and evaluative; lead ss through a planned sequence which progressively establishes key understandings; promote reasoning, problem solving, evaluation; promote ss’ thinking about the way of their own learning.

13. Knowledge: recalling fact, term, and basic concept .
Question types
Knowledge: recalling fact, term, and basic concept .
Comprehension: understanding of facts and ideas by organising, compring, translating, interpreting, describing, and stating the main ideas.
Application: applying acquired knowledge, facts, techniques and rules in a different context.
Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas.
Synthesis: combing elements in a different way and proposing alternative solutions, creative thinking.
Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria. 重点
Bloom

14. Question types
Closed questions refer to those with only one single correct answer while open questions may invite different answers.
Display questions: the answers are already known to the teacher and they are used for checking if ss know the answers , too ; genuine questions are questions which are used to find out new infomatin.
Lower-order questions: that simply require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.

15. how questions are asked?
Questions should be closely linked to the learning objectives in the lesson;
Questions should be staged so that the level of challenge increases as the lesson proceeds;
There should be a balance between closed and open, lower-order and higher-order questions;
Wait time is important to allow ss to think through their answers;
Ss should be provided opportunities to ask their own questions and seek their own answers;
A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.

16. 5.6 Dealing with errors
A mistake refers to performance error that is either a random guess or a “slip of tongue”, and it is a failure performance to a known system. A mistake has nothing to do with the language competence, a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.
An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. They can not be self-corrected no matter how much attention is given. vs 重点

17. whole class correction
How to correct?
peer correction
whole class correction
indirect teacher correction
Direct teacher corretion
self-correction 了解
1) Repeating the problem sentence with an emphasis on the problem in a rising tone;
2) Asking a question to invite the ss to say it again with a hint of a problem;
3) A simple repetition of a correct sentence as a model;
4) Using facial expression or gesture to indicate a problem.

18. Homework Answer the following questions:
1.What are the main roles teachers can play before, during and after the class?
2.How to give effective classroom instructions?
3.What are the different ways for student grouping?
4.How to ask effective questions?
5.How to treat students’ errors in the classroom?