班级安排Word下载.docx
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班级安排Word下载.docx
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Theclassroomisavehicleforgettingstudentstostudy.Teacherscanexpertlymanageandorganizeasafeandrelaxclassroomenvironmentinwhichstudentscancontributeinapositiveandproductiveway.Theystrategicallyplacefurniture,displays,fixedelementsandlocationofmaterialsinordertooptimizestudentslearningandreducedistractions.Effectiveteachersareskillfulindecoratingtheroomwithstudentwork,arrangingthefurnituretopromoteinteractionamongstudentsandteacher,andsettingcomfortableareasforworking.Andtheyalsoconsiderstudentneedsinarrangingtheclassroom.
2.2Teacherroles
Itiswellknown,inChina,teachersplayanindispensableroleinclassroommanagement.Accordingtonewcurriculum,teachers’rolesarenotstaticbutmoreflexible.Belowarecommentsonthedifferentrolesthatteachersplayinthelanguageclassroom.
●Controller
Theroleofcontrollerishelpfulduringtheaccuratereproductionstage(eg.Makeannouncements,reintroduceorder,giveexplanations,leadaquestionandanswersession),andespeciallyduringlockstepactivities.Hedeterminesnotonlywhatthestudentsdo,butalsowhentheyshouldspeakandwhatlanguageformstheyshoulduse.Hecanpredictvirtuallyallstudentresponsesbecausehemapsouteverythingaheadoftime,andheleavesnospacefortangents.
●Organizer
Themainaimoftheteacherasanorganizeristoinformthestudentswhattheyaregoingtodiscuss,writeorreadabout,giveclearinstructions,keeptheactivitygoing,andthenorganizefeedbackattheendoftheactivity.
●Assessor
AccordingtoHarmer(2003,P59),asanassessor,theteacherdoestwothings:
correctingmistakesandorganizingfeedback.Whencorrectingmistakes,theteachershouldbesensitivetothestudents’possiblereactions.Feedbackincludesnotonlycorrectingstudents,butalsoofferingthemanassessmentofhowwelltheyhavedone.
●Prompter
Theteachershouldalwaysencouragestudentstoparticipateortogivetheappropriatepromptsorsuggestionsabouthowtheymayperforminanactivity,wheresilenceoccursorwhentheyareinconfusionofwhattodonext.Teacherneedstodoitsensitivelyandencouragingly,withdiscretion.
●Participant
Aftertheteachergivinginstructions,besidesmonitoringtheclass,hemightjoinsimulationsasaparticipant,andsometimeshehimselfplaysaroleratherthanstandinfrontoftheclassroomwithoutdoinganything.Theteachershouldnotdominateorappeartobeauthoritative.
●Resource-provider
Whenteachersareactingasaresourcetheywillwanttobehelpfulandavailablesothatstudentscanconsultthemwhentheywish,butatthesametimetheyhavetoresisttheurgetospoon-feedstudentssothatthestudentsbecomeover-reliantonteachers.
●Facilitator
Teachershouldfunctionasahelpertostudents’learningratherthansimplytransmittingknowledge.Asafacilitator,theteachershouldcreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidetheminplanningandassessingtheirownlearninganddeveloptheirlearningstrategies.
●Tutor
Thisistheroletheteacheradoptswherestudentsareinvolvedintheirownworkandcallupontheteachermainlyforadviceandguidance.Forexample,theteachercanhelpstudentsbypointingouterrorsinroughdrafts,offeringadviceabouthowtogetthemostoutoftheirlearningandwhattodoiftheywanttostudymore.
●Researcher
Teachersthemselveswillwanttodeveloptheirownskillsandhopeforagraduallydeepeninginsightintothebestwaystofosterlanguagelearning.Thebestwaytodothisisbyinvestigatingwhatisgoingon,observingwhatworkswellinclassandwhatdoesnot,tryingoutnewtechniquesandactivitiesandevaluatingtheirappropriacy.
●Psychologist
Teachershouldtreateachstudentequallysothatthestudentsreceiveasenseofsecurityandproducecooperation.
2.3Learnerroles
Nowadayslearnersarebecomingthemainbodyofclassroomteaching,whichputthelearnersatthecenter.Inthelearner-centeredclassroom,teachersasklearnerstocontributetotheoveralldesignofcoursecontentandtheselectionoflearningprocedures,tothelanguagelearningactivities,andtoagreaterdegreeofresponsibilityfortheirownsuccessfullearning.Thatistosay,itinvolvesthegivingoverofsome“power”inthelanguagelearningprocesstothelearnersthemselves.Italsostrivestoallowforpersonalcreativityandinputfromthestudents,aswellastakingintoaccounttheirlearningneedsandobjectives.Davies&
Pearseclaimthatatdifferenttimes,thelearnersneedtodothefollowingthings.
●Thelearnersneedtoattendtoinformationgiventothem,imitatetheteacher’smodels,andtrytodoexactlyasindicated.
●Thelearnersneedtovolunteeroriginalideasandaskrelevantquestions.
●Thelearnersneedtoworkwithotherlearners,solvingproblemscooperatively.
●Thelearnersneedtoworkindependentlyinclassorathome,takingfullresponsibilityfortheirownperformanceandlearning.
2.4Typesofstudentgroupings
Animportantfeatureoflanguageclassroomisthatstudentsdonotalwaysstudyasonebiggroup.Settingstudentsupwillservetomakemonitoringtheclassamoreefficientprocessfortheteacher.Diversityisacommonfeatureofclassgroupingsinlanguageclassroomduetothevarietyofbackgroundsandcultures.Themostcommonstudentgroupingsarelockstep,pairwork,groupworkandindividualstudy.Wewillbrieflydiscusstheirrelativedisadvantagesanddisadvantages.
2.4.1Lockstep
Itistheclassgroupingwhereallthestudentsareworkingwiththeteacher,whereallthestudentsare‘lockedinto’thesamerhythmandpace,thesameactivity.Theaccuratereproductionstageusuallytakesplaceinlockstep.
Advantages:
●Itreinforcesasenseofbelongingamongagroupofmembers.Whenstudentsaredoingthesameactivitytogether,everyonefeelsbeingtogetherwithothers.
●Itisgoodforteacherstogiveinstructionandexplanationtogetheranditisanidealwaytoshowmaterialsanddopresentationstogether.
Disadvantages:
●Everyoneisforcedtodothesamethingatthesametimeandatthesamepace.Individualityisnotfavoredinthissense.
●Noteveryonehastheopportunitytoexpresswhattheywant.
●Somestudentsfeelnervousandanxiouswhentheyareaskedtopresentinfrontofclass.
●Itfavorsthetransmissionofknowledgefromteachertostudentsratherthanstudentsdiscoveringthingsbythemselves.
●Itisnotagoodwaytoenhancerealcommunication.Studentscannotcommunicatewitheachotherinthissense.
2.4.2Pairwork
Itisawayofincreasingstudentparticipationandlanguageuse(usinglanguagethathadjustbeenpresented)andanextensionofcontrolleddrilling,questionandanswerpractice,informationgapexercises,practicingalearntdialogue,simulationsetc.Itisimportanttorememberthatthetypeofpairworktheteacherwillorganizedependsonthetypeofactivitytheclassisworkingwith.
●Itdramaticallyincreasesstudents’speakingtimeineachclass.
●Itallowsstudentstoworktogetherratherthanunderteachers’guidance.
●Itallowsteachers’timetoworkwiththeweakpairswhileothersareworkingontheirown.
●Itcanpromotecooperationbetweenstudents.
●Itcancreateamorerelaxedandfriendlycontextforstudentstolearn.
●Itisrelativelyquickandeasytoorganize.
●Itisoftenverynoisyandteachersareafraidoflosingcontroloftheclass.
●Somestudentsmaytalkinnativelanguageorsomethingnotrelatedtothetopic.Itisnotveryeasyforteachertomonitoreverypair.
●Somestudentsmaynotliketoworkwithpeers,andtheythinktheycanonlylearnfromtheirteachers.Sotheyrefusetoparticipateintheactivities.
●Thechoiceofpairisalsoaproblem.Somestudentsdon’tliketoworkwithaparticularpartnerwhilesomeonemaydominateallthetime.
2.4.3Groupwork
Groupworkismoredynamicthanpairwork.Thereisagreaterpossibilityofdiscussionandagreaterchancethatatleastonememberofthegroupwillbeabletosolveaproblemwhenitarisesandworkingingroupsispotentiallymorerelaxing.Todothistypeofactivitythestudentsmustbesufficientlypreparedtobeabletoworkentirelybythemselves.Itissuitableforintermediatelevelandupwardsandistask-oriented.
●Likepairwork,itdramaticallyincreasestheamountoftalkofindividualstudents.
●Thereisalwaysagreatchanceofdifferentopinionsandcontributionstothework.
●Italsoencouragescooperationandnegotiationskillsamongstudents.
●Itpromoteslearnerautonomybyallowingstudentstomaketheirowndecisionsratherthanfollowtheteachers.
●Likepairwork,itislikelytomaketheclassroomverynoisyandsometeachersfeelveryun
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