How to keep the good order of classroom in the process of English teaching

叶长青

Abstract：The way to improve the quality of teaching mainly lies in the teaching in the class， but there are only forty minutes for a class， that is to say， the time is very short.If there isn't good order of classroom， it will do harmful to the quality of teaching， then there are at least some students who can't learn the knowledge that they should have learned， even though the best students can't grasp it systematically and completely.So what is a key to improve the quality of teaching is to keep the good order in the class.And then what should the teacher do in this process？ This paper states it from two aspects： the first， make good preparation for the coming lesson; the second， practise his own inner skill; the third， often keeps the communication with the boys and the girls ，which will have an active facilitation to the good class order's coming into being.

Keywords：the teacher the student the order in the classroom

The good order of classroom is the basic demand of carrying out the activity of teaching， the teacher should train himself to be good at leading、dissolving various kinds of contradictions appearing in the classroom rationally.What he should do are below：

The first， the teacher should make good preparation for the coming lesson.He should consider the situation that may appear to the full， design the good predictive scheme pointedly while he is preparing the lesson.The course of preparing lesson is the preview of the teaching course and a kind of art by the way of writing、reflecting、saying.The teacher should have the feeling of facing the real scene and consider the students reflect to the full while giving lessons to them.How to deal with the situation while appearing the unexpected situation of losing accuracy、losing words、forgetting oneself、missing the reason etc， which should be considered， for example， how to control the situations such as few students are absent-minded and discussing.In the classroom， the teacher should treat all students equally without discrimination， should prevent the situations in time， for example， the student is late for class， leave the classroom early， get about at his will and do not listen to the talk earnestly.The second， the teacher should practise his own inner skill.He should praise the good student whose behavior is excellent on a grand scale in time， then the student will know which is good or not in the class.The teacher should build up good atmosphere， set up the advanced model， bring into play the advanced students function of influence， drive and demonstration to other students， strive for the great majority， a few “unstable students” may feel a certain deterrent force and produce the psychology of conforming， and thus it can guarantee the good order of classroom.

The third， often keeps the communication with the boys and the girls

While explaining the lesson， the teacher should keep sober mind and make eye contact with the boys and the girls now and then， in which the teacher should be  observant and alert、with his ears pricked.On one hand， the student can feel the teacher's input and keep the interest in his studying， thus it is not easy for a student to be absent-minded and do other things which are not related to his studying; on the other hand， it can make the teacher observe the students' behaviors in the class at any time and take some effective measures to deal with them or nip them in the bud when he finds the situation that there are some puzzled facial expressions on the students' faces and some signs that the student loses his interest in this subject.

Thus it is hard to avoid these and those problems happening in the class where there are dozens of boys and girls who are only teens.How to manage these problems and not to disturb the normal order in the class？ The teacher should obey the several methods as below：

The first， the teacher solves the problems after class.If the teacher meets with the problem that there are some boys and the girls who break the rules in the class， he should try to solve them until the class is over.After the class the teacher should a good talk with the student who makes the problem alone， pointing his problem out calmly and with firm attitude， asking him to correct it， which not only can avoid the face-off in front of all the students but also doesn't spend the precious time for teaching in criticizing one student.Then， as the saying goes， silence is golden.The teacher shouldn't make a fuss on the unexpected problem which happens in the class， it is better to be more insipid and calm.While keeping silence， the teacher should take measures at the same time to stop the student's deviant behavior and maintain a low profile to the greatest extent in the whole process.And then， the teacher should analyze the cause.Before doing with the problem， the teacher should analyze the cause why it happens.For example， one student sleeps in the class， maybe the reason isn't that he doesn't like listening to his teacher's explanation for the lesson， the fact is that he feels physically sick or he stayed up for studying the last night.So before making the matter clear the teacher shouldn't criticize the student who sleeps in the class simply and arbitrarily on such issues.The last， the teacher should go back one step at the right moment.In principle， the student should do whatever the teacher says.For example， if the students are unwilling to finish one learning task and the teacher sticks to it excessively， the deadlock will appear.But if the teacher gives it up， it will have a bad effect on the teaching programme and the teacher's prestige.The teacher can choose giving it up temporarily at this time and put it off to do in other time， then go on the teaching activity.If the teacher respects the student's opinion and agrees to consider their demands， the students will not turn such the teacher's similar advice down.

If a teacher often obeys the several rules as above， the good order in class will come true sooner or later.

【References】

[1]Gei，M.1995.Speech Acts and Conversational Interaction.Cambridge; Cambridge University Press， pp97-120.

[2]Yalden， J.1987.Principles of Course Design for Language Teaching.Cambridge： Cambridge University Press， pp69-81.

[3]Nunan，D.Research Methods in language learning.Shanghai： Shanghai foreign language Education Press， 2002.pp159-183.

[4]Hedge，T.2002， Teaching and Learning in the Language Classroom.Shanghai： Shanghai foreign language Education Press，pp13-14.

[5]Dubin，F.and E.Olshtain.2002.Course Design.Shanghai： Shanghai foreign language Education Press.