Classroom Management for Teachers of Japanese and Other Foreign Languages.
Classroom Management for Teachers of Japanese and Other Foreign Languages.
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日语及其他外语教师的课堂管理。
DOI：
10.1111/j.1944-9720.2005.tb02453.x
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发表时间：
2005
影响因子：
2.7
通讯作者：
E. Horwitz
中科院分区：
文献类型：
--
作者：
E. Horwitz
摘要：本文介绍了德州日语教师专业发展计划(PDJT)的课堂管理部分，这是一项针对日语教师的认证计划。此外，它还为日语和其他外语教师提供课堂管理方面的建议，并为教师培训者提供指导，以帮助新教师发展课堂管理技能。虽然教师认证需要课堂管理课程，但普通课程不能满足这些教师的需求。课程需要建立在参与者的成熟度、课堂经验和文化取向的基础上。课堂时间利用了许多基于参与者课堂经验的小组活动，并强调了美国课堂的现实。这种方法可以作为培训计划的典范，为不同的教师认证候选人群体提供服务。导言：个人观点当我还是一名大学四年级学生时，在学生授课前上外语教学法课时，没有针对课堂管理的材料。当另一名学生向老师索要一些课堂管理指南时，他回答说，外语教师不需要关心课堂管理，因为只有“好”的孩子才会学习外语。当被追问时，他实事求是地表示，课堂管理完全是听力练习的呈现；快节奏配合教官的态度将在课堂管理问题开始之前就将其消除。由于我的第一份教学工作是在一所城市初中，在法院下令的班车中间，我很快意识到课堂管理确实是我作为一名外语教师工作的核心。在许多情况下，我几乎无法让我的班级就座，更不用说进行快节奏的训练了。在我教学生涯的早期，我收到了另外两条课堂管理建议，事实证明，这两条建议比我的方法指导老师的敷衍了事要有用得多。它们是：“坚定、公平、始终如一”和“你不需要任何13岁的朋友。”第一条建议来自一位同事，一位经验丰富的城市教师。他认为，在三个条件中，一致性是最重要的。他认为，学生们更喜欢一贯执行的不公平政策，而不是零星实施的、可能看起来更优惠的更公平的政策。关于与学生建立友谊的建议来自一位八年级的女孩，她甚至都不是我的学生。在我21岁的时候，这条建议对我来说更重要。尽管我并不打算与学生建立同龄人关系，但学生的建议提醒我，在与学生的任何互动中，我都是成年人，而且必须是成年人。作为成年人，我不会总是受到学生的欢迎，但我明白，老师的任务比保持受欢迎要复杂得多。在我后来的教学生涯中，我偶然看到了弗朗西丝·富勒对教师关注阶段的研究，并了解到，即使不是所有的初任教师，也有许多人关心的是学生喜欢他们。过分关注学生的接受往往会导致课堂管理问题(Fuller&Bown，1975)。当我搬到一个非常不同的教学环境--一所为有天赋的人开设的实验室学校--我很快就明白，被贴上“有才华”和“有动力”标签的学生，可能会像我以前遇到的学生一样，对课堂管理构成挑战。这时，我从一位经验丰富的教师教育家那里学到了另一条重要的管理建议，他是我在一门课堂观察研究生课程上的导师：“教师创造他们自己的地狱。”通过一系列不同科目的实际课程的视频，我看到了教师缺乏一致性、公平性和坚定性，加上他们缺乏警觉性和充分的课程计划，这在很大程度上导致了他们的课堂管理问题。…
Abstract: This article describes the classroom management component of the Professional Development of Japanese Teachers of Texas (PDJT), a certification program for teachers of Japanese. In addition, it offers suggestions in classroom management for teachers of Japanese and other foreign languages as well as guidance for teacher trainers to help new teachers develop classroom management skills. Although a classroom management class is required for teacher certification, a generic course would not have met the needs of these teachers. The course needed to build on the maturity, classroom experience, and cultural orientation of the participants. Class time utilized many small-group activities based on the participants' classroom experiences and emphasized the realities of American classrooms. This approach can serve as a model for training programs serving varied groups of teacher-certification candidates. Introduction: A Personal Perspective When I was a college senior taking my foreign language methods class just prior to student teaching, there was no material directed toward classroom management. When another student asked the instructor for some classroom management guidelines, he replied that foreign language teachers did not need to be concerned with classroom management as only "good" kids took foreign languages. When pressed, he stated matter-of-factly that classroom management was all in the presentation of audiolingual drills; a brisk pace accompanied by a drill-sergeant manner would stop all classroom management problems before they got started. As my first teaching job was in an urban junior high in the midst of court-ordered busing, I soon realized that classroom management was indeed central to my job as a foreign language teacher. In many cases, I could hardly get my classes seated, let alone present briskly paced drills. At this early point in my teaching career, I received two additional pieces of classroom management advice which proved infinitely more useful than my methods instructor's perfunctory words. These were: "Be firm, fair, and consistent," and "You don't need any 13-year old friends." The first piece of advice came from a colleague, a veteran urban teacher. He believed that of the three conditions, consistency was the most important. Students, he felt, would prefer an unfair policy that was enforced consistently over a more fair one applied sporadically with the possibility of seeming preferential. The advice about friendships with students came from an eighth-grade girl who was not even one of my students. At the age of 21, this piece of advice was the more important one to me. Although I had not intended to establish peer relationships with students, the student's advice reminded me that I was, and had to be, the adult in any interactions with students. By being the adult, I would not always be popular with students, but I understood that the teacher's task was more complex than that of maintaining popularity. Later in my teaching career, I came across Frances Fuller's research on teachers' stages of concern and learned that many if not all beginning teachers are concerned with being liked by their students. Being overly concerned with student acceptance often leads to classroom management problems (Fuller & Bown, 1975). When I moved to a very different teaching environment-a laboratory school for the gifted-I learned quickly that students labeled as "talented" and "motivated" could be as much of a classroom management challenge as the students I had previously encountered. At this time, I picked up another important piece of management advice from a veteran teacher educator who was my instructor in a graduate course in classroom observation: "Teachers create their own hells." Through a series of films of actual lessons in a variety of subject matters, I came to see how teachers' lack of consistency, fairness, and firmness, in addition to their lack of alertness and adequate lesson planning contributed in large measure to their classroom management problems. …