翻译《Classroom Management》
Classroom Management
课堂管理
There is no doubt that more learning occurs in a well-managed classroom than in an unruly one. Every teacher wants to have good classroom management (as opposed to “control,” which implies a dictatorship-like atmosphere) so that students feel a sense of ownership and personal pride in the room. The challenge of achieving good classroom management never ends.
毫无疑问，多数学习活动都发生在一个管理良好而非无秩序的教室。每位教师都期望有好的课堂管理(相对于"控制"，这意味着独裁式的气氛)，让学生在教室里有主人翁意识并感到自豪。实现好的课堂管理这一挑战永远没有结束。
By taking proactive measures, a good teacher can avoid some classroom management problems that may accompany, for instance, changing from in-class mathematics to in-gym physical education. Suggestions for making low-key responses, and also for defusing the proverbial power struggle, should it arise, have been included.
通过一些主动地措施，一个好的老师可以避免一些课堂管理的问题，比如，从教室内的数学教学到室外的体育课引起的变化。本文中就低调管理，以及如何化解常见的管理困境给出了一些建议。
Using Low-Key Management Techniques: Teachers who move smoothly from teaching to low-key intervention back to teaching enjoy classes of students who are more on task and avoid use of higher level management techniques.
低调管理:那些能够平滑的将课堂从教学状态转到低调处理课堂问题再回到教学状态的老师往往能够通过让学生更多的完成既定任务使自己更加享受教学，同时可以不用使用一些升级的一些管理策略。
Making Smooth Transitions: Teachers know how much time is lost daily in the transition from subject to subject, room to room, book to book, and so on—and how the risk of inappropriate behavior rises at these times; however, planning for smooth transitions often gets lost in the shuffle of daily responsibilities. Making smooth transitions results in more time on task, quiet classrooms, and a sense of class momentum.
形成平稳过渡：从一门课到另一门课，从一个教师到另一个教室，从一本书到另一本书，等等，老师知道每天在这些转换当中丢失了多少时间，以及在这些时间里产生不当行为的风险有多大。不过，平稳过渡的计划经常被混乱的日常工作所打乱。形成平稳过渡使得在教学任务上有更多时间，安静的教室和班级意识。
Aiding Struggling Stragglers: There are some in every class: the students who always seem to be behind. If a teacher chooses to ignore them, or, worse still, berate them for their tardiness, the potential for disruptive behavior is great. The teacher who helps struggling stragglers enjoys more student successes, more classroom cohesiveness, and greater personal satisfaction.
帮助勤奋的后进生：每个班级有一些永远落在后面的学生。如果老师故意不理他们，或者更糟的是，因为他们的缓慢而斥责他们，这些破坏行为造成的影响是巨大的。帮助勤奋后进生的老师能享受到学生更多的成功、拥有更多的教室凝聚力和更大的个人满足感。
Defusing a Power Struggle: While no hard-and-fast rules for dealing with explosive situations, commonly called “power struggles,” apply—every child is unique; therefore, every situation—I share a few classroom-tested ideas. The teacher who handles a power struggle well experiences more inner tranquility and ensures that students take responsibility for their actions.
化解师生冲突：虽然没有用于处理突发事件——俗称“管理冲突”的硬性规定可供使用，因为每个孩子都是独特的。因此，每个场面都有可用的主意，我有几个教室。处理管理冲突有好经验的老师更为安心并能确保学生为其行为负责。
Forming Random Groups: Teachers know the difficulties that forming flexible, non-homogeneous groups can cause. They are familiar with “Can I be in ___’s group?” and “I don’t want to be with ___.” There is a way around this. Early in the year explain that all groups will be formed by you and that everyone will, at some time, work with everyone else. Then use a variety of ideas to make this happen in quick, creative, teacher-controlled ways.
形成随机分组：老师知道灵活分组的困难，容易导致不均匀分组。学生熟悉的"我能去____的组里？"和"我不想再与___一起。"就会导致这一结果。学年初就说明所有分组将由所有人参与制订，在一段时间内同其它每个人一起学习。然后用多种思路来迅速、有创造性且教师可控制地达到这个目的。
35. Using Low-Key Management Techniques
使用低调管理技巧
… that help to keep the class focused and on task
……能帮助课堂将注意力集中在教学任务上
How often have you resorted to screaming at your class to get them on task, and then felt a tad incapable as a result?
你是否经常在班上通过叫喊来让学生完成任务，然而结果又令你感到有些无力？
“I like Ms. Marble. She never yells,” announced a smiling seven-year-old.
“我喜欢马阿姨。她从不大喊大叫。”一个笑眯眯的七岁小孩如此宣布。
“Lucky you. Mrs. Shaw yells all the time,” a peer complained.
“你真幸运。萧老师整天都在吼。”小伙伴抱怨道。
“Does that work? Does it make you all be quiet?”
“这有用么？这能让你们大家安静下来么？”
“Mostly it just makes us yell louder.”
“基本上只能让我们也大声叫起来。”
“Hmmm. I think Ms. Marble is better than Mrs. Shaw at making kids behave and do good stuff.”
“嗯，我觉得在培养小朋友良好行为举止方面，马阿姨比萧老师要好一些。”
“Me too. Wish I had Ms. Marble.”
“我也是。我多么希望能在马阿姨班上啊。”
Ten Ways to Use Low-Key Management Techniques
使用低调管理技巧的十个办法
1. Use the “one-minute-talk” technique. When students are restless and chattering, tell them they have one minute from your start cue to your end cue, during which time they must talk. Works like a charm.
1、使用“一分钟谈话”技巧。当学生坐不住开始讲小话的时候，告诉他们从你开始计时到你结束计时他们有一分钟时间，在这段时间内他们必须讲话。效果好极了。
2. Use proximity. Move to an off-task student but avoid calling his name or embarrassing him.
2、使用亲近技巧。靠近开小差的学生，但不点名或令他尴尬。
3. Develop a rapport with “difficult” or reluctant students. Get to know them personally as well as from a “learning” point of view.
3、与“难相处”或难驾驭的学生发展友好关系。从“学习”的角度去了解他们个人。
4. Circulate when students are working. Avoid the temptation to sit at your desk and mark.
4、在学生忙碌的时候要巡视辅导。要抵御住坐下来改作业的诱惑。
5. Use nonverbal cues, such as a frown or crossed arms, when one or two students are off task.
5、使用非语言类暗示。比如，当有一两个学生开小差，你可以皱眉头或者双臂抱胸。
6. Anticipate misbehavior and deal with it inconspicuously. Avoid making it the centre of attention.
6、预测不当行为并悄悄处理。避免引起学生关注。
7. Use I-messages when explaining your expectations: I need … I want … I expect …
7、在描述你的期望时使用“我”字句：我需要……我希望……我认为……
8. Make positive descriptions of expected behaviors. (We will carry out this task with only quiet talk, as opposed to There will be no loud talking.)
8、对学生的预期行为作肯定式的描述。如：我们完成这项任务时只能悄悄交谈，而不是（不能大声说话）。
9. Explain how misbehaviors personally affect you or make you feel. (When you do that, I have to stop my instructions. I feel upset when you … because I have to …)
9、明确说出学生的不良行为影响到你或令你感到不适。如：当你这样做的时候，我不得不停止教学。当你……的时候我感觉很烦，因为我不得不……
10. Adopt the “stepping-on-my-last-nerve” technique. Find an obvious form of nonverbal communication that lets students know that they have pushed you as far as you can go.
10、采用最后警告策略， 采用非语言但是明显的信号告诉学生你已经到了宽容的极限了。
36. Making Smooth Transitions
形成平滑过渡
… when changing subjects, physical locations, or the direction the class is moving
……用于改变教学主题、实际位置或者班级变化的方向
Have you ever thought your class was going beautifully until you asked them to put away one set of books and take out another?
你有没有想过在你明令学生放弃一套书籍换上另一套之前让你的班级变漂亮？
Ms. Robertson tapped her chime. In an instant, the students stopped what they were doing, all eyes on the teacher. “Thank you,” she said quietly. “It’s circle time. Your record is 30 seconds. Do you think you can beat that today?” Eager heads nodded and murmured “yesses” filled the room, but no one moved.
罗老师敲响铃声，很快，学生们停下手上的动作，都看着老师。"谢谢，"她平静地说道："现在是游戏时间，你们的纪录是30秒。 你们觉得今天能刷新纪录么？"教室里所有学生都急切地点着头，小声应道："是的"，但谁也没有动。
Ms. Robertson tapped the chime again. Suddenly, the whole class seemed to move as one, each student silently pushing a desk to the edge of the room, leaving the centre empty. Then the class quickly and quietly sat in a circle in the emptied area.
罗老师再次敲响铃声。一下子全班同学整齐划一地、一声不吭地把桌子推到教室边上，空出中间的场地。然后全班又快又安静地在空地上围坐成一圈。
“Great!” Ms. Robertson cried, clapping her hands. “Twenty-eight seconds. A new record!”
“了不起！”罗老师鼓掌喊道，“二十八秒，一个新的纪录！”
Ten Ways to Make Smooth Transitions
使用平滑过渡的十个办法
1. Keep all transitions as brief as possible and plan ahead for them. (Know exactly what you want students to do.)
1、保证所有过渡尽可能简短，并且事先要做好准备（确切知道你的学生想干什么）。
2. Always have all materials ready before class.
2、无论如何都要在课前准备好所有材料。
3. Establish and reinforce rules for entering, leaving, and beginning a class. Train students to respond to a “moving signal” and rehearse the actions.
3、建立和强化进出教室和开始上课的规则。训练学生对“活动信号”产生熟练的响应动作。
4. Establish and reinforce procedures for routine tasks, such as the taking of attendance.
4、建立和强化日常活动的流程，比如点名制度。
5. Plan more material than you think you need so that there is no unexpected down time.
5、多准备一些额外材料，这样才不会被意外中止。
6. Arrange the classroom for efficient movement of desks, students, and equipment.
6、安排教室要保证方便移动课桌和设备，以及学生的活动。
7. Create and post a daily schedule and review this with your students.
7、制作并张贴每天的学习安排并和学生一起复查。
8. Complete and clarify instructions before relinquishing student attention. (Don’t move until …)
8、在让学生放松注意力之前做出完全而彻底地说明条件。如：保持别动，直到……
9. Provide and stick to a time limit for the transition. Adopt the “beat your own time” concept. Kids love it and become experts quickly.
9、为过渡提供并保证一个时限。采用"击败自己的时间"的概念。小朋友们很喜欢这个并能很快成为专家。
10. Always plan for down time. (When you are finished, you will …)
10、始终为意外中断做好准备。如：当你完成以后你将会……
SCORE: Perfect Transitions
SCORE：完美的过渡
S Simplicity (of directions)
C Consistency (of directions)
O Organization (of actions)
R Reinforcement (of behaviors)
E Exactness (of directions)
S 操作的简易性
C 过程的连贯性
O 活动的组织性
R 强化学生行为
E 方向的正确性
37. Aiding Struggling Stragglers
帮助勤奋的后进生
… in a quiet, non-threatening manner to help them “catch up”
……以一种悄然的、非威胁的方法帮助他们“赶上来”
How often have you told yourself that if it wasn’t for ___ and ___ in your class, you’d have a perfect group?
你是否经常告诉你自己，如果不是因为____和____在你班上，你的班级就是最好的班级了？
“You haven’t even started your essay,” Mrs. Hughes said quietly to John. “What’s up?”
“你还没有开始写作文，”胡老师静静的问小强：“怎么了？”
“I’m not gonna do it,” John replied firmly.
“我不想做。”小强倔强的回答。
“Unacceptable,” Mrs. Hughes said matter-of-factly. “Let’s talk about this. How much will you do?”
“不可能。”胡老师很认真地说：“说吧，你打算写多少？”
“The first sentence.”
“写几句话。”
Mrs. Hughes appeared to consider this, then said, “Nope. Not good enough. I need more. How about the first two paragraphs?”
胡老师似乎考虑了一下，说：“不，还不够。我要你多写一些。写两百字，怎么样？”
“No way,” John muttered. Then, getting into the “game,” he offered, “How about one paragraph?”
“不可能。”小强嘀咕着，不过很快就进入“游戏”当中，他出价“一百字？”
“One good paragraph?” Mrs. Hughes asked. John nodded. They shook hands and John began writing his paragraph.
“很优秀的一百字？”胡老师问到。小强点头。他俩握手成交。小强开始写作文。
Ten Ways to Help a Straggler
帮助后进生的十条办法
1. Solve the mystery. Try to find out why the student is behind—lack of confidence, missed skills or strategies, physical fatigue—and deal with your findings appropriately.
1、揭开秘密。尝试着去寻找学生落后的原因——缺乏信心，没有学习技巧或技能，身体疲劳——然后以适当的方式去解决。
2. Reassess the needs of the particular student. Does he really need to do twenty questions, or can he get by with ten? Consider the minimum you will expect or he will need for success, and ask for only that.
2、对特殊学生的要求进行重新评估。他是否真的需要做二十个题目？他能做好十个题目行不行呢？考虑一下你对他的最低要求或者他能成功的最低要求，然后让他做好这个。
3. Reinforce “partial completions.” Discuss what has been done, as opposed to what has not.
3、强调“做一点得一点”。关注完成了什么，而不是还有什么没完成。
4. Make a prioritized list of all the areas or tasks in which the student is behind. Discuss this with her and strongly consider “wiping the slate clean” and offering a fresh start. (Sometimes, being far behind is so daunting that catch-up is impossible.) Alternatively, pick one or two important tasks to complete.
4、为每个领域或任务中的后进生列一份重点清单。和他讨论这份名单，使他强烈意识到“我要擦掉名字”，给他一个重新开始的机会（有时候，远远落后是如此的让人沮丧，以至于要赶上来几乎是不可能的）。或者，挑一两个重点任务让他去完成。
5. Offer individual or small-group tutorials at a regular time and place every week.
5、每周在固定的时间、地点举行个别或小组辅导。
6. Use a barter contract (as in the anecdote above). Point out what is expected, ask the student how much he is willing or able to do, and come to an agreement about what will be completed. Increase your expectations a little at a time.
6、与学生进行交易（就像上面的趣闻那样）。说出你的期望，问学生他能够或者愿意做到多少，并就完成目标达成协议。每次交易都要增加一点点期望值。
7. Seat the straggler close to a faster student, and encourage them to help each other. (One benefits in a practical way; the other, in the positive feeling that comes from helping a peer and from being appreciated by you.)
7、让后进生坐在好一些的学生边上，鼓励他们相互帮助。（在实际操作上有好处；另一方面，来自帮助同伴和被别人赞赏的积极感觉也是一个好处。）
8. Consider giving the straggler an older student buddy, someone who comes to your class for a few minutes daily to help the straggler get organized and get going.
8、考虑给后进生一个高年级学生伙伴，他们可以每天花几分钟到你的班上帮助后进生组织整理知识并且进步。
9. As soon as directions have been given, move to the straggler. Quietly and respectfully, provide more start-up motivation: for example, clarify directions, check for understanding, and check for necessary materials.
9、尽快将提示送达后进生。悄悄地且不失礼貌地为他们提供更多初始动力：例如明确的指示、知识点清单以及所需材料清单。
10. Keep parents informed of your efforts to help the straggler, but avoid burdening them with numerous areas in which the straggler is behind. This is your problem, not theirs.
10、经常告知家长你帮助该后进生取得的成果，但避免在后进生落后的其他方面拖累家长。那是你的问题而不是他们的。
38. Defusing a Power Struggle
化解师生冲突
… or any potentially explosive situation in the classroom
……或者教室中任何潜在的突发情形
When did you last experience panic when a classroom situation suddenly escalated into that feared power struggle? Were your first thoughts, “Oh, oh, what do I do now?”
你上一次因为课堂危机迅速升级为师生冲突而感到恐慌是什么时候？你是否首先想到的是“啊，啊，我该怎么办？”
It had become a shouting match—teacher and student! Kendra’s misbehavior had finally pushed Mrs. White too far and the battle of wills was on. The louder Mrs. White reprimanded, the louder Kendra shouted back. Soon Kendra had toppled her desk and stormed from the room, Mrs. White right behind her.
这里有一个师生对吼比赛的例子。肯同学的不当行为最终导致白老师发火，吵架开始了。白老师大声斥责，肯同学大声顶嘴。很快肯同学推翻桌子，咆哮着冲出教室，白老师马上追出去。
By the time the principal and several colleagues had appeared, Kendra had broken a window and cut both herself and the teacher. Mrs. White felt terrible. She knew she should have done something differently; she just didn’t know what!
Ten Ways to Defuse a Power Struggle
1. If the student is still showing some semblance of control, offer pencils and paper and invite him to write or illustrate how he feels. If he wants to, he can tear the paper up.
1、如果学生仍然显示出某些需要控制的迹象，给他一张纸一支笔，让他写出或者画出他的感受。如果他想撕毁纸张就让他撕。
2. Invite the student to take a speed walk either to a specific location, such as a washroom, and back, or once around the school.
2、让学生走到某个指定地点，比如厕所，然后回来，或者绕学校走一圈。
3. Invite the student to imagine blowing a balloon up with his anger—then popping it.
3、让学生想象在用怒火吹气球，然后释放出来。
4. Suggest use of a pre-established time-out area, and indicate how long the time-out should be. (See “Time-Out Procedure,” next page.)
4、建议使用预设的反省区域，并说明要反省多少时间。（参见下页“反省流程”）
5. Maintain eye contact and a calm voice when speaking to the student.
5、与学生说话的时候使用平静的声音，并保持眼神接触。
6. Maintain proximity to the student, but avoid being too close—she may feel her personal space has been compromised.
6、亲近学生，但要避免过于接近以免让学生感到私人空间被侵犯。
7. If you feel too irritated or angry to deal with the situation right then, take a time-out yourself. Explain that you need a few minutes and say exactly when you will return to the issue.
7、如果你解决问题的时候怒火中烧，请给自己一个反省的机会。说明你需要几分钟时间可以让你在回到问题上来的时候能正确解决它。
8. Invite the student to accompany you outside for a few minutes of fresh air. This allows both of you to get away from the reinforcement of classroom peers.
8、邀请学生和你一起出去透透气。这可以让你们从教室的高压中摆脱出来。
9. Avoid making such statements as “I know how you feel,” which the student may find patronizing. You can only guess.
9、避免说出“我知道你怎么想”这一类的话，这会让学生觉得你居高临下。你只能说“我猜……”
10. In the heat of the moment, quickly remind yourself that you are the adult and will act like one, no matter how upset you may be. Describe the situation as you see it: “You seem angry. You didn’t get what you wanted to play with.”
10、在关键时刻要赶紧提醒自己你是一个成年人，不论你有多么心烦，你的举止都要符合自己的身份。据实描述局面：“你似乎有些生气，你没有得到你想要的结果。”
Time-Out Procedure
反省流程
All students should be taught about the time-out area and the appropriate way to use it.
告诉所有学生反省区及其作用。
1. Establish where the time-out area will be. It might be a corner, a carrel, an office, the hall, or a peer’s classroom. Location is dependent on the cooperation of other staff as well as the seriousness of the negative behavior. For instance, time-out for a “fight” would be best spent in the office.
2. Ensure that the time-out area has a desk or table and chair and any of the following: soothing music (headphones); a fish tank; a grudge jar (an empty container into which the student can place angry, written thoughts that are later reviewed with the student and either the teacher or counsellor); a tape recorder with a blank tape for recording thoughts (again, reviewed later); a couple of cushions; a supply of plain paper; and a variety of “safe” writing tools, such as pencils and crayons. In addition, provide some tactile tools, such as a soft, squeezable ball, textured materials, fur, and bubble paper (the plastic wrapping paper covered with tiny air bubbles, which children love to pop).
3. Establish for how long at a time a student can use the area. Five minutes is usually enough.
3、确定学生使用反省区的最长时限。一般五分钟足够了。
4. Emphasize that the time-out area is for emergency use only.
4、强调反省区只用于紧急情况。
5. Have a sign-out sheet posted beside the door for students to record the time of leaving the class.
5、在门边张贴一张登记表，记录学生进行反省的时间。
6. Teach the students how to use the time-out area appropriately.
6、教育学生正确使用反省区。
* Ask for a time-out pass.
* Write your name on the appropriate paper that indicates exactly when you left the classroom.
* Go to the time-out area quietly and sit down.
* Write a brief account of why you are there.
* If desired, choose one of the available activities.
* When time is up, return to the room and sign back in.
* Give your written account to your teacher.
- 领一个反省区使用证。
- 在正确标明你开始反省的时间的正式文件中写上你的名字。
- 悄悄走到反省区并坐下来。
- 写一份你为什么在这里的简要说明。
- 如果必要，可以选择一样东西使用。
- 时间到了后回到课堂并签到。
- 把你写的说明交给老师。
7. Every time a student uses the time-out area, keep a permanent record of who, when, and for how long. This is very important in case you have to report to parents or the principal at a later date.
7、每次学生使用反省区的时候都要为学生建立一份永久记录，记录使用者的姓名、时间和使用多久时长。这对你晚些时候汇报给家长或校长非常重要。
8. For debriefing, be sure to meet with a student who has used the time-out area sometime that same day.
8、为了汇报，确保当天约见使用过反省区的学生。
39. Forming Random Groups
形成随机分组
… whether they be for work or for play
……不论学习还是娱乐的时候
Have you ever avoided a group activity because the thought of getting the students into groups was just too much to handle?
“I was in Angie’s group last time,” whined Tim. “Why do I have to be in her group again?”
“You picked the same color as she did, didn’t you? Yellow?” replied his teacher.
“因为你和她一样都选到黄色，对不对？”老师回到。“Yep. But I didn’t want yellow.”
“是啊，但是我不想要黄色”。
“Maybe next time you’ll pick a different color from Angie.”
“Geez!” Tim slumped off to the Yellow group. “Luck of the draw!”
“呜呜”小婷不爽地加入黄色小组，“看运气吧！”。The teacher smiled at his Grade 3 student’s response, glad that he had reinforced the Teacher’s Choice methods of grouping early in the year.
Note: Random groups are heterogeneous collections of students brought together for a specific game, activity, project, or task. They are not instructional groups, which are usually determined according to needs.
Ten Ways to Form Random Groups
1. Odds & Evens: Count, starting at “1.” All the odds go together, as do the evens. Recount within each group, using the same pattern, to form four groups in total.
2. Alphabet Awareness: Students take paper tags with a letter of the alphabet on each—there are as many different letters as groups desired. They silently choose a word beginning with the appropriate letter, perhaps boy for the letter “B,” then move around saying only their word to find others who have words beginning with the same letter. A letter “B” group might be made up of boy, big, black, butter, and perhaps a second boy. This activity promotes the alphabetic principle and phonemic awareness.
2、字母分组：学生准备一张写有字母的纸片。每个期望加入小组的字母都不同。他们安静的选择一个适当单词的开头字母，比如选择“男孩”开头的“N”，然后他们去寻找所有选择相同字母的同学。最后“N”字组就由男孩、南方、奶油、牛、脑袋、或许还有第二个男孩组成。这个活动可以促进学生的熟悉字母顺序和单词发音。Note: If you don’t want the “sugar,” use colored poker chips, tiddlywinks, or small squares of paper.
3. Sweet Talk: From a bag or container, students randomly pull a piece of wrapped candy, one color or kind representing each group desired. For example, all the red candies signify one group. Once they have formed their groups accordingly, they can eat the candies.
4. Shakes: Students draw a tag with a number from a container. Keeping their numbers silent, they move around shaking hands with others—one shake for each number. They form their groups by quickly finding others with the same number of shakes.
4、抽签握手分组：学生从一个箱子里抽取一个号码。拿着号码，安静地相互握手寻找其它号码。找到相同号码后牵手组成小组。Note: You can also use new vocabulary or spelling words on the papers.
注意：你也可以不用号码而使用其它词汇。5. Words: Use words relevant to a topic being studied and as many as you want groups. For example, to create six groups in Science, the words on slips of paper might be electricity, conduit, amps, wires, negative, positive. Students draw papers randomly and then locate other students with the same word.
5、主题分组：使用与课题相关单词进行分组，单词数量与分组数量一致。比如：要在科学课创建六个组，那么在纸片上写的单词就可以是：电流、管道、安培、导线、负极、正极。学生随机抽取纸片并找到其他抽取相同单词的同学。6. Silent Signals: Verbs, such as creep, hop, slide, skip, and crawl, or feeling terms, such as sad, happy, angry, and nervous, appear on randomly chosen papers to encourage students to behave in a certain way to find their groups.
6、无声信号分组：将走、跳、滑、蹦、爬等动词或者悲伤、快乐、愤怒、 紧张等感觉随机写在纸上，让学生正确表达出来，以便找到相应的分组。
7. Happy Families: Randomly chosen papers identifying family members lead students to their “group families.” For example, Mother Smith, Father Smith, Uncle Smith, Sister Smith, and Baby Smith compose one group.
7、快乐家庭分组：在纸片上随机写上家庭成员，引导学生组成“家庭”。比如：李妈妈、李爸爸、李叔叔、李姐姐、李小宝组成一个组。
8. Sing-a-long: Randomly drawn papers indicate simple songs the students know (e.g., Three Blind Mice). On cue, students move around singing the songs as prompted by the papers and find others singing the same songs.
8、唱歌分组：纸片上随机写着学生都知道的简单歌名（两只老虎什么的）。抽签后，学生一边唱着纸片上提示的歌曲一边寻找唱着相同歌曲的同学。
9. Switcheroo: Randomly select as many students as you want groups, for example, five students for five groups, and number the groups. Each student in turn chooses someone from the class. Once you randomly draw a number (1–5), the chosen student goes to the group with that assigned number. No one knows who will end up where.
9、突然变化分组：按照分组数随机选择出几个学生，比如要分五个组就挑出五个学生。每个学生每次从班上挑选一个学生。只要你随机指定一个数（1-5），被选到的学生就进入相应的组。没人知道谁会分到哪组。
10. Q/A: Pose as many questions on paper as desired groups; having correct answers on paper determines group membership.
10、问答分组：在纸片上写入若干与相关组对应的问题；回答正确才能成为组成员。
Ten Tips for Effective Group Functioning
高效分组运作十大要诀
There are two types of groups: casual and instructional. These pointers apply to both.
有两类分组：临时分组和固定教学分组。下面这些提示均适用。
1. Teach students rules for group behavior. Group members are expected to
1、教育学生如何分组的规则。组成员应当做到：
* share duties and supplies equally
* cooperate with one another by using positive language and pleasant voices
* take turns listening to other members speak
* show respect to one another by being polite and giving positive comments for work well done
* help one another with any difficulties experienced
* work together to come up with one good idea, presentation, or project
* keep personal records of the time spent in the group
- 平等分享责任与权利
- 用积极的语言和动听的声音相互合作
- 轮流倾听其他成员发言
- 通过对他人完成的工作做出肯定和表示礼貌来相互尊重
- 帮助遇到困难的组员
- 共同完成一个好点子、一次展示或者一个项目
- 尽可能多地把时间花在小组中
2. Decide whether you want homogeneous groups (usually for specific instructional purposes) or heterogeneous groups (usually for activities), and how many students per group. A homogeneous group consists of students with similar needs and abilities; a heterogeneous group, of students with varied abilities and needs.
2、决定你要的是同质分组（通常用于特定的教学目的）或异质分组（通常用于活动），以及每组多少学生。同质小组由需求与能力近似的学生组成；异质小组的学生需求、能力各不相同。
3. Plan the manner in which you want students to form groups (see Ten Ways to Form Random Groups Easily and Deliberately, above). Prepare any necessary paper slips or colored markers.
3、在分组之前计划好学生分组的风格（轻松而仔细地阅读上页随机分组十大规则）。准备好必需的纸片或彩色标记物。
4. Establish your expectations. Exactly what do you want the groups to do, where and when? Know the purpose.
5. Plan the work area and materials before letting students get into groups.
5、在让学生开始分组之前规划好活动区域和材料。
6. Before groups are formed, provide clear directions, both orally and in written form, set timelines for choosing roles within the group and brainstorming, and establish evaluation procedures for groups and individual group members.
6、在分组之前，从口头和书面两方面为学生提供明确的方向，为小组角色设置时程安排和头脑风暴，以及为小组和组员建立评价流程。
7. If students will play individual roles within each group (leader, illustrator, speaker …), explain the roles and the way in which they will be determined before groups form.
7、如果学生在小组中有角色分工（领导者、执笔者、解说者），在分组之前解释他们将要担任的这个角色及其任务。
8. Once groups are working, circulate and provide reinforcement.
8、一旦小组开始工作，请巡视并给予帮助。
9. To keep the idea of getting into groups fresh, constantly try innovative ways to accomplish this.
9、保持让分组不断更新的认识，不断尝试新方法来做到这一点。
10. Add a competitive element to forming groups, for example, a prize for the first group to find all its members and sit quietly. This not only gets students moving quickly, it adds interest and limits the possibility of complaining about one’s group.
10、为分组引入竞争元素，比如奖励第一个找齐所有组员并安静坐好的小组。这不仅让学生做得更快，也增加了趣味性和减少了抱怨的可能性。
55 Teaching Dilemmas: Ten Powerful Solutions to Almost Any Classroom Challenge. Kathy Paterson. Copyright (C) 2005. All rights reserved. No reproduction without written permission.
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