A Study Of Problem Behavior Management In High School English Classes

Since the1960s,the classroom problem behavior management research is alwaysthe focus of scholars both at home and abroad, it is also the most universal educationproblem in primary and middle school. In daily classroom teaching activities, studentswill inevitably appear some behavior problems. Because of the physiological andpsychological characteristics of students, the high school classroom management has itsparticularity and difficulty. If these problems were not handled properly, they will notonly disturb the class, affect the normal teaching activities, but also can cause conflictbetween teachers and students, and even affect the students’ physical and mental health.The new curriculum reform advocates higher request for the classroommanagement, and also appeals the implementation of scientific,reasonable and effectiveclassroom management. At present,the research of effective classroom management isalways a very important topic. In the new class background, classroom managementshould also change to meet the needs of the new curriculum implementation with thechange of teaching methods and learning ways. Management is a kind of science andart. In the new curriculum background, how to organize and manage classroomeffectively is a challenge for many teachers. Effective classroom management can helpthe student to reduce, eliminate,overcome,correct their problem classroom behavior,develop their learning behavior, make the teacher teach smoothly and the students focuson the class and concentrate on the study, improve the study efficiency, make progress,achieve the goal of teaching.This study is an empirical research. It takes three high schools’ students inJingChuan county, Pingliang city, Gansu province as research object. By individualinterview and classroom observation and questionnaire survey, the author gets moredetailed understanding of the present situation of high school students’ Englishclassroom problem behavior, and thoroughly analyzes the management strategies whichthe teacher has made on classroom problem behaviours. Through the students’ changesand reactions in thought and behavior after their teachers’ management, the authorstudies whether the teachers effectively solved the classroom problem behavior, namely whether classroom management is effective. This study found that at present students’problem behavior in high school English classes are common, but they are not serious.These problem behaviors are influenced by a series of factors, and they should betreated carefully. At present, the way of teachers’ classroom management is mostlygiven priority to management control, but it is moving toward promoting and incentiveorientation. Teachers prefer to suggestive method for minor problem behaviour in class,and the suggestive method is also reflected as one of the most effective methods bystudents, including using eye contact, posture, sign language and so on. It cannot beignored that teachers’ classroom management is lack of mangagement concept andconcrete actions in advance, and the students’ self-management consciousness is notstrong enough. The management effectiveness of high school English class is aroundthirty percent, it is hoped to be further developed.