A Research In Classroom Behaviour Management In Junior High School: A Case Study On Four Schools In Shihezi

Classroom behavior management, an essential part of classroom teaching, is directly related to theeffect of teaching and the development of students. Classroom behavior management is a major researchfield of education psychology, having been focused on over the years by the curriculum and teaching theory,education theory, educational management research. Classroom behavior management mainly consists ofbehavior norms, misbehavior and classroom atmosphere. The establishment of classroom behavior normsand the reduction of misbehavior do good to the construction of classroom environment, while positiveclassroom environment does help to reduce misbehavior and drive students to learn and develop. Mostcurrent researches on classroom behavior management are conducted from the perspectives of curriculumand teaching theory, centered around both students and teachers’misbehavior in order to push them forward.It seems a new exploration to apply Two-factor Theory to the practice of classroom behavior managementfrom the perspective of educational management. Two-factor Theory emphasizes human element inmanagement and proves management should take advantage of caring factors and incentive factors, namely,while managing classroom behavior, teachers should meet the basic needs of the students in order toeliminate dissatisfaction, and also satisfy students’ need to help them obtain safe, respect andself-realization so as to encourage students.Based on literature review, observation method and questionnaire survey, the dissertation explores thepresent situation of classroom behavior management, behavior norms and misbehavior from the perspectiveof students. Then analyze the room of improvements teachers could make in mode, strategies and effect inclassroom behavior management. Both classroom observation and questionnaire show that misbehavior isvery common in classroom in junior high schools in Shihezi, which are universal, repeatable and random.Moreover, most teachers have strong consciousness of classroom behavior management. Meanwhile,however, there still exist some problems: the mode of management is authoritarian, the managementstrategies are monotonous, and the effect needs to be improved.Two-factor theory enlightens one solution to the problems mentioned above that classroom behaviormanagement should follow three important principles which are safety, respect, and being supportive.Teachers as administrators should focus their attention on satisfying students’ needs of safety, affiliation,respect, self-realization, that is, to eliminate dissatisfaction and make students satisfied so that they aremotivated to input more time and energy to learn. Hence, classroom behavior norms, problem behaviorintervention and classroom atmosphere must be such safe, respectful and supportive that classroombehavior management can work. As long as classroom behavior management meets the three principles, itcan be beneficial to bridge the gap between management and students’ needs, and can make classroombehavior management be efficient. It is proposed that the establishment and execution of classroombehavior norms be democratic and just, that prevention and intervention from classroom misbehavior besafe and respectful, and that classroom atmosphere be positive and supportive so as to reach the goal ofclassroom behavior management which is to promote junior high school students’ abilities of self-controland learning. Following the principles, classroom behavior management will succeed in balancingmanagement with students’ needs, which helps to minimize classroom misbehavior, set up positive learningatmosphere, and promote junior high school students to develop their self-discipline and make progress inacademic achievements.