Study On Current Situation And Countermeasures Of The Deaf Schoolteachers To Participate In Classroom Management

Along with the educational reform and the deepending of class management theory, the study of subject teachers in ordinary schools participate in class management has been popular topic in school class management. Although the special education schools follow general rules in class management and have unique problems as well, there is less research in the field of class management about the special education schools and subject teachers are seldom involved in class managment study. After ivestigating and analysing the questionnaire surveies and interviews, which were underway in schools for deafmutes in Changchun, the researcher discovers the process of the subject teachers participate in class management has showed some main issues, which will be discuss in this paper.The main issues show as below:(1) The majority of teachers are not positive to participate in the class; (2) Lack of professional knowledge in class management specific in school for the deaf and dumb; (3) Subject teachers are lack of understanding of their deaf and dumb students, and less communication with their parents; (4) Some subject teachers do not have passion in the field of class management; (5) Some.subject teachers are not participate in school activities and do not attend the whole process; (6) Lack communication between the class adviser and subject teachers; (7) Schools are lack of rules and regulations which could enforce subject teachers to participate in class management.Based on the factors which influence on individual teachers, schools, etc., it should be transported in special education theory and classroom management operation of three-dimensional theory, and proposed to optimize perfect school for the deaf from classroom teachers, subject teachers involved in classroom management and school management aspects countermeasures and suggestions:(1) subject teachers well versed in the management of children with special needs growing class action, meaning and responsibility; (2) to strengthen the institutional construction of schools for classroom teachers, participate in classroom management and incentive-building mechanism; (3) Learning and master of education management science theory, to grasp the basic principles of education management; (4) to establish a correct concept of classroom management; (5) for the students, to analyze the basic situation of internal class; (6) psychological compensation, positive encouragement for students; (7) contact the parents, the analysis of external factors; (8) The combination of subject characteristics, the whole mind and body into Class Management; (9) Active participation in the establishment; (10) Active Evaluation class organization, summed classroom management activities; (11) Construction of classroom management model is based on the needs of special schools; (12) to the teaching the starting point, subject teachers and teacher enhance sense of cooperation; (13) In order to increase the ability of class management of the teachers, we are supposed to organize an increasing number of training programs.