A Study On Classroom Management Of English Teachers In Primary School

Classroom management refers to the process by which teachers effectively achieve their intended teaching goals by coordinating various teaching factors in the classroom,including the management for teaching and learning.Although scholars at home and abroad have conducted a lot of research on classroom management,their research often focuses only on disciplinary issues and less on teachers' management of their own teaching and student learning.This thesis takes 10 English teachers of S elementary school as the research object.Through interviews and actual classroom observations,this paper discusses the problems of English classroom management from the aspects of teaching and discipline,and attempts to generalize the reasons for it.This thesis mainly studied the following issues: 1.How do English teachers manage their own teaching? 2.How do English teachers manage students' learning? 3.How do English teachers manage students' problem behaviors? The author collates,analyzes and discusses classroom observation records and interview records,and draws the following conclusions: Most of the teachers in the classroom adopt the form of group competition,the language of English,with multimedia as medium to organize classroom teaching,using the method of songs,chants,games to arouse the enthusiasm of students.However,in some teachers' classroom,the teaching procedures are not smooth,the surface of learning effect is busy and lively,language learning environment is poor,language communicative activities are mechanical;the students don't know how to carry out cooperative learning,students can not get effective feedback for their learning results,the class discipline during the game time is chaos;the formulation and implementation of classroom rules is insufficient,the corrective measures for students' problem behaviors is poor,and the fact that teachers with short teaching age are less concerned with student behavior and other issues are not conducive to the realization of classroom management goals.The authors further attributed these issues to teachers' lack of classroom management learning awareness,one-sided classroom management goals,lack of co-ordination with parents,and lack of ways to enhance classroom management capabilities.Finally,this paper provides suggestions from teachers themselves,schools,teachers colleges and teachers' further education schools.Teachers should establish scientific classroom management beliefs.In classrooms,they should use English to organize teaching,make full use of various teaching resources,and ensure the fluency of the teaching process.Also,they should create a learning environment with a low level of anxiety among students,attach importance to the role of interactive learning,make a scientific feedback and reasonably use group competition methods to enhance the management effects of learning.Lastly,Teachers should use superb teaching techniques to reduce students' problem behaviors,tap emotional factors of teaching materials,add students' emotions and thinking patterns,and establish English classroom rules to regulate students' problem behaviors.At the same time,schools should provide basic guarantees for teachers' classroom management skills.Normal schools should reform the curriculum system and teachers' further education schools should provide diverse learning channels.