An Action Research On The Management Of Students' Problem Behaviors In English Classes Of Senior High School

In the current era of education,our government vigorously advocates the cultivation of students' core literacy.Such being the case,it has become the primary task of teachers to study and understand students.The students in high school,who are now in the early stage of youth,have to undergo tremendous physiological changes and bear tremendous pressure of College Entrance Examination.Under the influence of these two factors,the students will sometimes behave improperly.If teachers pay no attention to these problems and allow the students to continue these misbehaviors,the quality of education and teaching in senior high school will be seriously affected.Therefore,the main purpose of this study is to find out the effective strategies on managing,to reduce the occurrence of students' problem behaviors,and to improve the quality of classroom teaching in senior high school.This study belongs to action research,using literature analysis,observation,questionnaire survey and interviews as its major approaches.The researcher found in teaching practice that the quality of teaching was relatively low in classes where problem behaviors often occurred.Based on this,the researcher decided to take the classroom problem behaviors in Senior high school English classroom as the theme of this research.Next,by analyzing the literature,the researcher learned about the latest progress of relevant theories and intervention strategies of high school students' classroom problem behavior management.Then,by using observation,interviews and questionnaire survey methods,the author learned more about the common problem behaviors of high school students in H Middle School of Zhaoqing City,Guangdong Province.Subsequently,the researcher carried on the classroom management action research to find out better strategies for dealing with misbehaviors in English classroom.During this process,the author obtained the results of the action implementation through observation and interviews.The result then would be used to measure the effectiveness of the author's intervention.In the meantime,the author reflected on the results and tried to improve the strategies.The process of this action research could be described as an ongoing process of discovering problems,drawing up plans,taking actions,observing the results and reflecting on the effects.In this study,the researcher was going to conduct three rounds of action research,each of which lasted for a month.Differentmanagement strategies would be adopted in each round and the practitioner would learn about the effects of implementation through observation and interviews.The practitioner would also carry out self-reflection on those effects so as to provide reference for the follow-up research.This paper mainly includes the following four parts:The first part is the introduction.This part mainly includes the following aspects: the reason for selecting the topic,the purpose and significance of the research,the ideas and methods for the research,the definitions of core concepts and the theoretical foundation.In the part of literature review,the author focuses on analyzing the relevant literature of classroom problem behavior and action research.In the part of concept definition,the author makes definitions for the "high school students' classroom problem behavior" and "action research" according to the relevant literature and the research theme in this article.At the same time,the author also elaborated the theory of classroom problem behavior management,which provides theoretical support for the management countermeasures adopted by this research.In the second part,the author will describe and analyze the student's classroom problem behaviors in H high school.In order to fully understand the student's problem behaviors in Engish classroom in H middle school,the author,through observation,interviews and questionnaire survey,will investigate the student's classroom behavior performance and the cause for the students' misbehaviors.After getting the data,the author will carry out statistical analysis to find out the problem behaviors that frequently occur in the English classroom in senior high school.Meanwhile,the researcher will also find out the causes for the above problem through interviews and questionnaire survey.The third part is about the whole process of this action research,in which the author applies theory into practice.In this stage,the researcher takes her own students as the research objects and conducts the action research for three months.The steps of the action research are as follows:discovering problems,planning,acting,observing,reflecting.The problems discovered after reflection will serve as an intermediary between the two successive rounds of action research.The first round of action research is conducted at the beginning of the school year.In this period,the author chooses methods by taking the the results of classroom observation and questionnaire survey into account.The measures to be taken include preventing students' problem behaviors by formulating and implementing classroom rules,implementing implicit hierarchical teaching and using multi-modal teaching methods to improve students' interest in learning.The second round of action research is a period of adjustment and improvement.In view of the reflective problems in the first round of action research,we should adjust and improve the management strategies accordingly.The strategies in this round consist of reviewing classroom rules,group cooperation management and terminating students' problem behavior.The third round is a period to makemore advancement.According to the self-reflection of the second round of action research,the researcher tries to communicate with them in person so as to guide the students to control their own behaviors and reduce the occurrence of problem behaviors.Part four is about suggestions on how to manage students' problem behaviors in senior high school English classroom teaching.After achieving satisfactory results,the researcher put forward corresponding suggestions for senior high school English teachers.Theses suggestions include the following aspects: respecting and satisfying students' reasonable physical and mental needs to promote students' physical and mental health;improving students' self-management ability to establish a kind of non-compulsory discipline;optimizing classroom teaching methods as well as enhancing the effectiveness of English teaching;improving English classroom management ability and mastering scientific classroom management methods;promoting communication with parents so that parents can establish a correct view of success.