A Case Analysis On Dialogue Management From An Adviser In A Secondary Vocational School

This study comes from my observation and thinking in class management practice.In class management,I find the students in secondary vocational school don't hold a positive attitude and don't behave properly.Dialogue management is the most-commonly-used approach in class management.However,I often meet some puzzles and problems with dialogue management.For this phenomenon,I talk about it with other advisers and find that they also mainly use this way to manage classes,but the effect swings,so how to use dialogue management becomes a problem.Based on the situation in class management,it's necessary to observe dialogue management activity,to analyze its effect factors and to seek improvement countermeasures and it has significance in practice.This research is by the way of education case analysis,and it selects teacher X and her students who are from a secondary vocational school in X city as the research object.Researcher goes into teacher X's education field and inner world with half a year.By the methods,the research makes a deep and careful observation and analysis of teacher X and her students.Through the observation and interviews on teacher X and her students,researcher collects the relevant information and finds there are the following problems in teacher X's dialogue management:(1)lack of teaching belief;(2)lack of dialogue consciousness and ability in teacher X;(3)lack of attention to her spoken language;(4)lack of dialogue consciousness in students;(5)school doesn't pay much attention to advisers and trainings for advisers are limited;(6)advisers have too much work to do;Based on the problems existed in teacher X's dialogue management,as a researcher,I want to propose some suggestions: school should(1)pay more attention to advisers and provide more trainings for advisers;(2)introduce qualified personnel and reduce adviser's workload;teacher X should(1)study harder to enrich knowledge and improve abilities in dialogue management;(2)strengthen teaching beliefs;(3)choose words and expressions carefully in her spoken language to improve dialogue management;(4)guide and train students' dialogue consciousness.