Research On The Coping Styles Of Teachers In Cultivating Wisdom School To The Classroom Behavior Of Students With Intellectual Disabilities

How teachers deal with the classroom behavior of students with mental retardation plays an important role in the classroom teaching effect.Teachers undefined scientific coping with the classroom behavior of students with mental retardation is one of the important factors to help students with mental retardation adapt to the classroom and obtain better learning effect..Helping mental retardation students standard classroom behavior,establish and maintain good behaviors,rectify problem behaviors,to better adapt to classroom learning,achieve better study effect,is an important task for society-adaptation schools education.A study to a mental disorder behavior of college students and teachers,to standardize the mental retardation students’ classroom performance,form good classroom behavior and improve the education of society-adaptation schools teaching achievements plays an important role,to provide reference and basis for society-adaptation schools teachers in mental retardation students’ classroom behavior response and classroom management.This study was taked a society-adaptation school in a city as an example.This study was selected the grade of one to eight society-adaptation schools,a total of 66 classes,22 teachers to each teacher to observe 3 class as the object of observation.Included the society-adaptation schools for mental retardation students classroom behavior to respond to watch list "of all mental retardation eight grade students good classroom behavior and problem behavior observation,recorded the way teachers deal with the student problem behaviors,In this paper,22 teachers of mental retardation students of the school were interviewed by the self-compiled "teachers of the school of education for students with mental retardation".From mental retardation students with teachers’ classroom behavior as a whole;mental retardation different grade students with teachers’ classroom behavior situation,;classroom behavior coping styles of teachers with different teaching ages of students with mental retardation were discussed aspects carries on the analysis.Combined with the research purpose of this study the mental retardation behavior of college students will be divided into two categories,good behaviors and problem behaviors,each category selected 10 kinds of multiple behavior.This study found that teachers of society-adaptation school mainly use language coping in classroom good behavior and problem behavior for students with mental retardation,and most of them use language coping for lower grade students,and teachers with less than 5 years of teaching age have the most use of language coping in classroom good behavior.Therefore,some suggestions on education are put forward: According to the characteristics of students with mental retardation,teachers should combine various coping styles to students undefined behavior,and teachers should adopt appropriate coping styles to cope scientifically with classroom behaviors of students with intellectual disabilities.Teachers of different teaching years and different grades should pay attention to the behavior of every student with mental retardation and adopt appropriate coping styles.