A Comparative Study Of Novice And Proficient Teachers On English Classroom Teaching Time Management In Junior High School

As a special teaching resource,time plays an important role in teaching.Babanski emphasized that the essence of the Optimum Theory of Teaching Process is to make a scientific combination of teaching steps and teaching behaviors within the scope of classroom teaching time in order to achieve the best teaching effect.Therefore,scientific management of classroom teaching time is the key to improve teaching quality.With the implementation of the new curriculum reform,constructing effective student-oriented classroom teaching has become an important subject of English teaching in China.In particular,English teaching in junior high school holds an important position of increasing the rate of enrollment and cultivating students’ core competencies,and it is even more necessary for teachers to manage limited teaching time efficiently.However,novice English teachers in junior high school still have problems of ambiguous goals and low efficiency in time management due to lack of teaching experience.In view of these,this study compares and analyzes the specific differences of time management methods between novice and proficient teachers in junior high school English classes from three aspects,including the classroom time utilization,time allocation of teaching steps,and time allocation of instructional language behavior,so as to propose targeted improvement strategies for novice teachers to optimize their teaching time management and provide meaningful experience for their professional development,and ultimately achieve efficient teaching.This study focuses on three pairs of novices and proficient English teachers selected from X Middle School.Firstly,observe and record thirty lessons of six teachers through classroom observation.Secondly,based on the Flanders coding system,an observation coding table suitable for junior high school English classrooms was developed to make specific quantitative analysis on twelve selected lessons.Finally,the results of interviews with six teachers are used to further discuss the differences in classroom teaching time management and the underlying causes.According to the research questions,the above data is sorted and analyzed,and finally the following conclusions have been drawn: First,the classroom time utilization rate of novice teachers is significantly lower than that of proficient teachers.Second,in terms of adjusting teaching time,the flexibility of novice teachers is significantly lower than that of proficient teachers.Third,in terms of teaching language behavior time,novice teachers waste a lot of time while waiting for students to answer;novice teachers mostly use Instruction behavior time to assist teaching,while proficient teachers tend to increase positive feedback behavior time such as Praise and Encouragement;novice teachers’ questioning behavior time is less than that of proficient teachers,and the quality of questioning is significantly lower than that of proficient teachers.Combined with the research conclusion,the optimizing strategies of classroom teaching time management are put forward for novice teachers accordingly from three aspects: time management awareness,time adjustment in teaching sessions,and the quality of teachers’ language behaviors.For proficient teachers,they should give play to their advantages and establish a community of mutual assistance for professional development among teachers,which can ultimately improve teaching efficiency.