A Study Of Junior Middle School English Teachers’ Cognition And Solution Of Students’ Classroom Problem Behaviour

Because of the particularity of language teaching,English teachers should teach English well and keep pace with dealing with students’ problem behaviour in the English classroom.Students’ classroom problem behaviour is typical.How to deal with these problems has always been a headache for teachers.Junior middle school students are in adolescence,and their psychological and physiological development changes significantly.They are easy to get emotional,so they have more problem behaviours than other students.Besides,English teachers are constrained by their educational background and have different strategies from teachers in other disciplines in dealing with students’ classroom problem behaviours.Students’ classroom problem behaviour is a huge stumbling block to effective teaching and students’ healthy growth.Nowadays,few studies in China are in this area,so it is essential to explore strategies to solve students’ classroom problem behaviour.This thesis aims to explore students’ problem behaviours,teachers’ strategies and effects of the strategies in junior middle school English classroom under the current situation.This study puts forward three research questions:(1)What problem behaviours do junior middle school English teachers think students have in English class?(2)How do junior middle school English teachers deal with these classroom problem behaviours?(3)What are the effects of the strategies adopted by junior middle school English teachers to deal with students’ classroom problem behaviours? In this study,classroom observation,questionnaire survey and interview are used to collect data,and quantitative and qualitative methods are used to analyze the data.The author randomly selects 60 junior middle school English teachers to conduct a questionnaire survey,and5 of them are selected for classroom observation and interview.Another ten students are interviewed randomly.Through the research,it is found that there are five kinds of problem behaviours of students in junior middle school English class,including mind-wandering,hyperactivity,not participating in cooperation,not following tasks and withdrawal.However,laughing at others,talking casually,hindering others,disobedience and losing temper occur less frequently in English class.At the same time,the study finds that junior middle school English teachers tend to employ reminding when dealing with mind-wandering problem behaviours.Regarding hyperactive problem behaviour,junior middle school English teachers use the strategy of reminding.Concerning the problem behaviour of not participating in cooperation,most junior middle school English teachers employ communicating and changing teaching methods.On the problem behaviour of not following tasks,junior middle school English teachers usually use communication strategies and changing teaching methods.Given withdrawal behaviour,junior middle school English teachers adopt the strategies of communicating and changing teaching methods.On the third question,the teachers and students interviewed think that the strategies are very effective.Based on the above findings,the author puts forward three suggestions on how to deal with the problem behaviour in junior middle school English classroom: firstly,English teachers should pay attention to the communication function of English;secondly,English teachers should use more positive reinforcement and try not to use punishment strategy;finally,teachers should cultivate students’ self-management ability in English classroom and help students establish good behaviour habits.