A Study On The Differences And Impacts Of Classroom Management Behaviors Between Novice Teachers And Senior Teachers In Chinese-Korean Primary Schools

Effective classroom management can maintain the stability of the classroom,stimulate students’ learning potential,and is one of the important factors to promote students’ learning and growth.However,there are some difficulties in the classroom management of lower grade teachers.Mainly because: one is the physical and mental development of the primary school pupils with active,active,divergent attention and other aspects of the characteristics.Second,the lower grade students just entered the school,and did not adapt to some of the rules in the classroom.Therefore,how to solve this problem is now the topic that teachers pay more attention to.However,the lower grade Korean pupils in this study not only have the physical and mental development characteristics of the lower grade pupils.Moreover,the special family environment also has the influence on the Korean lower grade pupils(such as the Korean lower grade left-behind children proportion is high).In addition,Chinese class is their second language class.Therefore,combined with the influence of various reasons,the classroom management of lower grades in primary schools is particularly important.How to break through this problem is the core concern of this study.In addition,by observing the classroom practice,found that different types of teachers in the classroom management are different,and the gap between novice teachers and experienced teachers is very outstanding.Therefore,the research on the difference of classroom management between novice teachers and experienced teachers is a topic worthy of attention.This article takes the Chinese teachers of the first and second grade of Y primary school as the main research object.The author uses classroom observation and video analysis to directly record the verbal and non-verbal behaviors in the classroom management behavior of teachers.After collating and summarizing the collected data,through in-depth review of the literature and combining first-hand data,the use of case analysis,Grasse reality therapy theory,Habermas communication and other theories and teachers’ speech and non-verbal behaviors are two aspects.This paper explores the current situation of classroom management behavior of novice and senior teachers in Korean primary schools and finds out reasonable countermeasures to improve the classroom management behavior of novice Chinese teachers in lower grades in Korean primary schools.Based on the results of the comb,understand the novice teachers and experienced teacher classroom management behavior status,according to the present situation of the following conclusions:(1)The classroom management behaviors of novice teachers and experienced teachers are more inclined to verbal or non-verbal behaviors,ignoring the relationship between the two;(2)Compared with experienced classroom management behavior of novice teachers has a certain negative impact;(3)Novice teachers and senior teachers only pay attention to the problematic behaviors that have occurred in the classroom,and lack the awareness of prevention and management.Based on the above conclusions,the following recommendations:(1)Constantly update the concept of classroom management and deepen the novice teachers’ understanding of classroom management;(2)Strengthen the skills to deal with students’ problem behaviors and improve the professional quality of novice teachers;(3)Regulate the speech behavior of novice teachers in the classroom,focusing on the relationship between non-verbal behavior and speech behavior.