Multi-dimensional Analysis Model For Classroom Misconducts In TCSOL Classroom

Along with the rapid development of Chinese economy, the continuous improvement of Chinese comprehensive national strength and the push of the Chinese government,"Chinese fever "is spreading all over the world now. A large number of Chinese teachers and Chinese volunteer teachers have been sent to the Confucius Institutes and Confucius Classrooms all over the world each year by Hanban, but it still can't meet the demand for highly qualified Chinese teachers. As good Chinese teachers or Chinese volunteer teachers, in addition to the need of a good knowledge of Chinese language, teaching techniques, and some talents, classroom management skills are also needed because situations in the classroom, especially in the second language classroom are rather complex and unpredictable. Promoting classroom management skills is the urgent need of Chinese teachers and Chinese volunteer teachers. As one of the most essential part of classroom management ability, the ability of dealing with classroom misconducts helps teachers devote their time and energy wholeheartedly to the teaching activities, which will greatly improve the teaching effectiveness and efficiency. The purpose of this research is to set up a multidimensional analysis model of classroom misconducts for Chinese teachers and Chinese volunteer teachers so as to improve their classroom management ability.This dissertation mainly consists of four parts. The first part of the research made a brief introduction to this research. The second part of this dissertation analyzes the complexity of classroom, especially the complexity of the oversea Chinese learning classroom, and classifies the common misconducts in the classroom and frequently-used strategies in dealing with classroom misconducts. In the third part of this dissertation, a multidimensional analysis model of classroom misconduct is set up. This model tries to analyze the classroom misconducts from four dimensions, the classroom environment, students, teachers and teaching factors, respectively. In terms of classroom environment, factors in physical environment and psychological environment are analyzed. Factors in physical environment involves the layout of the classroom, seating arrangements and the external environment outside of class; factors in psychological environment include the sense of security, the sense of belongings and a sense of achievement. The factors in the student dimension include family environment, cultural background, learning motivation, students' personality, peer relationship, learning difficulties, etc. In the teacher dimension, factors that may affect the classroom management include the formulation and implementation of class norms and effective classroom management strategies, the establishment of reward and punishment system and its execution, the establishment of communication channels, the way of conflict resolution, teachers' personality, the teacher-tudent relationship, and so on. Teaching factors contains the arrangement c.f the teaching content, the use of teaching methods, the set of the teaching activities, the management of teaching time and the dealing of the chaotic parts in the classroom. An ideal classroom is one without misconducts, which could be too ideal to be realized in language learning classroom, in which teachers can devote to the teaching wholeheartedly. To avoid the occurrence of misconducts in the class, teachers can reconcile the various factors from these four dimensions to achieve the ideal state of classroom management. If the misconducts occur in the class, teachers may analyze the misconducts using the four-dimensional model to find the real reasons of these misconducts and then take corresponding measures. The fourth part of this dissertation introduces the applications of the multidimensional analysis model of classroom misconducts. On one hand, teachers could use it to analyze the real reasons of the students'misconduct so they could take corresponding measures to solve the problems. One the other hand, teachers could use this model to reflect their strategies in dealing with classroom misconduct and improve their abilities in classroom management.For international Chinese teachers and Chinese volunteer teachers, the ability to handle classroom misconduct is the essential part of the classroom management ability which should not be neglected or ignored. This study may give a little support for international Chinese teachers and Chinese volunteer teachers to handle classroom misconducts and improve teachers'classroom management ability.