A Study On The Behavioral Management Strategies Of Chinese Classroom Outward Problem In American Public Middle Schools

Classroom is the main place for interaction among students and teachers, teacher’s ability to control the classroom teacher will directly affect student’s learning efficiency and the development of student’s learning skills. Therefore classroom management as a very crucial part of teaching, always is a main focus of theory research and practice, and there already are lots of great works done in many countries. But currently in the field of international Chinese education, research done for classroom management is still very limited.Meanwhile, with the continuous development of Chinese international education, a growing number of Chinese teachers began to go abroad, to carry out teaching in the classroom of all ages, facing different education systems in different countries and different ages of students, the demands of classroom management from teachers are also increasing. And as one of the most important overseas Chinese teaching positions, in the United States recently there has also been a growing number of schools offer Chinese courses, and most of them are set up in primary and secondary schools, which is quite different from the university-based teaching situation in China, so there are lots of teachers have no experience in primary and secondary schools before coming to the US. In addition, the United States’education system is very different from Chinese, especially in the management styles of students and the relationship between students and teachers, therefore the classroom management is the earliest and most difficult problem for a teacher who just come to the United States.For more in-depth understanding of Chinese classroom in American public middle school, and a more systematic collation of students behavior problems and teachers management in US public middle school classroom, and then make some suggestions on management strategies for the American public middle school classroom based on their classroom characteristics, I did this research in Portland Hosford Middle School, where I serve as a teaching assistant. Through classroom observations, questionnaires and interviews I conducted this research paper including the following aspects:In order to understand what kind of students’problem behaviors will appear in the Chinese classroom in American public middle school, I collected a lot of statistics from Chinese classroom through classroom observation. And then I divided all these problem behaviors into different types, and analysis the characteristics of each type of students’problem behaviors.During the process of classroom observation, I also collected lots of statistics about teachers’management, and I also divided all these management behaviors into different types, and analysis the characteristics of each type of teachers’management behaviors. And then I analyzed teachers’propensity of management choice when deal with different problem behaviors.In order to explore more deeply the reasons of the students’problem behavior and teachers’management strategies, I made a survey among lots of teachers in this school and interviewed a few teachers individually. Through feedback from teachers, I analyzed the reasons of students’ problem behaviors, and thus to identified some of the main factors affecting the students’ classroom behavior. With all these feedbacks, I also summed up and discussed American teachers’different management styles of different teachers in different classes, to find the advantages and disadvantages of each management style and what kind of impact it might conduct on students.Finally, with all these statistics, summaries and analyses, I made some valid suggestions to classroom management strategies, and hope that they can give some practical help to those teachers who have just come to American middle schools.