Classroom Discipline, Teacher Classroom Management Behavior

The problem of classroom management, accompanied by classroom teaching, has long existed in the teaching field, and has become increasingly complicated with the social development. Since 1960'large amount of profound researches have been done theoretically and practically and various management theories and models have been made in western countries . The forty years'study in foreign countries outlines the process of change from the traditional management characterized by rules and obedience to the modern classroom management based on the combination of humanism and behaviorism. In china, the study of classroom management has just begun. The achieved studies mainly concern the introduction and rearrangement of the foreign theories, lacking the unifying and structural understanding of classroom management and lacking the practical and extensive researches in the management of the primary and middle schools, and also these studies do not serve as a guide to the practice of classroom management. In order to bridge theories and practice, this paper studies the problem from the aspect of classroom order, providing a new classroom management model which is composed of three basic parts and seven subdivided elements, accordingly putting forward the basic characteristics of three typical classroom management behaviors'autocratic, democratic and nointerfering, on the base of which some self-evaluation questionares and questionares for student are made to carry out the practical research. The finding of the research are like this: at present, the classroom management behavior in china's primary and middle schools is between the autocracy and democracy and mainly autocracy; among three types of management behaviors ──the establishing, maintaining and resuming of the classroom order, the maintaining of the order is the weakest part, the establishing of the order follows it, and the resuming of the order is comparatively good; excellent teachers are more likely to use democratic management model; primary school teachers are more likely to use democratic model than middle school teachers; new teachers have more troubles in establishing the classroom order; teachers'classroom management behaviors have great impact on teachers'and students' senses. The summarizing and analyzing of these conclusions indicate that to change the present low level of classroom management and to improve teacher's management qualities and efficiency, we should start from three aspects ── management ideas, management structure and management techniques. The study, with classroom order as its main topic provides a valuable structure for teachers to improve and develop their classroom management, and serves as a guide for teachers to search for their peculiar classroom management models. The study also helps to connect classroom management and models with subject system in teacher training colleges.