A Study On English Teachers' Coping Methods With Pupils' Classroom Problem Behaviors

The teachers' management on students' problem behaviors has always been a major part of classroommanagement. Students' classroom problem behaviors often bring a lot of negative effects to the teachers'classroom teaching activities and students' individual development, and how to deal with the students'classroom problem behaviors has become to one of the problems that a teacher needs to pursue answersthrough his or her life. Especially in the primary English class, the pupils' physical and psychologicaldeveloping characteristics, as well as the level of elementary English teaching in china, contribute to thefrequent occurrence of pupils' problem behaviors in English class. As a result, teachers who want to createa high efficient class must find some effective ways of coping with pupils' classroom problem behaviors.This research takes thirteen kinds of pupils' problem behaviors in English classroom as the entry point anddiscusses the present situation of how teachers deal with pupils' classroom problem behaviors. By the waysof classroom observation and interview with seven teachers and several pupils, the author concludes thecoping methods that teachers adopted to cope with pupils' problem behaviors in English class and sums upthe common characteristics and shortcomings of how teachers deal with pupils' problem behaviors. Theauthor found that what coping methods to adopt depends on the circumstances and performers of theproblem behaviors and teachers often quickly deal with these problem behaviors in a way that doesn'thinder the holistic teaching activities. But teachers' characters and personal teaching experience have greatinfluence on the coping methods they adopted. Based on these characteristics, some suggestions forteachers are proposed as follows: coping methods should be balanced with some precautions, and teachers should treat pupils who have conducted problem behaviors in an equal and fair way, and no matter whatmethods the teachers adopted, the pupils' problem behaviors should be settled down in the first momentand the attention of pupils who have conducted problem behaviors should be drawn back to the classroomactivities.