A Teacher's Classroom Control Strategy Optimization Research

With the further development of education theory and our country curriculum and teaching reform, teaching generation and uncertainty is getting more and more attention, the students in the classroom of some traditional teachers "headache" behavior also contains a wealth of teaching value. Students hold different behaviors in class. In this paper, the preset from teachers by default, and behavior that affects the fluency of teaching are defined as "the negative behavior of classroom" trough the observation and analysis of students’class behavior.Distinguish the relevance of teaching content will be divided into relevant negative behavior and irrelevant negative behavior. By means of analyzing the students’negative behavior, summarizing the problems when teachers facing the students’negative behavior, classroom control caused by some teachers’lacking of emotional self-regulation, result in loss of generating teaching resources and diluting teaching subject. And analyze the reasons for these problems; Result in teachers’lack of regulation of emotions holds internal and external causes, the main internal cause is lacking sense of self-identity and main external cause is lacking of emotion regulation strategies training for teachers; However, the reasons of loss of generating teaching resources as followed:1. Teacher education idea updates slow,2. Teaching professional level is not high. At last, controlling of diluting teaching subject lie in the indeterminacy of teaching control and too much emphasis on creation of scenarios.On this basis, this article puts up a classroom position about optimizing control strategy of values and principles. That teachers in the classroom control should respect the status and of students’subject and sustainable development, at the same time bases of teaching democracy arid harmony are needed, and following the principles of real-time, directional, flexible, inclusive and liberating.Aiming at students’relevant negative behavior and irrelevant negative behavior, corresponding strategy is proposed in Chapter3.Facing students’irrelevant negative behavior, teachers should take the motives by transforming student’s wrong behavior and take a moderate response strategy to students’"negative behavior". This paper lists four kinds relevant negative behaviors concerned with students’"relevant negative behavior", such as "overly excited behavior","wrongful acts", the divergent behavior "and" unexpected behavior", corresponding strategies also are brought forward. Finally, optimization of the control strategy for teachers’classroom proposes role and capacity requirements, which makes teachers be listener, facilitator, manager and developer during classroom control, and flexible thinking skills, classroom management ability and teaching self-examination ability are also needed.