Emotional Secondary Language Classroom Management

In recent years, classroom management as an integral part of the classroom ac-tivities is increasingly subject to the attention of educators. How to implement effec-tive classroom management and ensure the teaching is carried out smoothly, have be-come the hot issues of teaching and research. The significance of this thesis is to ana-lyze the problems of today’s language classroom management and tried by a combina-tion of classroom management theory and language features of the subject, finding theway to improve the effectiveness of classroom management. Specifically, let the flex-ible classroom management theory with humanistic spirit use in the language class-room, forming of emotional management mode, and give some advice about the im-plementation of the emotional language classroom management teaching practice.From four aspects: First of all, briefly discussed the connotation of classroom man-agement, content and functionality, describe the status of the secondary languageclassroom management.And the emotional language classroom management philos-ophy is suitable for the language classroom.Second, cognitive psychology, construc-tivist psychology, Maslow theory of demand theory put forward emphasized that stu-dents main role, encourage students to participate, emphasis on studentself-management skills training is the key to the implementation of the emotionallanguage classroom management. Third, I am going to talk about the emotional cha-racteristics of the language classroom management concretely. Emotional languageclassroom management is the one of the humanistic spirit.It focuses on the manage-ment of the poetic classroom atmosphere and it is an interpersonal communicationmanagement. Emotional language classroom management is based on the students’subjectivity and it is a democratic management with the institutionalization of thecoexistence. At last part of the thesis, I will combine specific teaching practices in theclassroom to talk about how the implementation of the management of emotional.Language teachers have to respect and care to students, to build mutually supportiveteacher-student emotional relationships; to create of emotional classroom situation; touse of educational wit and grasp the opportunity of education; to emphasis on com-munication skills and promote the harmonious exchange; to understand the students’needs and flexible implementation of the teaching; to teach students self-managementand students self-learning ability.