Problem Behavior And Countermeasures Student Classroom Elementary School Upper Grades

Since the class system has been generated, classroom problem behaviors will be more or less present inevery classroom. After various changes in elementary school a few years ago, students going into the highergrade, resulting in a different division, classroom problem behaviors are becoming evident. That will not onlyprevent problem behaviors in the classroom by themselves efficiently to learn, but also to the teachers and theother classes brought a lot of troubles. However, some teachers are lack of awareness of classroom problembehaviors’ management, even if they have some, but also are many traditional management strategies, theshortcomings greatly undermine the efficiency of classroom management. As a young teacher, I am lack ofexperience, and there is no better experience to draw on, so I’m full of desire to research.This research is based on objective and subjective needs, conducting a comprehensive investigation aboutthe classroom behavior problems to the higher-grades’ students, after a careful analysis, using theoreticalsupport and practical exploration, strives to seek to the deep-seated reasons generating the classroom problembehaviors, explores the deep and comprehensive coping strategies, generates new ideas about classroommanagement, provides guiding strategies for my own professional growth and the general-line higher-gradeteachers to deal with student classroom problem behaviors.This thesis consists of five parts:The first part，explains the reasons for the selected topic, the objectives, significance and the methods ofthe research, then simply analyse the relevant literatures.The second part, based on the brief introduction about the concept of the classroom problem behaviors,made a defining about the basis for judgment.The third part，through the investigation about the students’ classroom problem behaviors, makes datacollection, analyses the characteristics of the higher-grade pupils’ classroom problem behaviors, then makesthe classification.The fourth part，Analyses the reasons of the high-grade pupils’ classroom problem behaviors throughinternal and external aspects.The fifth part, by listing the defects of the conventional coping strategies, seeks to address the principlesabout the classroom problem behaviors what the pupils in higher-grades have to be followed, fully explains thesystem of the teachers-led, students collaboration and cooperation with parents.