A Study Of Junior English Teachers’Teaching Organization Strategies In Class

With the development of the new rural construction in our country, the city andits countryside are combined as one. The expansion and development of the ruralmakes the number of urban-rural integration of junior middle school increase. As aresult, students sources of the city junior middle school are expanding. Some are fromthe city, some are from the countryside, some are even from faraway countrysidebecause of their parents’ work, i.e. the children of the rural migrant workers. Thismakes the teaching of junior middle school education, especially English teachers injunior middle school, become much harder than before. The reason for this is that.students are on different English levels. Because many rural students are unlike theurban children who can accept their English education in the primary school. At thesame time, in the primary school, English textbooks are actually on different versions.Whether English teaching equipment in class is well equipped or not in theelementary school, which is not the same in urban schools as well. Those causes thatthe junior middle school English teachers should pay more attention to thesedifferences in teaching, and meanwhile many English teaching organization strategiesshould be well used in their English class. Their own professional knowledge andwisdom, teaching experience should be combined wonderfully to form a uniqueteaching organization strategy in class, so that they can complete the English teachingsmoothly and successfully.In our country, middle school students are living in their native languageenvironment for a long time. Their thought in the deposition of the inherentknowledge structure and their thinking mode are deep-rooted. For that. Englishlanguage learning may be interference more or less by their mother tongue. In class, ateacher is always a deliver of knowledge from the beginning to the end. Students haveabsolutely no choice but to obey. Students just take notes and store the textbookknowledge in accordance with the requirements of the teacher. There is almost no chance for students to ask questions, express their different opinions in traditionalclass. Most of the students are hardly to ask questions in class, even they have anotheropinion. In fact, they are often not even consciously aware of doing that in class. Aftersuch a boring class, teachers and students are both really tired. With the continuousdevelopment of education theory, teaching means become more and more rich. Andwhatever the method of teaching is to be used, teachers must base their teaching workon the teaching in class, and lead the class into a good atmosphere interaction betweenteaching and learning.A good teaching organization strategy in class is the key point to ensure thequality of the teaching in class. It is also one of the basic standards for the teacherprofessional level evaluation. At present, junior middle school English teachingstrategies are in constant adjustment. After all, teaching in class is not solid, the moodof the students is also not unchangeable. Under such variable factors, English classteaching in junior middle school will also need to be adjusted and changed promptly.Of course, the implementation of the teaching organization strategy in class should beserved for the purpose of the students.In the whole process of English study, each of the students is individual in thelearning purpose and motivation, the learning habits and methods, including theirintelligence level and ability. If teachers are always adopting in the traditionalteaching mode (i.e. teachers’cramming delivering, and students’crammingmemorizing in class), and not regarding the students’ individual differences, muchworse situation of the education can be caused. Junior school freshmen are fullyconfident, the second graders are partly depressed, the third-year students are finallygiving up learning and no confidence any more. In the end, English teachers have toface many different levels of English and students who lose confidence in Englishlearning. It is really hard for the teachers to teach those students. They cannot bear toabandon these students, but it is really the wasted effort to teach them. In order toavoid facing such an embarrassed situation, the author, on the basis of research results,and combining with her own English teaching experience in junior middle school formany years, writes this paper. It reveals the confusion and problems of junior middle school English teaching, and discusses how the problems of the teaching organizationstrategies and teaching theories are involved and influenced in the junior middleschool English teaching in class. And it is to solve some practical problems, thus toimprove teaching efficiency and enhance the teaching effect. English teaching injunior middle school is on the introductory stage of the students’ English learningAnd it is also the foundation for the students’ further following advanced Englishstudy in high school, college, even university. The junior middle school Englishteaching and learning are mostly concentrated in the classroom, because teachers andstudents spent their most time in class. Only when the English teaching in class is wellorganized, can we make the students master and use English well, and then lay a solidfoundation for the further study accurately, steadily and quickly.This article attempts to investigate and analyse the junior middle school Englishteachers’ teaching organization strategies in class. Through the investigation andanalysis, The writer is trying to help teachers to know their teaching shortcomings,and thus to improve the interaction between teachers and students in class. Englishteaching designation in class is a creative labor for English teachers. The teacher’sorganization strategy is indeed needed. Teaching activities should be adjustedpromptly according to the whole learning atmosphere in class. Teaching means,teaching steps, teaching tools, even teaching contents may be changed. As we can see,the class situation is changeable. Therefore, teaching activities of the teachers shouldbe flexible, which depends on the teachers’ teaching organization strategy in theclassroom. Teaching should be focused on arousing the students’ interest andmotivation in learning English, promoting the students’ language acquisition, thusimproving the quality of English learning in class. Teachers’ teaching organizationstrategy in class reveals a teacher’s capability of controlling the whole class. It canalso be used as the indication of a teacher’s self assessment and career advancement,so as to help improve the English professional teaching quality.