Beginning Narrative Primary School Classroom Management

As the new force of teachers, beginning teachers tend to hold the latest teaching philosophyand academic expertise. However, when enter the real classroom, they feel quite helpless.Classroom management will be the most difficult problem they are faced with. Due to lackingskill of classroom management, some beginning teachers were not able to demonstrate theirprofessional advantage, when they had already quit their jobs. That phenomenon leads to thewaste of human resources.Based on a comprehensive precious study about both home and abroad, this thesis carrieson by adopting the method of narrative. The author takes the opportunity of educational practiceto select a beginning teacher as the object of study. Then the author observes the object for a yearand collects the typical stories of classroom management. After profound analysis of thesestories, the author finds some problems of classroom management and their factors.Then theauthor tries to take some suggestions from teachers’ self-improvement and external support(school, home),with the wish providing some useful experience for the beginning teacher.The thesis is divided into five parts:The First Part---Introduction.First, discussion writing reasons in four aspects: the beginning teacher’s professionaldevelopment needs, the inherent requirements of the basic education curriculum reform, personalresearch interests and research significance. Then, there are summaries combing studies of homeand abroad about beginning teacher and classroom management. Finally, definitions of somerelated concepts about the beginning teacher and classroom management.The Second Part---The First Chapter.The author explains the research purpose, the research object, the research process, theresearch methods and the research ethics issues.The Third Part---The Second ChapterFirst, the author presents the beginning teacher’s upbringing. Then the author depicts theteaching background of beginning teachers in three aspects such as physical environment,institutional support and school culture.The Fourth Part---The Third ChapterThe author presents the stories of a beginning teacher’s classroom management from threedifferent dimensions of time, space, relationship. And the author analyzes these stories in purpose of ferreting out the existence issues of her classroom management.The Last Part---The Fourth ChapterThe researcher reveals the causes of the beginning teacher’s classroom managementsituation and explores strategies to improve the beginning teacher’s classroom management.