A Research On English Classroom Management In Middle Schools Under The New Curriculum

Since its first introduction, the new English curriculum standard has attached greater and greater importance to the instrumental and humanitarian nature of English study and the ability of students’comprehensive use of language. Against the backdrop of high technology and knowledge explosion, there have emerged more problems about middle school English classroom management with the specificity of the psychological characteristics of middle school students. It is a great challenge for middle school English teachers, especially to manage the classroom. Therefore this thesis investigates and analyses the current situation of middle school English classroom management from two points:environment management and discipline management. The former includes physical environment of the classroom, namely classroom layout and the psychological environment, i.e., classroom atmosphere and teacher-student relationship. The latter involves the formulation and implementation of the rules and the management of the behaviors in English class. In accordance with the status quo of each part of the English classroom management, the author puts forward some targeted proposals, which can help to improve the ability of classroom management of English teachers of middle school.With the questionnaire survey based on existing questionnaire, combined with classroom observation, this thesis carried out a research on100students and15English teachers from No.11Middle School of Linyi to explore the present situation of classroom management.In terms of physical environment management of the classroom, most of the teachers have ignored the layout of the classroom, unaware of the positive functions of a good layout to the development of the students. The layout of lots of classrooms is undesirable in overall appearance and lacks originality, which fails to evoke empathy among students.In terms of the psychological environment of the classroom management, more and more teachers wish to arouse students’ interests in English by designing a variety of activities. The interactivity between teachers and students has increased, which enlivens the classroom atmosphere, but most students still deem that English teachers’ leadership style are either too arbitrary or laissez-faire, that the English teachers cannot truly understand them, and they cannot come to really friendly terms with their teachers. In terms of class management, although most of the teachers and students have realized that English classroom rules are important to the discipline of the class, there are very few students who have the chance to participate in the formulation of the rules, and the rules seldom change since they were made. Also negative orders abound rather than positive encouragement. Although most of the teachers, as the students’behavioral examples, are fair in the implementation of classroom rules, some teachers cannot stay consistent in implementing the rules.In terms of the management of classroom improper behaviors, despite that the classes are increasingly student-centered, and the classroom management is becoming more and more democratic, there are still problems. The actual effect is not as good as what teachers have expected. Some teachers still tend to be emotional, sometimes even extremely, indiscriminatingly when improper behaviors occur, or treat the students in crude and violent ways, such as yelling and even corporal punishment, which often hurts the self-esteem of students.The thesis, as a combination of theories with teaching practice, has a great significance on improving the middle school English teachers’ability of classroom management in the background of the new English curriculum standards, which hopefully will exert a positive influence on China’s middle school English teaching.