An Empirical Study On Beginning Teachers’ Classroom Management Skills Of High Schools In Haikou City

Classroom management skill plays an important part in teacher’s teaching ability.Teacher’s classroom management skill can directly determine the effectiveness and success ofthe teaching. Effective classroom management could keep the classroom in a good order andalso could create a better atmosphere for students so that the teaching objectives could beachieved more successfully. The beginning teacher stage is the initial stage for teachers’professional development. Any experienced teacher must go through this stage. Due toinsufficient teaching experience and lack of adequate understanding of the students, thebeginning teacher will meet a lot of problems when they manage the class. Thus, in order tofinish the teaching task more successfully and be more capable for teaching, the beginningteacher should master some classroom management skills.In this study, after investigating146beginning teacher’s classroom management skillfrom6high schools in Haikou city by questionnaires and interviews, we find that theteacher’s classroom management skill shows the following characteristics:Firstly, their classroom management skill is in the middle level.Secondly, teachers’ classroom management skills shows no difference in terms ofteacher’s gender, education background and major, however there are significant difference inseniority and the teaching grade. Teachers with3teaching experience have higher capabilitythan those with one or two years and teachers from high grade have stronger ability than thosefrom low grade.Thirdly, the classroom management skill of the head teacher and teachers fromdemonstration high school is relatively higher.However, according to the results of the questionnaire survey and the interviews, we findthat the beginning teachers have some problems when managing the class: they did not knowwhat classroom management really refers to; they could not deal with the students’ behavioreffectively; they were unable to allocate the time reasonably; and they lack the ability toreflect slightly. Based on the problems, we analyses the following reasons: Lack of training isthe main factor which leads to the poor classroom management skill of the beginning teacher.Traditional educational views effects beginning teachers to understand classroom management correctly. Lack of communication and effective classroom managementstrategies caused beginning teachers unable to deal with students’ behavior effectively. Poortiming plan and teaching ability is the key reason that makes teachers unable to allocate thetime rationally. Lack of effective guide is an important factor that hinders teachers to reflect.According to the problems and reasons, I make some suggestion as follows:Enhance the training to improve beginning teacher’s classroom management skills.Change concept and establish the correct view of improve classroom management skills,form a correct understanding of classroom management.Master some effective strategies to improve the ability of dealing with the students’behavior.Allocate the time rational and make full use of the time to improve classroom timemanagement skills.Strengthen reflective consciousness, improve the ability to reflect.I hope these suggestions can help beginning teachers improve their classroommanagement level, thus improving the teaching quality of education in schools.