Research On Classroom Management Behavior Of English Teacher In Senior High School

Classroom management is not only an important factor that makes teaching activity go smoothly, but also can improve teaching quality. The stage of high school is crucial in the development of students,and the special physiological and psychological characteristic of senior students raise great challenge for classroom management of English teacher in senior high school. In addition, the particularity of English subject increases the difficulty for classroom management of English teacher. The new curriculum reform puts forward higher requirements on classroom management, and calls for scientific, reasonable and efficient classroom management. For Chinese surrounding environment and limited leaning time for high school students, standardizing and optimizing classroom management behavior of senior high school English teacher to improve teaching efficiency is very important.According to the actual needs of research and combining with teaching experience, the researcher identifies the first-line English teacher of Huashan Senior School as the object of study. This research, using observation and interview, makes 40 class observations of 8 senior high school English teachers to record teachers’ management behavior, and interviews 12 first-line teachers to make up the insufficient information recorded in the classroom observation. The researcher hopes to investigate the current situation of teachers’ classroom management behavior in senior high school, expecting to reveal existing problems. Then the researcher proposes strategy recommendations on the analysis of reasons. The results of study show that senior English teachers still tend to use indicative language to manage classroom, emphasize the mechanical management of classroom routine, have some irregularities in the management if classroom teaching time, have some inadequacies in improving the teaching efficiency, and have randomness in managing students’ classroom problem behavior. Combining with the actual situation of researched school, the researcher puts forward some strategies. Standardize teachers’ verbal behavior used for organizing classroom teaching, and bring teachers’ nonverbal behavior into full play in classroom teaching; classroom routine should be consistent with the characteristics of English subject; improve teachers’ cultural self-consciousness and strengthen the supervision to supervise teacher manage classroom teaching time reasonably; Effectively train students’ ability of self-management and reasonably organize students’ team work to optimize teachers’ management behavior in improving the teaching efficiency; prevent in advance, use nonverbal behavior and reinforce good behavior to help teachers manage students’ classroom problem behavior effectively.