Research On Classroom Problem Behavior Caused By Teachers

Classroom management is an important aspect of teaching management, and the management of students’ problem behavior is very important in classroom management. Classroom problem behavior in the classroom of high school students in the classroom, the teachers’ teaching, students’ individual, groups of learning with a serious negative impact, is not conducive to students’ comprehensive, healthy growth. In the teaching of teachers, the lack of reflection and exploration of classroom problem behavior, and the awareness of teachers as the classroom organization, leading, at the same time, is also an important factor in students’ classroom problem behavior.In the past, the study on the behavior of classroom problem is concentrated in the middle school, and the behavior of the classroom in the elementary school, especially in the primary school, is relatively small, and there is no systematic theory. In the case of classroom problem behavior of high school and above, the case of the high school classroom problem behavior is still relatively small. In the past research, the teacher is one of the factors that cause the students’ classroom problem behavior, and the behavior of the students’ classroom problem is attributed to the students themselves and the family education. In the study, the problem of the students’ behavior, but the teachers’ attention is relatively small. For the reason of the teachers’ classroom problem behavior, the research of theory is more than the case.This study tries to clarify the teacher’s reasons for the behavior of the students’ classroom behavior, and promote the formation and renewal of the concept of classroom management, lead the teacher to correct self orientation, change the role, proper management and organization. Through case analysis and observation and interview, this method is put forward to solve the problems caused by high school teachers in primary school. In the classroom, teachers can improve classroom teaching efficiency, improve classroom teaching efficiency, improve teacher-student relationship, promote democracy, equality, harmony, and create a harmonious and harmonious classroom.In the perspective of the study, this study is from the perspective of the teacher to look at the classroom problem behavior, from the teachers of the classroom to attribute, and try to solve the problem. This article mainly from the primary school high section of the classroom observation and interview, found that the teacher’s classroom problem behavior, through the case to analyze, combined with the teachers and students’ interviews, literature study to explore the causes of classroom problem behavior.This study is divided into five chapters, the first chapter introduces the topics of reason, objectives, significance and method of the research, definition of the core concept and research of classroom problem behavior history and present situation brief analysis. Chapter analyzed the present situation of classroom problem behavior, to teachers ’ classroom behavior problems caused by classification, due to different types of teachers in classroom problem behavior were analyzed. Chapter from the teacher’s philosophy of teachers, teachers ’ experience analyzing causes causes of behavior problems in class. Fourth chapter of teachers ’ ideas, behavior change, learning atmosphere construction, psychological and behavioural changes, put forward strategies to cope with problem behavior in the classroom, made respected care for students, not to hurt feelings, to enhance self-discipline for the purpose principle. Fifth chapter for the conclusion of the study, summarizes the results of this study, analyses the shortcomings and limitations, and future research directions.