Comparative Study On Teachers In Managing Students’ Attention Among Expert And Novice Teachers

Based on the fact that attention is the key factor affecting academic achievement, the interest and confusion which generated from the researcher’s internship and the deficiency in existed studies, the researcher raised the following research question: how should expert and novice teachers in the classroom manage students’ attention.Study use " quantitative comparison- qualitative analysis" as the basic research model, on the basis of literature review to put forward four aspects of experts compared with novice teachers manage students’ attention ways, that classroom language use, classroom questioning, passionate teacher and classroom rewards. In quantitative research,use of Flanders′ coding system for encoding teachers language, while taking advantage of observation record form for classroom question,observation record form for teacher passionate, observation record form for classroom rewards structured records expert and novice teacher′s classroom questioning, teacher passionate and classroom rewards. In qualitative analysis,use of storm video 5.2 Transcribed two classes of students and teachers discourseinto classroom record(text), and to analyzed and compared classroom record(text).Through comparative research, we get the following conclusions:①As for the classroom language. By comparison, there are five major differences in classroom language of expert teachers and novice teachers, namely the praise or encourage, explanation, acceptance of students’ ideas, questioning and directions. The comparison and analysis indicate that expert teachers are better at using verbal behavior managing students’ attention.②In terms of classroom questioning, expert teachers and novice teachers are different on "question types", "ways of questioning" and "ways of answering". The methods of expert teachers are more appropriate to stimulate students’ attention.③In the aspect of passion, by quantitative comparison, expert and novice teachers performs differently in "body movement", "eye contact", "tone on tone" and "attitude". Therefore, it draws the conclusion that expert teachers can effectively manage students’ attention and perform better in these four areas.④In classroom rewards, expert teachers and novice teachers use differently praise ways, namely "verbal praise" and "verbal praise with clear reasons". Expert teachers are more adept than novice teachers in using classroom rewards to stimulate student motivation, arouse their attention;⑤Suggestions in improving attention managementIn classroom language, the novice teachers should use more motivational speech, avoid the verbal commands or instructions, while use a variety of ways to manage students’ attention.As for classroom questioning, the first thing to mention that novice teachers should raise more questions which allow students to think and adjust to students’ ZPD levels; secondly, it is better to shorten the time for individual questioning; finally, more positive evaluation of the student’s response would be helpful as well.In terms of teachers’ passion, novice teachers should pay more attention to appropriate body movement, natural teaching posture, eye contact, teaching tone and cadence.From the aspect of classroom rewards, novice teachers should be sensitive to more flexible, sincere yet humorous ways of comments.