A Study On The Impact Of Primary English Teachers' Classroom Management Strategies On Students' English Academic Performance

Classroom management has always being a big problem that troubling many primary and secondary school teachers during their educational work.Meanwhile,students' academic achievement is also a matter of concern to all the teachers and parents.Therefore,it is necessary to explore the relationship between teachers' classroom management strategies and students' academic performance.This paper aims to explore what management strategies teachers use in dealing with students' problem behaviors in primary English classes and get further analysis on how different management strategies affect students' English academic performance.In the course of the study,questionnaire survey,classroom observation and interview were applied to collect the data,and the qualitative and quantitative methods were used.The results show that there are six main strategies adopted by primary English teachers in solving students' problem behaviors,including reminding,changing teaching methods,communication,persuasion and education,punishment and students' self-management.Among them,compared with the other five strategies,the frequency of student'self-management is the lowest one.The results indicate that there are some differences in the management strategies adopted by primary school English teachers of different teaching ages when dealing with students' problem behaviors in classrooms.The details are as follows: There is no significant difference between primary school English teachers with 11-20 years of teaching experience and those with 20 years or more in communication,persuasion and education,punishment and student self-management.Their use of management strategies in changing teaching methods and communication dimensions is significantly higher than that of teachers with less than 5 teaching ages and 5-10 teaching ages,and the use of punishment is significantly lower than these teachers.There is no obvious difference in the dimension of persuasion and education and students self-management between primary school English teachers with less than 5 years and 5-10 years of teaching experience,and there is very weak significant difference in the dimension of changing teaching methods between them.In general,for dealing with students' classroom problem behaviors,the primary English teachers with long teaching ages used the changing teaching methods strategy most,while those with short teaching ages adopted the reminding strategy most.The English teachers with short teaching ages seldom use the strategy of changing teaching methods,the teachers with long teaching ages rarely use the strategy of punishment,and all the teachers with different teaching ages hardly use the student self-management strategy.Moreover,the research findings also reveal that there is a significant negative correlation between teachers' problem behaviors management strategies and students' English academic achievement in the reminding dimension.At the same time,in the dimensions of persuasion and education and punishment there is a very weak negative correlation with students' English academic achievement,which indicating that the more teachers use the strategies of reminding,punishment and persuasion and education,the lower the students' English achievement.Primary English teachers' management strategies for problem behaviors were significantly correlated with students' English academic achievement in the dimensions of changing teaching methods and communication,which indicated that the more teachers applied the strategies of changing teaching methods and communication,the higher the students' English academic achievement.On the basis of the above research results,we summarize the following suggestions:(1)English teachers in primary schools should adopt appropriate ways or words in communicating with students according to their physical and mental development characteristics.(2)Teachers should fully consider the comprehensive aspects before taking coping strategies in dealing with students' problem behaviors.(3)Help the students to establish self-management consciousness and cultivate their self-management ability.(4)Pay attention to the communication with parents,so as to help the students develop good habits both at home and in school.