A Probe Into The Management Of Chinese Classes In British Schools

From December 2020 to July 2021,the author was fortunate to be sent to two schools in Maidenhead,UK to participate in Chinese teaching,one of which is a primary school and the other is a middle school.While teaching in these two schools,the author found that classroom management in British primary and secondary schools is very different from domestic classroom management in terms of management concepts and methods.Classroom management in the UK is free and relaxed,student-centered,and the classroom atmosphere is active.However,classroom discipline is not strong.Students are more casual in the classroom,challenging the authority of the teacher,and loud noises often accompany the entire class.Therefore,Chinese teachers who are new to the UK to teach in the UK often feel headaches in classroom management,even helpless,and do not know what to do.There are many Chinese teaching sites in the UK,and the number of Confucius Institutes and Confucius Classrooms is the largest in Europe.However,after consulting relevant materials,it is found that there are very few studies on classroom management in British primary and secondary schools.The author believes that it is of practical value and significance to conduct research on the real situation and problems of Chinese classroom management in British primary and secondary schools,investigate the causes of the situation and problems,and propose classroom management strategies in British primary and secondary schools.This article mainly inspects four aspects:classroom situation management,classroom discipline management,classroom teaching management,and British special education management.First,discover and describe the real situation and existing problems of Chinese classroom management in British primary and secondary schools.In this regard,classroom observation and interview methods are used.Through sorting and analysis,it is found that British primary and secondary schools pay more attention to classroom situation management,and classroom discipline management.Some schools have the assistance of the head teacher,but the discipline is not strong.In terms of classroom teaching management,the content of the classroom is small,and the proportion of classroom activities is large.And special children have special teacher guidance and management.Secondly,it explores the reasons for the classroom management situation and problems in British primary and secondary schools.Read a lot of literature related to British education combined with interviews with local Chinese teachers.The reasons are mainly from four aspects: British national culture,school nature,teacher personality and teaching style,and student characteristics.Finally,based on the classroom management experience and typical cases of the author,other fellow volunteers and local Chinese teachers,I summarized some useful Chinese classroom management strategies in British primary and secondary schools,hoping to provide useful information for future Chinese teachers in the UK.