Research On Problem Behaviors In Chinese Courses At The LA Middle School In Burundi

Problem behaviour in the international Chinese classroom,such as students being late or leaving the classroom,can have a debilitating impact on the teaching effectiveness of international Chinese teachers.Based on previous studies,this study uses personal teaching practices,questionnaires,interviews and other methods to analyze these problems.The performance of Burundi LA middle school students in Chinese classes and causes of their problem behaviours and the management strategies adopted by international Chinese teachers were investigated and researched,so that such teachers could be made more aware of the importance of classroom management,and through joint discussions,to improve the classroom management capabilities.Having analyzed the collected data,the conclusions are as follows:the most difficult problems for international Chinese teachers to deal with in the classroom are that students use their mother tongue to communicate with each other and absent themselves completely from class.Casual talk among the students is considered to be a major distracting behaviour and has perhaps the greatest impact on the international Chinese classroom.The causes of such problem behaviours are the environment,the teachers,teaching materials and the attitude of the students themselves.In these international Chinese classes,teachers have already taken certain measures to deal with students' problem behaviours.However,in general,the measures taken by teachers do not always conform to the local reality and may lack theoretical guidance,so the effectiveness of their measures is reduced.This leads to a lower quality of classroom management.According to the characteristics of LA middle school students and the problems Chinese teachers face in the classroom,four coping strategies are proposed to aid in the management of the Burundi classroom:teachers need to be familiar with the classroom management strategies for Burundi middle school students;these strategies need to meet local conditions;Adopt the local reward and punishment system;Adopt the French demonstrative language commonly used by Burundi middle school teachers for classroom management.and teachers to put forward relevant suggestions to the LA Middle School and the Confucius Institute Headquarters.These measures should help to improve the quality of international Chinese teachers' classroom management,and therefore facilitate the promotion internationally of the Chinese language.