Research On Teacher's Problem Behavior In Classroom Management

The classroom is the main position of education and teaching activities and the most frequent place for teacher-student interaction.Good classroom management plays an important role in improving the quality of teacher education and teaching,promoting the overall development of students,and establishing a good teacher-student relationship.However,due to various reasons,there are still various teacher problem behaviors in classroom management.These problematic behaviors may be contrary to the laws of education and teaching,or violate the requirements of teachers' professional ethics,or seriously affect the physical and mental health of students.Taking T Middle School as the research object,on the basis of consulting and analyzing domestic and foreign classroom management and teacher problem behavior related literature,the research methods of classroom observation and unstructured interviews are used to analyze the problem behavior of T middle school teachers in classroom management.The cases and interview results collected in combination with participatory observation analyze and summarize the problem behaviors of T middle school teachers in classroom management from five aspects: classroom time management,classroom space management,classroom order management,classroom teaching management and classroom interpersonal relationship management.It also systematically analyzes the main reasons for the existence of teacher problem behaviors in classroom management from the three aspects of society,school,and teachers: traditional ideas and concepts;unreasonable teacher evaluation system;lack of education supervision department;not paying attention to the construction of campus culture;lack of humanism to teachers Care;outdated educational concepts;low educational attainment;lack of professional ethics;mental health problems;lost professional roles.Finally,it puts forward effective strategies to deal with teachers' problem behaviors in classroom management: First,break the shackles of traditional concepts;second,improve teacher evaluation mechanism;third,strengthen departmental guidance and supervision;fourth,promote the construction of campus culture;fifth,focus on teachers' humanistic care;It is to update the concept of teacher education;seven is to improve teacher education quality;eight is to deepen the construction of professional ethics;nine is to pay attention to the mental health of teachers;ten is to clarify the professional role positioning.