What are the Solutions for Dealing with Students’Classroom Misbehaviour in the Secondary School ？

摘 要：良好的課堂紀(jì)律是保證高效課堂的必要條件之一，它能夠使學(xué)生更有效的獲取知識，同時(shí)使教師獲得一種教學(xué)成就感。本文從教師在課堂前設(shè)置良好的教學(xué)環(huán)境、制定切實(shí)可行的班規(guī)、做好詳細(xì)的教學(xué)計(jì)劃、在課堂中采取適合的管理方法，以及教師與家長如何互動(dòng)等方面分析研究了解決中學(xué)課堂可能及已出現(xiàn)的紀(jì)律問題。

關(guān)鍵詞：中學(xué)課堂；紀(jì)律問題；解決方法

中圖分類號：G632.0 文獻(xiàn)標(biāo)識碼： A 文章編號：1992-7711（2015）16-007-01

If the misbehaviour of students cannot be controlled by the students themselves or the teachers， some minor problems may occur again， or the students may seriously misbehave in the future . It may also cause conflict between the teacher and students and may make some students feel frustrated about their learning . Therefore， it is important for teachers to try to find effective solutions to cope with these problems.

In this paper， an analysis of possible solutions is provided that may contribute to coping with students’ misbehaviour and achieving a more disciplined learning environment for them.

1. Solutions from the teachers that might be helpful for controlling the misbehaviour of students

1.1 Solutions that can be adopted by improving the classroom environment through the efforts of teachers to establish a better learning atmosphere and lessen the possibility of students’ misbehaviour

By achieving a positive and effective learning environment for students， teachers can first make sure the classroom is tidy， which is helpful for preventing disorder that can disturb students’ attention. Arranging teaching equipment and resources in an ordered way can help teachers finish the teaching task as planned instead of taking up class time to find missing equipment， which may distract students’ attention from the class.

1.2 Teachers can make and convey clear classroom rules to students

Canter and Canter （2001） claimed that in establishing the well-disciplined classroom， the teachers can firstly make and convey clear discipline rules that aim to prevent the problem behaviour of students； these rules should also be established on the basis of being understood and followed by students.

1.3 A detailed and well-prepared teaching plan might be helpful for preventing students’ misbehaviour

Teachers can choose appropriate teaching materials that meet the level of students’ learning abilities . Some learning activities that can stimulate students’ motivation for learning can also be designed by teachers in the class plan. The class plan of teachers should include preparation for preventing students’ misbehaviour that teachers may anticipate in the process of teaching.

1.4 Use of appropriate management approaches to deal with students’ misbehaviour

Pre-empting problem behaviour can be used by teachers when they notice the first sign of students’ misbehaviour. Reprimands can be used as an approach to solve problem behaviour； however， Jacques and Hyland （2000） mentioned that using verbal reprimands is only effective with specific students. For those students who continually demonstrate problem behaviour， they may not be helpful for improving their behaviour.

2. Solutions from strengthening the collaboration between teachers and parents may contribute to reducing the possibility of student misbehaviour.

In the collaboration between teachers and parents， teachers can convey their plan of discipline to parents before formulating classroom rules . Parents may also have a clear idea about the content of the discipline rules and which categories of students’ behaviour should be banned under these rules. Because of parents’ great influence on their children， teachers and parents can work together to try to improve students’ behaviour in the classroom.

3. Conclusion

In the process of learning and teaching， students’ misbehaviour cannot always be avoided. The misbehaviour of students may affect the teaching and learning process and has impact on both teachers and students. Teachers can try to find effective solutions to manage students’ misbehaviour and reduce the occurrence of problem behaviour.

[References]

[1] Canter， L.， Canter， M. （2001）. Assertive discipline： Positive behaviour management for today’s classrooms （3rd ed.）. Sant a Monica， CA： Lee Canter and Associates.

[2] Evertson， C. M.， Weinstein， C. S. （Eds.）. （2006）. Handbook of classroom management： Research， practice， and contemporary issues. Mahwah， NJ： Lawrence Erlbaum.

[3] Jacques， K.， Hyland， R. （2000）. Achieving QTS professional studies： Primary phrase. Exeter： Learning Matters.

[4] Kyriacou， C. （2007）. Essential teaching skills （3rd ed.）. Cheltenham： Nelson Thornes.

[5] Riley， K.， Rustique-Forrester， E. （2002）. Working with disaffected students： Why students lose interest in school and what we can do. London： Paul Chapman.