Research of classroom management

With the globalization and spread of international trade，international barriers have broken down and people need to communicate with others who come from different countries and cultures.Because of globalization，the trend for speaking English as a global language is growing，which leads to the introduction of English language learning for numerous children all over the world （Ellis and Brewster，2002）.

Since the opening up of China in 1978，English education has been getting more attention.Specifically，since Beijing won the chance to hold the 2008 Olympic Games （Lin，2002）.Apart from English teaching in schools，other forms of English teaching lessons have also appeared in China （ibid.）.For example，the biggest and the most famous private-run English school is the New Oriental School，which runs many forms of English tests such as TOEFL，GRE and IELTS （ibid.）.People are more enthusiastic about learning English，and reading English books have been more popular （Lin，2002）.Learning English has become a trend among young learners.Young learners （students in secondary school，twelve or thirteen years old to fifteen or sixteen years old） English teaching is very popular in China.Children also start to learn English at younger age than before.For example，before 2001，children in China started learning English at the age of twelve or thirteen，from grade one of their middle school.Today children started learning English at nine or ten years old，from grade 3 of primary schools.According to study，there are at least fifty million primary students in China receiving at least four periods of English instruction per week （Hu and McKay，2012）.As a result，English learning in the classroom （with children aged 12 to 15） is constantly expending.

Classroom management is an important element of daily professional experience for every teacher，and it is a central aspect of language teaching and learning process.The history of classroom management study can be traced back to 1960s （Brophy，2006）.Although classroom management is always regarded as crucial for both experienced teachers and novice teachers particular，and although Bagley produced a treatise on its subject in 1907，there was little research on the topic until the 1950s （Brophy，2006）.In a large part，it was because classroom management was not regarded as an independent subfield of educational studies （ibid.）.Many studies that were relevant to classroom management began to accumulate after 1950s，some were individual studies，and others were programmatic lines of research.Although more studies have already focused on classroom management，there has been a tendency to reduce classroom management about how teachers use techniques for managing their lessons and classroom groups （Wright，2005）.As recently as 20 years ago，suggestions for teachers about classroom management was confined （Brophy，1988）.All of this changed until the research of Kounin （1970，cited in Brophy，1988），who discovers much useful information about effective classroom management.

Research of classroom management in China started very late in the 1990s （Jiang，2009）.The reason is that those research only emphasizes on techniques about how to teach，rather than issues about how to manage classroom （Yuan，2008）.The emergence of English and the teaching of English in China dates back to the late Qing dynasty，when America and Western countries accessed the Chinese market （Adamson，2004）.At that time，English was used to transfer information，and chances to contact with English were limited.A similar situation also appeared in 1966，when the Cultural Revolution，a political movement，led to a chaos status and disrupted the development of all levels of the education system in China （Hu，2002a）.This phenomenon lasted until “the open policy” was issued in 1978； English finally got the attention，and the Chinese government decided to reform English education.First，English was made a main subject in the school curriculum，and then，it was made a core subject in the National College Entrance Examinations （NCEE） （Hu，2005）.As China further opened up，English has become more universal than before.In 1994，the China Ministry of Education provided a 9-year compulsory education programme，and English is included as a standard course in the curriculum.However，as the development of English education，some educators propose many dissatisfactions about the English language teaching，such as teaching method and teaching content （Hu，2005）.Thus，in the past decade，the Ministry of Education has made massive reforms about English language education.

Classroom management is important because it looks at issues around the whole class including lesson plan，during the class，and end of class.Classroom management plays a significant role for both teachers and students.During the class，the teacher will meet many management challenges such as discipline，students behaviour and other problems.Different teachers will use different strategies to solve those problems.Learning how to manage class effectively is crucial for teachers.An effective management technique can also benefit students.Students can improve their learning efficiency in an enjoyable learning context.

作者簡介

李東霏（1993.07—），女，漢族，吉林省公主嶺市人，吉林師范大學(xué)，研究生在讀，研究方向是英美文學(xué)。