ResearchProposal
Class:08英语教育No:0805028138Names:
1.Titleofmythesis
ManagingJuniorClassroomMisbehavior
管理初中课堂问题行为
2.SignificanceofStudy
Classroommisbehaviorisanannoyingproblemineffectiveclassroommanagement.Disruptivebehaviorisrathercommoninmiddleschoolclassroomforthecharacteristicsofteenagers.Adolescenceisatransitionalstageofphysicalsexandmentalhumandevelopmentduringwhichteenagersaremorelikelytoactinappropriatelyanddisruptively.Studentsdisciplineproblemsareobstaclestostudents’progress.Itisnotsurprisingtoseethatmanymiddleschoolteachersspendmuchtimeinhandlingthedisruptionsinclassroom.Thatresultsinalowerrateofacademicengagementintheclassroom.Whenitcomestomanagingjuniorclassroombehavior,teachersneedtobeverycareful.Itmayaffecttheeffectivenessofteaching,damagetheclassroomenvironment,andevendamagetherelationshipbetweenteachersandthestudentsifitisnothandledwell.Intheclassroomofagroupofdifferentindividuals,itisnecessaryforteacherstomastersomeusefulskillsandideastohandlethepotentialsituationsthatmayaffecttheregularteaching.Teachersmustconvincestudentsthattheywillprotecttheminthiswayandhelpthembephysicallycomfortableenoughtoaccesstheirintellect.Oncestudents’misbehaviorhappensinjuniorclassroom,teachersneedtoknowhowtohandleit.
3.Literaturereview
Researchsituationinforeigncountries
Dr.BonkeAdepejuOmoteso,aseniorlecturerofDepartmentofEducationalFoundationsandcounselfromObafemiAwolowoUniversitypointedoutthat“Classroommisbehavioramongstudentsisoneissuethatbothparentsandeducatorsagreeisaproblem.”(BonkeA.Omoteso&AdeolaSemudara,2011).Classroommisbehavioramongsecondaryschoolstudentsisanyactivitythatinterfereswithteachingandlearning.Activitiessuchasunpreparednessforclass,talkinginclass,fighting,cheating,andrudenesstoteachers,andsoonmightdisrupttheprocessofteachingandlearning.Joseph(2004)whodevelopedTotallyPositiveApproachsystem,saidthatprofessionalmisbehaviormeanslong-established,habitual,andhighlyskilledactingout.Asmallnumberofstudentscandestroyaclassthroughtheirmaladaptivebehavior(JosephCiaccio).AfterseveralyearsofresearchwithBPC(BehaviorProblemChecklist)andRBPC(RevisedBehaviorProblemChecklist),Quayclassifiedchildproblembehaviorintofourgeneraldimensions:(1)ConductDisorder:Physicalandverbalaggressiveness,defiantbehavior,disruptivenessinclassroomsettings,andapervasiveattitudeofirresponsibilityandnegativity.(2)Anxiety-Withdrawal:Socialwithdraws,shyness,oversensitivity,ageneralpatternofretreatfromtheenvironment.(3)Immaturity:Passiveness,attentionproblems,daydreaming,preoccupation,anddelaysinemotionaldevelopment.(4）SocializedAggression:gangactivities,stealingingroups,truancyfromschool,andidentificationwithantisocial/delinquentsubstructure(Quay,1977）.
Aboutthereasonsthatcausestudentmisbehavior,theauthorsofSchoolViolenceandCulturalSensitivity,CartledgeandJohnson(1996)holdtheviewthatmisbehaviorisanyactivitythathindersthemisbehavingstudentsfeelfrustratedandboredinschools.Anotherreasonwhystudentsmisbehaveisthattheywantteachers’attention.Dr.BonkeAdepejuOmoteso(2011)pointedoutthat“manypeopleblametheteachersandtheschoolauthority.Manyothersbelievethatthemediaincludingmusic,television,booksandrecentlytheinternethavebeenresponsibleforclassroommisbehaviors.Itisafactthatinthepast,oursecondaryschoolsexperiencedonlyfewcasesofclassroommisbehavior,butinthe‘computerage’whereadolescentsareexposedtoviolentfilms,wrestling,boxingandotherdifferentkindsofexposures,classroommisbehaviorincreases”(BonkeA.Omoteso&AdeolaSemudara).
Itiscommonlybelievedthatstandardsandrulesareimportantinmanagingclassroommisbehavior.Evertson,Emmer,andWorshamfiguredoutthat“Standards,rules,andproceduresvaryindifferentclassrooms,butwedon’tfindeffectivelymanagedclassesoperatingwithoutthem”(Evertson,Emmer,&Worsham2000).AndKathleenBrenny,andKandaceMartin,saidthatclassroommisbehaviorislesslikelytooccurwhenthestudentsknowwhattherulesareandhowtheyneedtoact(KathleenBrenny,&KandaceMartin).Althoughstandardsandrulesareestablished,itisinevitabletoseemisbehaviorhappeninjuniorclassroom.InComprehensiveClassroomManagement,Jones,V.F.,andJones,L.S.cameuptheopinionthat“itishumannaturetonoticemisbehavior.Weseethingsthatneedattention.Thetrickisnotrespondingtoeverytimewenotice!Frequentnegativeremarksalmostalwayscausestudentstodislikeschool.Wetendtothinkthatcriticalremarksimprovebehavior.Actually,researchsaystheoppositeistrue”(Jones&Jones,2000).Inclassroomswhereteachersmakemanynegativestatements,studentsperceivethemaslessunderstanding,caring,helpful,andfair.Themessagethatstudentsreceivefromthenegativestatementsisthattheyareunworthy,incapable,andworthless.Whenthishappens,studentsarenotwillingtoworkcooperativelywithteachers.Ontheteacher’spart,Martin,Limfort&Stephenson,1999)revealedthatmostteachersconfessedthattheirabilitytodealwithmisbehaviorintheirclassroomswasasaresultoftheirlackofexperienceandpreparation(Martin,Limfort&Stephenson,1999).Researchesshowthatgoodclassroomenvironmenthelpsstudentsbetterintellectualandphysicaldevelopment.KathleenBrenny,aschoolimprovementconsultantandKandaceMartin,asecondaryEnglishteacher,middleschooladministratorsuggestframingtheclassroommanagementplanaroundacourteous,caring,respect-filledvision.Students,whoperceivethatteacherscareaboutthemwillperformbetteracademically,aremorelikelytobemotivated(KathleenBrenny,&KandaceMartin).
ResearchsituationinChina
YuanSha,theauthorofAnalysisofMiddleSchoolStudents’MisbehaviorsinClassandCorrectingTactics,mentionedthatclassroomisacomplexsocialsystemwhichiscomposedofteachers,studentsandenvironment.Therearemanyfactorsaffectingthequalityofclass-teaching,amongwhichclassroommisbehaviorsareoneoftheimportantfactors(YuanSha,2008).Takingpreventativemeasurestomanageclassroommisbehaviorismeaningful.“Developingandimplementingclassroomrules,classroomprocedureisprerequisiteforprevention.Effectiveteachingisthefirstdefendinglineofclassroombehaviorproblemsprevention“(XuGui-ping2010).LiuXi-lang(2003),Hai’anXianeducationbureaudeputydirector,ahighschoolsenior,classifiedclassroombehaviorintotwotypes,thatisoutgoing-attackbehavior(e.g.abuseothers,jostling,andchasing)andintroverted-withdrawalbehavior（e.g.uncommunicative,timid,andisolated）.
4.Keypoints
Thepurposeofthisessayistofindgoodstrategiestomanageclassroombehaviorandcreateagoodclassroomenvironmentthroughfindingoutcommonstudents’behaviorandanalyzingthereasonandthenintroducesomeeffectivewaystopreventmisbehaviorhappeningandsomeusefulguidelinestohandleclassroommisbehaviorwhenitoccurs.
5.Outline
Introduction
Definitionandclassificationofstudents’misbehavior
1.1Definitionofstudents’misbehavior
1.2Classificationofstudents’misbehavior
Themostcommonmisbehaviorinjuniorclassroom
Talking
Name-calling
Fighting
Inappropriatenoises
Showingoff
Playingwithobjects
Notfocusing
Cheating
Disobeying
ThemainreasonsforJuniorstudents’misbehavior
Seekingattention
Desireforpower
Lookingforrevenge
Lackofself-confidence
PhysiologicalFactors
Classroomenvironment
Problemswithcurriculum
4.Waystopreventstudents’misbehavior
Beingpreparedandconfident
Establishingstandards,rules,andprocedures
Standards,rules,andprocedures
Guidelinesforeffectivestandards,rules,andprocedures
Reinforcement
Keepingallstudentsontasks
4.3.1.Startingwithwell-plannedlessons
4.3.2.Clearinstructions
4.3.3.Reducingtransitiontime
4.4.Creatingacaringclassroomenvironment
5.SixGuidelinestohandleMisbehaviors
Developingstructure
Negotiating
Dealingwithproblemsquickly
Usingdirectlanguage
KnowingthebottomLine
Followingup
Conclusion
6.Bibliography
[1]BonkeA.Omoteso&AdeolaSemudara.TheRelationshipbetweenTeachers’EffectivenessandManagementofClassroomMisbehaviorsinSecondarySchool[J].ScientificResearch2011,(11):902-903.
[2]Cartledge,G.,&Johnson,C.T.Inclusiveclassroomsforstudentswithemotionalandbehavioraldisorder:Criticalvariables[J].TheoryandPractical,1996(35):51-57.
[3]Evertson,C.M.,Emmer,E.T.,Clements,B.S.,&Worsham,M.E.Classroommanagementforelementaryteachers[M].Massachusetts:AllynandBacon,2000:18,65-75.
[4]Jones,V.F.,&Jones,L.S.Comprehensiveclassroommanagement:Creatingpositivelearningenvironmentsforallstudents[M].Massachusetts:AllynandBacon,2000:35-50.
[5]JosephCiaccio.TotallyPositiveTeaching[M].Virginia:AssociationforSupervisionandCurriculumDevelopment,2004:38.
[6]KathleenBrenny,&KandaceMartin.1000BestNewTeacherSurvivalSecrets[M].IllinoisUSA:Sourcebooks,Inc,2005:40,47.
[7]Martin,A.,Limfort,K.,&Stephenson,J.Howteachersrespondtoconcernaboutmisbehaviorintheirclassroom[J].PsychologyintheSchools,1999(36):347-358.
[8]Quay,H.C.Measuringdimensionsofdeviantbehavior:TheBehaviorProblemChecklist[J]JournalofAbnormalChildPsychology,1977(5):227-289.
[9]柳夕浪.课堂教学临床指导(修订版)[M].北京：人民教育出版社，2003:15-20.
[10]徐桂萍.课堂问题行为的预防策略研究[D].金华：浙江师范大学教师教育学院，2010：3-5.
[11]袁莎.中学课堂问题行为的归因分析与矫正策略研究Scheduleofwriting
FromSeptember15th,2011toSeptember20th,2011:Choosingthetopic
FromSeptember21st,2011toDecember29th,2011:Doingtheresearchproposal
FromJanuary1st,2012toJanuary30th,2012：Collectingmaterial,designing
September15th,2011toFebruary28th,2012:finishingthefirstdraft
FromMarch1st,2012toMarch20th,2012:refiningthedraftanddomodification
FromMarch21st,2012toMarch30th,2012:Finalizingthepaper
FromMarch31st,2012toApril18th,2012:Verifyingandqualifying
April28th:Paperdefense
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