Keywords: analysis of the causes of pupils' classroom problem behaviors and countermeasures
What is classroom problem behavior? In the eyes of teachers, classroom behaviors that do not conform to the norms of classroom behavior and teaching requirements and affect classroom order and teaching efficiency are classroom problems, and maintaining order and discipline has become the teaching goal itself. Students' bad classroom behavior not only affects their own learning, but also affects the learning of other students in the classroom, even affects the whole class, destroys the classroom order and affects normal teaching activities. This kind of problem behavior is often encountered by many teachers, and it is also the most feared. Classroom problem behavior refers to the behavior that does not comply with the code of conduct and moral standards, hinders and interferes with the normal conduct of classroom activities or affects the teaching effect. Such behavior not only affects students' physical and mental health, but also often causes classroom discipline problems. M Swit (1975) and others found through systematic classroom observation that in a typical classroom, 25% to 30% of students have problem behaviors.
What is classroom discipline? Teachers and children have different views. A student once talked about classroom discipline in his mind: I think classroom atmosphere is more important than classroom discipline. In a happy environment, I will feel that learning is very enjoyable, and the efficiency of learning will certainly improve. On the contrary, if I think this class is dignified, my mood will be suppressed, and no matter how good the discipline is, it will not improve the learning efficiency. So I think classroom discipline should be a very relaxed and harmonious environment created by teachers and students.
According to the direct tendency of pupils' behavior, Chinese psychologists divide pupils' problem behaviors into two categories. One is extroversion problem behavior, which is an aggressive behavior that directly interferes with normal classroom teaching activities. Such as: quarreling, pushing, chasing, laughing and other violations of others; Excessive intimate behaviors such as whispering, whispering, changing seats, and passing notes; Laughing loudly, making strange sounds, banging loudly, doing strange actions, etc.; Blind treason such as rude language, contradicting teachers, disobeying orders, etc. The second is introverted problem behavior. This is not easy to find, nor will it pose a direct threat to the normal conduct of classroom teaching activities. Although it does not directly threaten classroom discipline and other people's learning, it has a great influence on teaching effect and learning, and it also does great harm to the personal personality development of primary school students, which is mainly manifested in behaviors such as absent-mindedness and daze in class; Scribbling, copying homework and other sloppy behaviors; Aversion behaviors, such as fear of asking questions, depression and loneliness; Irresponsible behaviors such as nervousness and frequent activities.
First, the causes of classroom problem behavior analysis
Every classroom problem behavior always hides a certain reason. Trying to find these reasons can eliminate classroom problem behavior and improve classroom order. Cohen L., a British psychologist, believes that the main reasons for classroom problem behavior are uneasy family environment, peer pressure and lack of scientific interest.
After a lot of literature analysis, I summarized the main reasons of students' classroom problem behavior as three points:
(A) students' physical and mental development is not perfect
There is evidence that under normal circumstances, people are highly selective about information. Attention is characterized by selectivity. The ability to screen various stimuli and focus on specific stimuli without considering other stimuli has a steady growth in childhood. Children can't control their attention, and they are easily distracted by irrelevant stimulus characteristics (novelty, novelty, activity, strong contrast, etc.). ), lack of flexibility in focusing on the deployment of relevant and irrelevant information. Children's attention to stimuli gradually improves with age, and controlled attention develops with individual development. Older children are more flexible than younger children in changing their attention according to task requirements. Therefore, Riggs and others found that 24% students were absent-minded; In Liao's research, the most serious classroom problem behavior of primary school teachers is inattention, and we can find the answer from here.
The self-control ability of primary school students tends to improve gradually with the increase of age. Self-control refers to individual activities or collective activities that point to the goal without supervision. "Talking nonsense", "walking around casually" and "small gestures" are all manifestations of poor self-control. In the classroom teaching environment, teachers face many students, and teachers have little energy to pay attention to each student's classroom behavior. Therefore, students' self-control is particularly important. Research shows that children with self-control are willing to delay immediate rewards. He is mature, responsible, highly motivated and able to obey the rules better, even when no one is around. Therefore, it is very important to cultivate children's ability of delayed gratification and self-control through appropriate strengthening means.
(B) students' unhealthy needs
It is human nature to need the attention of others at any time. Pupils in the classroom will also attract the attention of other students and teachers in various ways. Students who can succeed through hard work will use their academic success to gain the appreciation of other students and teachers; Students who think they can't succeed through their own efforts will get the attention of teachers and classmates in other aspects besides their studies. This kind of attention, even if it is negative, is better than the result of ignoring one's own existence.
Oluer believes that motivation in school situations has three components, namely, cognitive internal drive, self-improvement internal drive and subsidiary internal drive. The author believes that these three internal driving forces not only point to learning activities, but also point to other activities other than learning. Some children, driven by curiosity, will "test" whether the teacher really punished the students' violations of discipline and what kind of punishment they gave them. Psychologists call this phenomenon "limit detection". Therefore, D. Feng Tana suggested that teachers admonish students in some constructive ways, so that students can avoid the tendency of "extreme testing" as much as possible. On the other hand, some students try to attract the attention of teachers and other students by implementing classroom problem behavior, so as to consolidate their prestige in peer groups, make themselves accepted by informal small groups as soon as possible, and satisfy their transferred affiliated internal drive.
(3) Students' revenge and evasion on some inappropriate teaching methods or educational means of teachers.
Students' task is to learn, but when they think they lack learning ability, they will be distressed by their learning difficulties, and their behavior will either shrink back or avoid in an attempt to avoid attracting attention, or take excessive actions or deliberately violate the behavior. When teachers can't handle and help these students correctly, students' problem behaviors will increase and deepen, thus forming a vicious circle.
Therefore, only when teachers change their ideas about students and take the initiative to change their own behaviors can students' behaviors change. To change students' bad behavior and make it develop in a benign direction, it needs the joint efforts of adult society, especially teachers and parents.
Second, classroom discipline and problem behavior management strategies
To manage the classroom well, teachers should first strengthen the management of their own factors. Some personality factors may be corrected consciously, while non-personality factors are within the scope of experience. Teachers should pay attention to control some of their bad personality factors, pay attention to their own image, and communicate with students enthusiastically and actively. But in addition, there are a series of management strategies that teachers must pay attention to.
(A) the establishment and consolidation of classroom norms
Effective classroom management must be bound by norms, but how to establish norms and make them play a reasonable role? If teachers have some requirements for students, they should consider turning these requirements into norms, but norms should not only reflect teachers' will, but also consider students' opinions. Therefore, the formulation of norms should be a democratic process in which students can participate. Teachers sometimes gather students together to discuss whether the norms continue to adapt to the new situation. If not, they can remove them and establish new norms. In addition, norms must be a tool to prevent classroom behavior problems, not an end, so teachers don't have to absolutize norms, but should consider the situation in which problem behaviors occur and then consider the implementation of norms.
(B) actively guide the use of management language.
The language of classroom management is also an art. When we reflect on our management language, we usually habitually use some negative language, which mainly focuses on supervision, criticism, reprimand and corporal punishment. The management of the new classroom requires our teachers to use more positive language, which focuses on shaping. The following are some comparisons between positive leads and negative leads.
Positive language, negative language
Close the door gently. Don't slam the door!
Try to do it yourself. Don't copy classmates and cheat people!
See who sits well. Don't slouch in the chair.
Please raise your hand if you can answer this question. Why don't you raise your hand?
If you try your best, you can make progress. Why are you always so disappointing!
You can do better in the exam. How can you be so stupid!
If only you could tidy up your things! Why do you always throw things about!
…… ……
(C) the use of rewards and punishments
When it comes to reward and punishment, people usually think that reward is praise and reward, while punishment is sharp and severe criticism and painful corporal punishment. In fact, these rewards and punishments are all measures to get rid of the root cause. Many of the most important rewards in our life are ordinary things, such as warmth between people, friendly actions, social recognition, encouragement and outsiders being more optimistic about themselves. The punishment is to refuse to give these things.
The use of rewards and punishments is also an essential category. In the eyes of most teachers, rewards and punishments are an indispensable and common means to manage the classroom well. Here, we believe that in order to effectively manage the classroom, rewards are of course indispensable, because rewards will make the rewarded have a positive sense of identity and concern, which will help to create a classroom atmosphere.
Punishment is something that brings unhappiness to students. The teacher's use of punishment can only show that he has no ability to deal with problems well. Many of our teachers did not think deeply about the effectiveness and consequences of punishment when using it. In fact, punishment will have some negative effects on classroom management. First, punishment often only achieves temporary success, and the punished behavior will only be controlled in the short term, at the cost of long-term tension and conflict. Students will be disobedient if they are afraid of the teacher's presence. Once they are not present, bad behaviors will continue to appear. Second, the consequence of punishment is often that children begin to use more subtle avoidance skills to deal with punishment. They learn to lie and find excuses to shirk their responsibilities. Third, punishment arouses children's negative emotions and makes students hate or even evade punishment, including teachers, related students and even related disciplines. Teachers may want to establish a friendly classroom atmosphere, but once they use punishment, they are likely to crush all kinds of good relationships. Fourth, children, especially those who are very concerned about the teacher's evaluation, will pay attention everywhere and be careful step by step, which will inevitably weaken their creativity and innovative spirit.
Therefore, we think that punishment is the best policy. As long as teachers can have other methods, they must not use punishment. Teachers should pay more attention to good behavior and give appropriate praise and rewards. Studies have proved that paying more attention to good behavior is more educational than paying attention to bad behavior. Sometimes punishment may be necessary, especially for those repeated bad behaviors, but teachers must realize that punishment can curb negligent behaviors, but it cannot teach students popular behaviors. Therefore, when teachers need to be punished, they should show their deep concern and love for students, as well as their incomprehension or regret for students' behavior, help children realize their mistakes and help them find ways to improve. In addition, rewards and punishments must be fair and objective, so that students can understand that punishment is not out of nothing, and don't let students feel that this punishment is purely the teacher's revenge on themselves. In addition, we often use some inappropriate punishment measures, such as corporal punishment, insulting verbal attacks, doing more homework, talking to parents and so on. These punishments will never bring good management results and must be abolished.