I think good classroom discipline management is the guarantee for the smooth progress of classroom teaching activities. Parents all hope that their children will be trained to be good students who abide by discipline at school. Classroom discipline management can cultivate students' good habit of consciously observing discipline, create an optimized teaching environment and improve classroom teaching efficiency. To be sure, observing discipline is as important as stipulating the subject content of the course. It can be seen that classroom discipline is not only an important part of teaching, but also an important part of organizing teaching, and it is also a way and method to cultivate students to consciously abide by discipline. To do a good job in classroom discipline management, we must do the following:

First of all, establish a correct concept of classroom discipline management. The teacher's educational concept directly affects his requirements for classroom discipline and his judgment on students' classroom behavior. Some teachers believe that the so-called good classroom discipline means that students should be absolutely quiet in class, obey the teacher's instructions and be orderly; In the eyes of other teachers, the standard of good classroom discipline is not so much the external performance of students' clothes as the students' learning level and perceived students' feelings. The free discussion and activities and active classroom atmosphere necessary for students to dress in class are the real embodiment of stimulating students' interest in learning, mobilizing their enthusiasm and giving full play to their main role, which we advocate; However, some teachers believe that it is incorrect to strengthen teachers' control over students' behavior in order to do a good job in classroom discipline management. Excessive punishment is easy to hurt students' self-esteem, which can only have a superficial effect and has no practical effect, which is not conducive to cultivating students to consciously abide by discipline. In fact, good classroom discipline does not exclude students' happy mood when they get answers through thinking and discussion in the learning process. The teacher promised the students a few minutes to express their feelings, and then, enough is enough.

Second, good discipline management should be conscious discipline education. We should strictly abide by students' personality, respect students' self-esteem, and strictly demand combining students and respecting students' personality. Actively guide students to manage themselves and pay attention to positive discipline education. As a teacher, teaching students the method of self-management is helpful to develop students' personality and creative spirit, while passive mandatory management is not conducive to students' creative thinking and personality development, so try not to use it in class. Cultivating good disciplinary behavior is the main thing, and punishing bad behavior is the auxiliary thing. Classroom teaching does not exclude necessary punishment, but too much punishment can not cultivate good disciplinary behavior. No corporal punishment or corporal punishment in disguised form can be imposed on students, let alone sarcasm, sarcasm or intimidation. Implement democratic management, teachers do not suppress students, do not punish them indiscriminately, and listen to students' opinions with an open mind. Under the guidance of teachers, the classroom is full of friendly, harmonious and positive teaching atmosphere.

Thirdly, harmonious teacher-student relationship is the key to do a good job in classroom discipline management. In the management of classroom discipline, we should not only regard ourselves as managers and supervisors of classroom discipline, but also realize that teachers, like students, are important factors of classroom discipline, and their words and deeds and their relationship with students directly affect classroom discipline. Therefore, a harmonious relationship between teachers and students is an indispensable condition for classroom discipline management. The classroom teaching atmosphere is active, and students consciously abide by discipline. This good teaching atmosphere is not only conducive to the transfer of knowledge and information, but also plays a role in enriching emotional communication. Teachers can understand and meet students' wishes and psychological needs, students can understand teachers' requirements and the scope of free activities allowed by discipline, teachers and students act in unison, and good classroom discipline naturally forms. Even if a few students violate the discipline. In a class with a good relationship between teachers and students, classroom discipline is imperceptible. A gesture and expression have great psychological appeal to students, making them consciously obey the teacher's wishes. On the other hand, if there is no mutual understanding between teachers and students and the relationship is tense, then most of the above communication methods are invalid. Even a teacher's severe reprimand will only bring a temporary performance effect, which is not the purpose of subtle educators.