20 19 Educational Psychology of Teacher Recruitment in Tianjin: Factors Affecting Classroom Management

& gt& gt& gt teacher recruitment winter vacation class 20 19 Tianjin teaching and recruiting course 65438+February teaching and recruiting summary

Factors affecting classroom management

The factors that affect classroom management are the important content of teacher recruitment examination. Similarly, the factors that affect classroom management are also the parts that we need to focus on in Liaoning's educational psychology theory of recruiting students. Generally speaking, the questions are mostly multiple-choice questions and multiple-choice questions. In this article, I will lead you to systematically sort out the contents of this part in combination with common exam questions, hoping to help you prepare for the exam.

First, the factors affecting classroom management

1. Teacher's leadership style

Teachers' leadership style has a direct impact on classroom management. This part of the content is often presented in the form of multiple-choice questions when presenting examination questions. How does the teacher's leadership style affect classroom management? What should you remember? Direct impact? .

Preston believes that participatory leadership and supervised leadership have different effects on classroom management.

Participatory leadership focuses on creating a free atmosphere, encourages free expression of opinions, and does not impose their opinions on others. This kind of participation has a positive impact on the classroom and is also the key content of our examination.

Supervised leaders are indifferent to others, only pay attention to the process of collective discussion, and often monitor whether people's behavior is deviant.

If teachers choose participatory leadership, the efficiency of classroom management will be better; If you choose supervisory leadership, it will form an illusion. On the surface, the classroom is managed in an orderly way, but in fact, the managers are unwilling to accept management.

2. Class size

Class size is an important factor affecting class management.

First of all, the size of the class will affect the emotional connection between members. The bigger the class, the weaker the emotional bond.

Secondly, the larger the class size, the greater the individual differences among students, and the greater the resistance that class management may encounter.

Thirdly, the size of the class will also affect the way of communication. The larger the class, the lower the frequency of interaction between members, and the higher the requirements for classroom management skills.

Finally, the larger the class, the easier it is to form various informal small groups inside, which will affect the realization of classroom teaching objectives.

3. The nature of the class

Another situational factor that affects teachers' classroom management is the class itself. We should pay attention to the situational factors that affect teachers' classroom management, including the nature of classes. We can examine multiple-choice questions here. Different classes often have different group norms and cohesion. On the basis of in-depth understanding, teachers should master the characteristics of class groups and use superb promotion and maintenance skills to achieve ideal management results.

4. Expectations for teachers

People usually have a fixed view on teachers' task performance in school situations. Even if a teacher's appearance does not conform to this fixed view, people will still look at and explain the teacher's behavior according to this fixed view, which is the expectation of stereotype. It includes people's expectations of teachers' behavior and their motives. Generally speaking, its formation is the result of teachers' long-term communication and general behavior.

Students in the class will also form rigid expectations for the teacher's classroom behavior. They expect teachers to conduct teaching and classroom management in some way. When expectations conflict with reality, this rigid expectation will inevitably affect classroom management.

In short, there are many factors that affect the classroom. Teachers always maintain a good psychological state in teaching activities, and promote the communication between teachers and students in both cognitive and emotional aspects.

Combined with the common examination questions, we will consolidate this part of the content accordingly. For example:

1. The situational factors that affect teachers' classroom management are ().

A. Teacher's leadership style B. Class nature

C. Expectations for teachers D. Individual characteristics of students

1. Answer B. Analysis: A situational factor that affects teachers' classroom management is the class itself. Different classes often have different group norms and cohesion. On the basis of in-depth understanding, teachers should master the characteristics of class groups and use superb promotion and maintenance skills to achieve ideal management results.

2. Different classes have different group norms and different ways of cohesion. For the class that has formed a good style of study, group norms and strong cohesion, the classroom management method that teachers should not adopt is ().

A. Give full play to students' enthusiasm and initiative, and let students manage themselves freely.

B. Cultivate the backbone of students

C. Give students full freedom and do not provide students with plans and suggestions.

Control students' behavior, enhance students' enthusiasm for learning, and maintain good classroom order.

2. answer BCD. Analysis: In the classroom described in the topic, teachers should adopt heuristic classroom management, give full play to students' enthusiasm and initiative, and let students manage themselves freely, but in the process of students' self-management, teachers can give students some guidance and suggestions; For classes with poor learning atmosphere, many problem behaviors and poor discipline, teachers should take control and management, cultivate the backbone of students, gradually guide the class group behavior to form norms, form class collectives, and finally form a good class atmosphere.

Lecturer analysis