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|Other Titles: ||Study on the classroom management of three senior male homeroom teachers in junior high schools|
|Authors: ||蔡惠娟;Tsai, Hui-Chuan|
|Keywords: ||班級經營;資深導師;Classroom management;Senior Homeroom Teacher|
|Issue Date: ||2014-01-23 13:25:44 (UTC+8)|
|Abstract: ||論文名稱：國民中學三位資深男性導師班級經營之研究 頁數：194 |
畢業時間及提要別：101學年度 第二學期 碩士學位論文提要
研究生：蔡惠娟 指導教授：潘慧玲 教授
關鍵詞: 班級經營 資深導師
Title of Thesis: A Study on the Classroom Management of Three Senior Male Homeroom Teachers in Junior High Schools
Key word: Classroom Management Senior Homeroom Teacher
Name of Institute: Graduate Institute of Educational Policy and Leadership,TamKang University, Taipei, Taiwan
Graduate date: June, 2013 Degree Conferred: Master
Name of student:Tsai,Hui-Chuan Advisor: Pan,Hui-Ling
This study explored the classroom management of three senior male homeroom teachers in junior high schools in terms of their beliefs, beliefs formation context and strategies utilized as well as difficulties faced and their solutions. A qualitative case study was conducted. Interviews as the main method, with observation and document analysis were employed to collect data. According to the investigations, conclusions are as follows:
1.The case study revelaed that the formation of classroom management beliefs was affected mainly by the important events of life in the three senior male homeroom teachers. Mr. Kuh Soou, having experiences of being treated as disadvantaged minority, held beliefs of being fair and justice. For Mr. Dinq Yeuan, growing up in a well educated family made him resign himself to adversity and had faith to be patient in teaching work. Becoming a devout Christian, Mr. Pann Wanq changed his attitude to deal with students with love and respect.
2.The case study indicated that the classroom management beliefs varied due to the three teachers’ different life experiences. From interviews, it was found that one teacher emphasized to mind the students’ needs and concern positive discrimination, another teacher stressed giving equal right to the disadvantaged minorities and the third teacher claimed that one should feel what student feelings, have expectation from them but have to accompany and trust them, and give the opportunities to correct their mistakes.
3.The case study showed that the classroom management strategies were based on respect and setting role model to the students. Several aspects were covered: a) Classroom discipline should respect students’ needs. b) Student counseling should be gentle and forgiving. c) Advancing student leanings should be in multiple phases and with encouragements. d) Physical classroom management should be healthy for leaning. e) Mental classroom management should be full with warm and fragrant of family love. f) Communication between parents and teachers required a good relationship and trust. g) The behaviors of homeroom teachers would be the role model for students.
4.The case study showed that the male homeroom teacher faced difficulties while for female students’ quidance. After reviews of the classroom management of three male homeroom teachers, there were common difficulties, such as difficult to assist students on physical exercises, not trusted by parents, hard to understand the thoughts of female students. However, they tried to handle the difficulties by means of self-reflection and reading.
5.The case study showed that the three senior male homeroom teachers were not interested in administrative duties but enjoyed a sense of accomplishment and being a homeroom teacher.
Based on the studies from the three male homeroom teachers, some implications were proposed:
I.Students’behaviors should be examined from their background.
II.The importance for classroom management is to create wealthy interaction environments, respect to the students instead of ordering.
III.The homeroom teacher is a role model for students and is expected to be well behaved.
IV.Classroom management is full of complexities. One should treat students with love and be patient while having problems.
V.School teachers should be gender free, whoever having love, patient, and earnest can be an excellent teacher.
VI.The investigation on the junior and middle-age male homeroom teachers can be continued.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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