A Study of Leadership Skills in Classroom Management of Chinese Language Teacher in Beginner’s Class

• Main Authors: HWANG, SHIAU-CHI, 黃筱琦
• Other Authors: Yu,Ping
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/82363963684098049934

碩士 === 國立高雄師範大學 === 成人教育研究所 === 104 === Abstract Due to the foreign students’ nationalities, the background of their culture, language, concepts and behaviors are very diversity in a multicultural classroom. It’s obvious to know that the leadership skills of classroom management is a great challenge to Chinese language teachers who teach in a multicultural classroom. However, most researches in the field so far only focus on Chinese language expertise in stead of the practical way. Therefore, this research aims to study how a Chinese language teacher acting as a leader to deal with the students’ problems in lives, learning, the relationship between the teacher and students, and the peer conflict between students that may arise in the beginner’s class. We hope all the students can learn Chinese in a warm and happy environment in order to have a smoothly teaching process and an efficiently learning progess. The study begins with literature review as the frame and basis of the theory, and it continues to interview six Chinese language teachers who extremely teach Chinese very hard and are enthusiastic in sharing their experiences. All information will go through the coding and analysis process to get the results which are aimed at the research questions of the study. Here are the conclusions to provide as the principals of practical leadership skills in classroom management for Chinese language teachers. First, Chinese language teachers should realize their own personalities in order to confirm their role and niche of the leadership in the classroom management. They need to strengthen their expertise to attract students to learn with the teacher who is full of confidence and professionals. Second, Chinese language teachers should arrange and decorate a warm and rich functional classroom, set up classroom rules which are accepted by both the teacher and the students, and design the course with novel, flexibility and diversity that students can learn in an atmosphere of comfort and discipline. Third, Chinese language teachers should cultivate themselves to have good communication abilities in attitudes, knowledge, awareness and skills. Teachers have to eliminate their prejudices first, then communicate with the students in an objective, respect, open, tolerate and fair way. Fourth, Chinese language teachers should know the problems that the foreign students might experience in learning or daily lives, and seek resources and strategies actively to help them to adapt and learn. Finally, Chinese language teachers must build the concepts of "lifelong learning", through the "reflective teaching" and "learning by doing", and make the best use of any opportunity that they can get to enrich themselves to be a more qualified Chinese teacher. Key words: Chinese language teacher, Classroom Management, multicultural, Intercultural, Leadership Skills