By Ming-tak Hue
This booklet makes a speciality of lecture room administration in fundamental and secondary faculties. It deals rules, functional advices, theories, frameworks for lecturers to control instructing, studying and scholars' behaviour in powerful and effective manners. techniques to behavior administration and merchandising of confident interpersonal relationships between institution participants are provided.
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Additional resources for Classroom Management: Creating a Positive Learning Environment
1 on p. 30. The Influence of Chinese Culture on Classroom Behaviour Although the three schools of Chinese philosophy which have been described originated over 2,000 years ago, they still have a profound effect on society and on the classroom lives of teachers and students. This section focuses on how Chinese culture affects the behaviour of classroom participants and the extent to which this can be explained from the literature on Chinese social behaviour, drawing on the work of Hue (2005a, 2005b, 2007).
H. ) (1987). The psychology of the Chinese people (2nd edn). Hong Kong: Oxford University Press. Stevenson, H. W. et al. (1987). Classroom behavior and achievement of Japanese, Chinese and American children. In R. ) Advances in instructional psychology 3. Hillsdale, NJ: Lawrence Erlbaum Associates. 42 Classroom Management Tani, M. (2005). Quiet, but only in class: Reviewing the in-class participation of Asian student. pdf. Watkins D. A. and Biggs, J. B. ) The Chinese learner: Cultural, psychological and contextual influences.
Many social psychologists are, however, concerned about the effects of using such harsh disciplinary practices on students’ development. For example, these practices make students develop a very strong sense of “social self” rather than “individual self” (Wilson, 1981) as well as dependency, and a moral orientation with a high internalization of conformity to standards of behaviour, and to parental examples (Wilson, 1974, 1981). The social game of “face” Chinese people are used to playing the social game of “face” (mianzi) (Bond and Hwang, 1986; Ho, 1976; Stover, 1974) which has special meanings in interpersonal interaction.