| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 99 === This study aims to explore into teachers’ strategies when they face the difficult classroom problems in stepmother classes. The methods used in this study were qualitative methods and interviews. Fourteen samples who were ever taught in the junior high school during 2006 to 2010 academic year were chosen purposefully for this sake and given in semi-structured interviews. From these researches, conclusions are drawn as in the following.
Teachers take classes from others,there are five situations in their moods：First,teachers who first time lead the group just receive the stepmother class,they will be quite anxious and restless. Second,although teachers take over stepmother class first time,they will adjust because of rich experiences. Third,although teachers take over the stepmother class first time, they are very happy because of the different experiences with former ones. Fourth,teachers who had taught this class before they take over the stepmother class,bad class’s conditions and sentiments between teacher and students let teachers fall into a dilemma. Fifth,teachers take over stepmother class second time,they are not so afraid because of the first experience.
Teachers take classes from others,before they become the classes’ teachers,there are approximately three situations in their preparations：First,from predecessor teachers and school administrators to know this class’s conditions. Second, predecessor teachers keep retained attitudes,stepmother teachers can only understand students from the performances they attend class. Third, teachers contact with parents actively to obtain their trusts.
There are five perspectives from which we can look at the problems and strategies in classroom management of teachers taking over stepmother classes：
1. Class convention aspects
(1) When the class discipline is bad,teacher establish the standard from the beginning.
(2)Cadre members beneath abilities,teachers train them and establish class recognition.
(3)Students presented the improper behaviors, teachers grasped students’ movements and cooperated with specially appointed teachers and parents beside the prevention.
2. Class environment aspects
(1)Teachers adjusted seats with students’ attitude in order to help students’ studies .
(2)Teachers taught by examples and demonstrated that how students maintain neat environment,also promoted their empathy according to learning opportunities.
(3)Teachers carried out the latent curriculum in the life to improve deep-rooted class culture.
(4) Teachers model class study atmosphere to strengthen behaviors and individual goals.
3. Teachers and students relations aspects
(1) Teachers and students relations were not established easily during running-in periods, teachers raised each other's tacit understanding with unceasing communications.
(2) When students compared stepmother teachers with the former one, teachers besides communicated ideas with students also adjust methods accordind to students’ demands.
(3)There might some compromise as the role from specially appointed teacher to the stepmother teacher,requested and communicated at the same time.
4. Teacher and parents communication aspects
(1) When parents kept low trusts toward stepmother teachers,teachers contacted furst with parents at the beginning of taking classes,and then kept in touch for communications.
(2) When the predecessor teacher involves between the teacher and parents,teachers set up their own teaching styles to let parents recognize.
5.Peer relationship aspects
(1)When students were pushed out from other classmates, stepmother teachers faced up to the questions and coped things with parents.
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