| Summary: | 碩士 === 臺北市立教育大學 === 教育學系碩士班 === 99 === This study aims to explore into beginning teachers’ classroom management when they work with stepmother classes. Six samples were chosen purposefully for this sake and given in-depth semi-structured interviews. From these interviews, conclusions and recommendations are drawn as in the following.
There are five perspectives from which we can look at the trouble in classroom management of beginning teachers working with stepmother classes: from the teachers themselves, interaction with students, contact with parent, colleague relations, and school administration. First, the teachers were forced to take their classes from others. Second, they had difficulties in interaction with their students, especially with the opinion leaders, because their management styles were different. Third, they had problems in contact with parents because of mutual mistrust and comparison. Fourth, they had trouble working with colleagues, for they did not understand the culture and ecology of their workplace. Fifth, they had trouble with the school administration, not knowing where to find help.
Strategies employed for classroom management improvement were as follows. First, good communication models among parents, teachers, and students to get recognition were established. Second, through group activities, class unity was consolidated. Third, opinion leaders were tamed and caring of students was strengthened. Fourth, before the final transfer of the class, the teachers stepped in and took up the class gradually as they were setting up their own teaching styles.
Support for teachers taking up stepmother classes can be divided into self-support and school administration support. The former can be summarized as follows: First, they can do physical exercise to relieve stress. Second, they can share their feelings with their peers, friends, and family members. Third, they can divert their attention and do positive thinking. Fourth, they can ask for help from master teachers or senior teachers. Fifth, they might as well attend workshops or seminars. Sixth, they can exchange their experience with online communities of the Internet. Seventh, they may receive training in graduate institutes. According to the interviewees, school administrative support seemed a little weak. It is suggested by the researcher that support system be built of several dimensions, providing such assistance as of practical teaching, through information sharing, in professional development, by mediated cases treatment, and in-service training. Feedback from parents and students was found to be satisfactory. Based on the findings of this study, the following suggestions are offered. First, it is suggested that stepmother class teachers do positive thinking and take the initiative to ask for help from senior teachers to improve their own classroom management and develop their own strategies at the same time. Second, cross-post offices Master teachers can be assigned by the administration, and learning communities on campus can be established. Third, it is hoped that the prospective teachers’ practical classroom management skills can be enhanced ahead of time in their pre-service teacher training. Fourth, further long-term research, which lasts at least for one year, can be conducted on stepmother class novice teachers via observation.
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