A study of the countermeasures of "problem students" management in high school

---Based on a public high school in Kaifeng

ABSTRACT

Senior middle schools are essential to one’s whole life, which not only help form the
young people’s values and virtues, but also have a great effect on their future.
However, it is easy for the senior middle school students to get frustrated when facing
the huge pressures of study and leading a boring life all day long. Some senior
students who do well in study and get good marks are eager to devote themselves to
learning new knowledge and exploring the unknown world; While others, who are not
good at study and can’t keep up with top students, won’t go on with their study any
longer, because they lack in learning time, effort and motivation. Due to nothing to do
in class, those students, who tend to disturb others, fall asleep in class, bully
classmates and even commit a crime, are called “problem students” or “troubled
students”. Generally speaking, “problem students” are always making troubles,
annoying the families, schools and the society. Recently, with the fast development of
the society and technology, the number of “problem students” is steadily going up. In
the meantime, although teachers have tried many methods to care for and help the
“problem students”, the efforts and energy spent on the management of “problem
students” are eventually in vain. It is challenging but meaningful to help the “problem
students” grow up healthy and sound. The paper that is aimed to present the true
situation, the management approaches of “problem students” is based on the facts
happening in WZ high school. The WZ high school is not a key school in local, but it
has a long history, where the author has worked for 16 years. The paper mainly adopts
qualitative research methods, using questionnaire, interview and documentary study
as the tools to collect varieties of data. All the teachers and more than 95% of students
in WZ high school answered two types of questionnaires, designed for teachers and
students for different purposes, including personal information, the current situation
of “problem students”, the causes of “problem students” and the suggestions. In order
to make the results more objective and credible, the author also has interview 11
teachers, 6 class teachers and 4 school leaders and recorded the conversations with
permission. In spite of questionnaire and interviews, the author referred to the school
documents which are about regulations of students management, the punishment
records of students and the social practice activity records of students. With the aid of
the “Questionnaire Star Software” and the “SPSS APP”, the author carefully analyze
and sort out the quantities of data and records in order to find out the links between
the “Problem students” and factors, including four aspects such as school, family,
society and “Problem students” themselves. Then by studying causes above, the
author try his best to explain the theories and strategies of transforming the “problem
students” and put them into practice to improve the bad condition of “problem
students”. According to the vivid samples in his own teaching career, the author
mainly concentrates on the ways to put the “problem students” back on track, which
are affected by the social environment, the educational system and the family.
According to the case study, “problem students” should be offered more opportunities
to change and improve themselves. On the one hand, “Problem students” must be
fully understood and respected to feel equal, happy and hopeful. On the other hand,
“problem students” should get involved in all kinds of teaching activities such as
games, discussions and group work to arouse their confidence on study, friendship
and love, which is sure to strengthen their will to make a difference. Owing to the
overprotective laws for the teenagers and a lack of support from family and society,
schools have been thrown into a dilemma, where no one dare to punish the “problem
students” or say “No” to them. As far as the author’s concerned, the capacity of
students management should be improved and the ways of students management
should be changed, which involves paying attention to students’ psychology health,
strengthening the bond between school and family, cultivating experienced
management staff, changing educational system, seeking the support from
communities. In one word, the author hopes that the paper can be beneficial to the
management of the “problem students”.

The first chapter is introduction

1.1 Question raising

1.1.1 Research Background

Under the background of the new curriculum reform and the continuous advancement
of the new college entrance examination, schools should comprehensively implement
quality-oriented education, face all students, reflect the people-oriented education
concept, and realize the balanced development of education. Modern education
advocates a harmonious educational concept, which requires every student to be
sound in physical and mental development. Ordinary high school students are in the
period of youth, their physical and psychological development are rapidly mature,
children in this period are the most energetic and creative. They hope to explore the
world more, to be understood, recognized and respected by parents and teachers, and
to assume greater family and social responsibilities in the future. However, adolescent
high school students are still minors, their values have not been formed yet, their
minds are not mature enough, and they are easy to act impulsively. When they
encounter some tricky problems may extremes, sometimes even make illegal crime, in
addition, the ordinary high school enrollment expansion of the number of students
increased, the decline in the quality, apparently also can give some pressure on the
school of management, but also put forward higher request to school administrators.
Although the number of "problem students" in high school is not large, its negative
role in the school can not be ignored. At this time, the education management of
"problem students" is a reality that we can not avoid, and it is the bounden
responsibility of every educator. This special group is the "center of gravity" in school
education management. Even so, but in contrast with "problem students" social bad
youth or easy to education management, the author thinks that education solid work to
do, walk into their hearts, explore "problem students" management difficulties, find a
proper breakthrough point to solve the "problem students", this is not only beneficial
to the long-term development of the school, is more advantageous to the social
stability in the future. Therefore, the author is eager to conduct investigation and
research from the aspects of "Research on the educational management
countermeasures for 'problem students' in ordinary high schools", so as to improve his
professional theoretical knowledge and sort out the experience and lessons of 16 years
of teaching. The author is looking forward to the continuous improvement of students'
management level through this investigation and research, so as to realize the leapfrog
development of WZ middle school!

1.1.2 Research purpose

"Problem students" research in China since the 1990 s, about the definition of the
concept of "problem students", Lu Yao, yellow, less Wang Xueyu and others in the
definition of "problem students" domestic research review (primary and secondary
school teachers training in 2008 5) the article made a comprehensive description of
the domestic scholars from different perspectives, This paper gives the definition of
"problem students" in a variety of ways, and it can be said that a hundred flowers
bloom. From 2000 to 2019, China National Knowledge Infrastructure (CNKI) has
collected 351 articles on educational strategies for "problem students" since 1999,
when an article titled "Let Problem Students like Teachers" was published in People's
Education. Based on the researchers' deep understanding of "problem students" and
their educational practice, these articles have expounded the educational
countermeasures of "problem students" by adopting various means and methods from
different perspectives. This paper takes WZ ordinary high school in Kaifeng City as
the research object, investigates the "problem students" group and the general student
group in the school's student management, grasps the main manifestations of
"problem students", and analyzes various external forms

The original causes and the crux of the formation of "problem students" are analyzed,
which not only provides management strategies for the management of WZ high
school students, but also provides management experience for reference for similar
ordinary high schools.
1.1.3 Research significance

(1) Theoretical significance

The CPC Central Committee has stressed many times that education should be open
to all students, comprehensively improve students' ideological and moral, cultural and
scientific, labor skills and physical and psychological quality, and promote the lively
development of students. In the report of the 19th National Congress of the Party, it is
emphasized that building a strong country in education is the basic project of the great
rejuvenation of the Chinese nation, and it is required to fully implement the Party's
educational policy, implement the fundamental task of building moral education and
developing quality-oriented education. It requires that we focus on training new
people to take on the responsibility of national rejuvenation, and bring into play the
leading role of core socialist values in national education, the creation of spiritual
civilization, and the creation, production and dissemination of spiritual and cultural
products.

The high school where the author works is a city-level demonstration school with
excellent overall environment and abundant teachers. The student population is in the
middle level compared to similar high schools. But in recent years, the change of
education policy and the expansion of enrollment year by year have caused a decrease
in the quality of students, and the overall quality of students has also decreased, thus
causing some difficulties to the school management, and the emergence of "problem
students". Their performance has seriously affected the construction of class style and
study style, increased the difficulty of class management, and affected the classroom
teaching efficiency.

(2) Practical significance

Since I joined the work, I have served as a class teacher for 12 years, and then served
as the grade director, secretary of the school Youth League Committee, and director of
educational affairs. I am an experienced teacher in dealing with "problem students".
But "problem students" are fresh people, and there is no fixed rule to deal with
"problem students". This study aims to analyze the causes and essence of the
emergence of "problem students", and seek various effective methods to manage the
class, seize the opportunity of education, so that the outstanding problems of
"problem students" can be solved to a certain extent. This research is conducive to
build up students' self-confidence, make them form a correct outlook on life, values,
improve their comprehensive quality, so that they can bear greater family and social
responsibilities;

At the same time, this research can break through the management bottleneck of
"problem students" in schools, which is conducive to school management, to realize
the leapfrog development of schools, and more conducive to social stability.

1.1.4 Proposed innovation points

First of all, the research perspective is new. Based on rich survey data, this paper
analyzes the behavior characteristics and causes of "problem students" in WZ high
school from the perspectives of students, student administrators and parents,
investigates the internal logic that affects the behavior performance of "problem
students", and provides practical support for the management of "problem students" in
ordinary high school. Secondly, the research method is new. Paper described
interview method, statistical method and case analysis method into the practice of
"problem students" study, to scientific data analysis, the inherent logic of "problem
students" behavior, such as case analysis method of statistics, the results validate the
grasping of the features of the "problem students" overall under the premise of the
analysis and summary is a special case.

1.2 Literature Review

1.2.1 Domestic research status

In recent years, the research on "problem students" in China has been gradually
heated up. A total of 4691 papers were retrieved by using "problem students" as the
key word in China National Knowledge Network. Using "problem students" as the
key word, 22,000 paper topics were retrieved. Domestic scholars have given various
definitions of "problem students" from different perspectives and in various ways.
From 2000 to 2019, China National Knowledge Infrastructure (CNKI) collected 351
articles on educational strategies for "problem students" in China. Based on the
researchers' deep understanding of "problem students" and their educational practice,
these articles have expounded the educational countermeasures of "problem students"
by adopting various means and methods from different perspectives.
(1) Research on the type of "problem students"

The classification of "problem students" is an important link in the study of problem

students. The proper classification of "problem students" is helpful to improve the
scientificity and pertinence of the education and management of problem students,
and to help teachers and parents find the signs of problems, so as to intervene and
help them. Because "problem students" are fresh individuals, there are obvious
differences between them in both the form of expression and the growing
environment. Even if the outward manifestations are similar, the core issues of
"problem students" vary greatly due to gender and age differences.

At present, the academic circle still has some debate on the definition of "problem
students", and different scholars have some differences on the classification of
"problem students". Generally speaking, from different research perspectives, the
classification of "problem students" mainly includes the following types.

① Division from the external manifestations of "problem students"

Tang Zhonglun classified "problem students" as psychological ones, such as mental

sensitivity, anxiety, depression, terror, inferiority complex and disturbing ones, such
as lack of public morality, disobeying school rules and disturbing public order. On the
basis of Wickman's research, Chen Shuangxi sorted out and analyzed 55 factors and
proposed 7 behavioral dimensions, each of which aggregated some related
characteristics. These problems can be divided into two categories: emotional
problems and behavioral disorders. Emotional problems include fear and fear,
depression, social inhibition; Behavioral disorders include aggressive behavior,
disruptive behavior, irresponsibility, disobedience, bad interpersonal relationships, etc.

② Division from the prominent problems of "problem students"

Yang Wenfeng and Ma Weizhen classified "problem students" into loose discipline
type, moral misconduct type, study boredom type and psychological type. Students
with loose discipline mainly refer to those who lack learning goals and motivation,
have poor learning habits and self-control ability, have low requirements on
themselves and are lax in discipline. Moral misconduct type of students mainly refers
to close contact with social undesirable personnel, love leisure and hate work,
bullying the weak; Disobedience in school, much ado about nothing, fighting, school
bullying. "Problem students" who are tired of learning mainly refer to students with
weak learning ability and poor academic performance. Psychological "problem
students" mainly refers to students with obvious tendencies such as withdrawn, self-
abasement, anxiety and depression.

(2) Research on the causes of "problem students"

Professor Zhong Qiquan, a famous Chinese education expert, believes that the causes
of poor students include not only quality factors such as high and low individual
intelligence and non-intelligence factors such as motivation, interest, attitude and
personality, but also environmental factors such as family, school and community.

To sum up, "problem students" are not born, but the result of internal and external
factors. Chinese researchers mainly from internal and external factors, from the
individual, family, school and social four latitude comprehensive research.

① Family factors

First of all, the incomplete family structure, such as single-parent families and left-
behind families, is a big pain point causing psychological problems of young students.
Single parent or left-behind family children, because neither parents care and care, nor
timely supervision and guidance of guardians, so that they are mostly withdrawn,
apathetic, introverted, paranoid. Because of this, single parents or left-behind
teenagers are easy to make friends with random people in the society and seek the so-
called "affection and brotherhood", and eventually neglect their studies and even
commit crimes.

Secondly, parents' education style is an important reason for the emergence of

"problem students". Parents are the children's first teacher, the parents of the child as
the day, obedient, no principle to spoil, protect; Some parents are too strict with their
children and expect too much, which causes serious psychological burden to their
children and makes them unable to concentrate on learning; Some parents discipline
simple and rough, children make mistakes or stick together, or sneer, sneer; Very few
parents because of the work of the body and other reasons even to the child regardless
of, laissez faire. The behavior of these parents is very dangerous and unfortunate for
the teenagers.
Thirdly, parents' own basic situation is also a factor that can not be ignored. If the
parents' educational level and moral level is higher, the children will be imperceptibly
influenced. Vice versa, the parents have low morals, bad life style, love leisure and
hate work, and even have bad habits such as drinking, gambling, drug taking, and so
on. Children living in such a family environment are easy to be infected with bad
habits.

② School factor

The current education system in China all uses class lecturing system, and distributes
students to classes of different level learning according to students' academic
achievement. Schools at all levels and of all kinds desperately pursue the enrollment
rate and college entrance examination results, such a score theory of short-term, single
goal is the root of all this. Many schools attach great importance to intellectual
education for a long time, despise moral education, think that the students with
excellent results in cultural courses are "three good students"; Students with average
exam results, even if they have various points of light and sound, will not be
recognized. This utilitarian school philosophy and unreasonable and incomplete
evaluation standard are bound to "bring up" some "problem students".

At present, our country is in a century of great changes. The development of

economic construction, material civilization and spiritual civilization is not yet
balanced. Many teachers in remote and backward areas are not optimistic. Although
the government has paid more attention to and invested in education and introduced
various policies to train excellent teachers, such as free normal university students and
special local programs, the professional skills and ethics of some teachers are still
worrying. On the one hand, teachers' education concept is outdated, the consciousness
of curriculum reform is weak, teaching methods are inefficient, and the phenomenon
of "one word, one full room" is not banned, which cannot stimulate students' inner
desire for knowledge and participation. Some teachers blindly pursue the enrollment
rate, wantonly increase the workload. Professor Guan Wenxin said that students'
academic pressure is too large, the learning content is difficult to understand, and
repeatedly carry out inefficient training, causing some students to begin to be tired of
learning, anxiety, self-confidence loss, and eventually become problem students.
(3) Study on countermeasures of "problem students"

① Explore countermeasures from family factors

From the perspective of family, Tang Zhonglun and Chen Shuangxi believe that
family education must advocate the development and sustainable direction of
education. Parents should constantly strengthen communication with their children,
find the bright spots in their children, encourage their children to overcome
difficulties with courage and determination, and create a family tradition of loving
labor and respecting their elders. At the same time, parents want to create a variety of
opportunities and scenarios, imperceptible ground for frustration education, self-
reliance education, life education and so on.

② Explore countermeasures from school factors

Xue emphasized that education to help "problem students" requires certain

educational skills. First of all, teachers should keep a calm attitude, treat each student
sincerely and fairly, treat students' problems with the perspective of development, do
not have too strong desire to change students, and lower their expectations on
students.

1.2.2 Foreign related research

Foreign studies on "problem students" mainly focus on experience introduction. For

example, Kenneth Shore wrote Ten Strategies for Educating "Problem Students"
(compiled by Cao Shaolian). This book mainly introduces the strategy of dealing with
"problem students", including: more contact with students; Seize the bright spot to
give timely praise; Be concise and clear about your mission requirements; Assign a
student to be his partner; Homework varies from person to person; Break big tasks
into smaller problems; Remind the students to pay attention to the class; Asking
parents for help; Observe carefully to find out the cause of the student's problem
behavior; Use behavior therapy to correct students' problem behaviors.

(1) Research on "problem students" in the United States

The United States has perfect systems for "problem students." Students who make
mistakes should be punished accordingly, namely, general education punishment and
special education punishment. General educational punishment is a relatively
widespread and mild punishment, which mainly includes punishment of standing, not
allowing participation in extracurricular activities, and ordering to arrive at school
early or leave school late.

(2) Research on "problem students" in Britain and Germany

Britain's approach to "problem students" is no less aggressive. German education law

stipulates that the guardians of high school students who often play truant can be fined
and the students themselves can do community service.

(3) Research on "problem students" in Australia

Some schools in Australia have established a disciplinary department. If a student's

behavior seriously violates school rules and regulations, the student will be invited to
the disciplinary Department, and the professional teacher will punish the student
according to the situation, such as apology, written inspection, and expulsion.

1.5 Research content, methods and ideas

1.5.1 Research content

(1) Expression forms of "problem students" in WZ high school and their influence on
school management

Through questionnaire survey, leadership consultation, teacher interview and other

forms of first-hand data, the current situation of "problem students" in WZ ordinary
high school and the impact on school management are analyzed to reveal the
significance of this research.

(2) Analysis of the causes of the management dilemma of "problem students"

Through the moral education Department teacher interview, class teacher

communication and parents consultation, to find out the crux of "problem students",
from the perspective of school management, combined with the "problem students"
parents' perception of student management, to reveal the management dilemma of
ordinary high school problem students and the reasons.

(3) Countermeasures to improve the management of "problem students"

Through the analysis of the causes of management difficulties, the common

performance and internal mechanism of "problem students" in WZ ordinary high
school are comprehensively grasped, and the management network of "problem
students" is designed from the four dimensions of school, head teacher, parents and
students, so as to form a joint force in education management.

1.5.2 Research Ideas and technical routes

This paper follows the research idea of "literature analysis → student investigation →
statistical analysis → case analysis → countermeasures and suggestions". Firstly,
through extensive review of the research literature on "problem students" at home and
abroad, the general characteristics of "problem students" in ordinary high school are
summarized. Secondly, the students, student administrators and parents were
investigated to collect first-hand data and grasp the manifestation forms of "problem
students" in WZ ordinary high school. Thirdly, descriptive statistical analysis is
carried out according to the survey data to explore the internal reasons of various
manifestations of "problem students", and the descriptive statistics are verified by
case analysis. Finally, the research results are discussed, and the reliability of the
conclusions and the applicability of the suggestions are analyzed.

1.5.3 Research methods

(1) the interview method

In this paper, the purpose of using the interview method is to obtain first-hand
information about "problem students" in ordinary high schools in WZ Middle School
through interviews, which are undoubtedly the closest to the real and objective
situation. Through the scientific analysis of the interview data, the empirical research
of this paper will be firmly supported, and the objective information of the
management status of "problem students" in WZ Middle school can be obtained.

Centering on the "problem students", this study conducted face-to-face and structured
interviews with leaders at all levels and teachers of some high schools in WZ Middle
School from three dimensions, such as the current situation, causes and management
countermeasures of problem students (see interview outline in the Appendix for
details). The interview subjects included middle-level and above leaders, grade
directors, class teachers and course teachers. The author mainly adopts the way of
individual interview, conducted by the author himself. With the consent of the
interviewee in advance, the whole interview was recorded during the interview. Each
interview lasted about 40 minutes.

(2) Questionnaire method

In this study, "Questionnaire Star" software was used to conduct a questionnaire

survey on teachers and students in WZ middle school to understand the actual
situation of "problem students" in WZ middle school. Then, through "Questionnaire
Star" software and SPSS22.0 software, the data obtained are classified, integrated,
compared and deduced, and the research hypotheses are finally found to obtain
empirical data that can support the research conclusions.

(3) literature

Through the collection, review, collation and analysis of relevant literature at home
and abroad, this paper has an in-depth understanding of the research status and
shortcomings of "problem students" in ordinary senior high schools.
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