The Chinese Classroom Management Style and Students’ Chinese Language Performance at Sarasas Witaed Nakhonpathom School

Abstract

The purposes of this research target: (1) to explore the current situation and obstacles of Chinese classroom management in the high school of Sarasas Witaed Nakhonpathom school (SWNS); (2) to identify the classroom management style commonly adopted by the native Chinese teachers through interviews and questionnaire in the high school level; (3) to identify the classroom management style generally accepted by Thai students through the questionnaires for students in the high school level; (4) to identify the most important style of Chinese classroom management in the high school level. The sample of the study included three Chinese teachers of Chinese nationality and Thai students in the high school. Through the comparison of the questionnaire data, the researcher found: (1) The Chinese classroom management in the high school department of SWNS is a humanistic style; (2) The issue of classroom discipline is considered by teachers to be the most prominent issue; (3) Excessive student centralization is believed by teachers to have a negative impact on students’ Chinese test scores. The suggestions to this school are: (1) to formulate clear classroom management rules and reward-punishment systems; (2) to organize parent representatives to communicate with Chinese teachers to gain a deeper understanding; (3) to standardize the examination system.