[[alternative]]A study of the effect of junior high school music teachers who emphasize psychology of learning and classroom management on students' learning behavior

[[abstract]]Abstract The purpose of this study is to investigate the effect of junior high school music teachers who emphasize psychology of learning and classroom management on students’ learning behavior. It combines all the surveys of documentations in order to conclude more efficient ways to conduct classroom management, which can be the reference to music teachers to conduct classroom management and to change the way of learning. This research uses inquiry of documentations, questionnaire, and interview surveys. Findings and conclusions of this study are as following: 1. The ideas of the classroom management and the cognition of the psychology of learning for a music teacher: A. A music teacher should have the cognition for psychology and the skill of counseling in order to conduct classroom management effectively. B. A music teacher should provide more opportunities for students to participate classroom activities or public affairs. That makes students develop the spirit of teamwork, their abilities of dealing with difficulties and the senses of responsibility. C. The classroom management should focus on the development of moral integrity, the fundamental skills, and the admittance of the life combining arts and humanities. D. Teachers should respect every individual’s diversity and use various teaching methods to inspire student’s suitable development. E. The modernized classroom management should emphasize on the integration of electronic technology of learning and managing process. 2. The methodology of classroom management for a music teacher A. A music teacher should use various methodologies to catch the students’ attention toward the contents. B. The musical pedagogy should have diversity, creativity, and entertaining elements to reinforce the students’ learning motivation. C. The pedagogical contents should be based on the students’ cognitive development and combine their former experiences. That would produce enthusiasm and the voluntarism in students’ attitudes. D. The music teacher should value students’ learning demands. Besides, the music teacher should promote students’ voluntarism and the ability to communicate with people by cooperative learning. E. A music teacher should use immediate reinforcement, intermittent reinforcement, and continuous reinforcement to promote the students’ learning interests, reinforce and maintain their good behaviors. F. The encouragement and the punishment for students should be made efficiently. Encouragement should be more than punishment, and it should guide the students to self-constraint. G. A music teacher should break the traditional limitation for learning space. He should dedicate himself to the design of the learning environment by using creative ideas, and he should allow students to participate in arranging and decorating the classroom in order to influence and change the students unobtrusively. H. A music teacher should care about the students with respect, acceptability, and understanding. He should create intimate interaction between teachers and students, and he should create mutual communication between teachers and parents. He could co-work with parents to reduce students’ behavioral and academic problems. According to this research, a music teacher should aware of the changes of the pedagogical environment, the tendency of the pedagogical innovation, the skills for classroom management, and the ability to adjust his methodology according to practical pedagogy to have remarkable instruction.