With the character of quick-temper, lacking calm, even though they have done something wrong, the teachers ant not criticize them immediately, we should point out the shortage after they calm down, then guild and incite them to correct their shortage. If you are impatient to criticize them, you may make the whole thing worse .the more important thing is that teacher educate them to correct shortage. Dealing with this kind of students, teachers should encourage them to take an active part in various activities should educate them to be more steady and calm ,self-control, and consider more rational
6.2 Sanguine Temperament
All kinds of learning style are available for this kind of student, especially the extrusive method. They can enjoy the knowledge in the process of entertainment. Sanguine temperament who is lively and have a swift response, Nimble thought,but they are prone to be distracted by other things. [14] They are strongly and swiftly adaptable to changes in their environment. They can master the language from outer surrounding for they boast an enviable memory. They are willing to study in unestablished method. The movie、performance 、songs、interaction with foreigners are excellent. On the contrary, the dull and fixed learning style will make them depressive
6.3 Lymphatic Temperament
The students who enjoy lymphatic temperament accommodate themselves to collective educational models. They own fixed attention, and can absorb knowledge from the reading book, and are good at reading and writing. The outer environment can not have impact on them easily, as a result, the established style are favorable, such as a lot of exercise and reading. Everything has two points, it is difficult for them to perform in public and communicate with native speakers.
6.4 Melancholic Temperament
Melancholic temperament students don’t like to represent themselves in the public. They feel themselves inferior. It is infrequent to see they put their hands in class. They are low-key in class and almost don’t take part in the activities which are held by school and class.
In the process of studying foreign language, communication plays an important role. They do badly in listening and oral English for lacking communication. But the strong point is they are quite and can overcome difficulties. Melancholic temperament students don’t like to represent themselves in the public. They feel themselves inferior. It is infrequent to see they put their hands in class. They are low-key in class and almost don’t take part in the activities which are held by school and class. [15]
In the process of studying foreign language, communication plays an important role. They are weak in listening and oral English for lacking communication. But the strong point is they are quite and can overcome difficulties. In the aspect of study, they will get so involved in what they are doing they forget to think of others. Another merit is they are quite earnest, patient. For these features, they can engage in the detail work, such as, recite words and reading. So, if I am a teacher, I will make arrangements for them with reciting some words and reading some material. At beginning, the amount should reasonable; we ought to admit their achievement after they fulfill their task. On one hand, they will enlarge their vocabulary and have a good knowledge of western country’s culture. On the other hand, students will be confident for the teacher’s care. Gradually, they will get rid of loneliness and inferiority complex. They are more confident so that they show more interest in activity and feel like being a volunteer. For all these reasons, they will overcome the shortage of communication, thus can improve their oral English and listening. [16]
VII. Conclusion:
Much attention has been given to the roles of intellectual and language ability in children’s school success. Little attention has been paid, however, to the role of temperament. Teachers and researchers acknowledge that children’s temperaments influence their reactions to the school environment and their interactions with others. Therefore, it is important to address how individual temperaments. Children’s temperaments impact how effective classroom teaching practices are and the quality of teacher-child interactions. Classroom management based on awareness of children’s temperaments leads to improved classroom environments for all students. For years, teachers have been well aware of the individual differences or temperaments of young children in their classrooms. Likewise, researchers have identified several styles and categories that reflect innate differences within children. What is less well known is how children's temperament relates to their successes and difficulties in school. Knowledge of temperamental differences can assist classroom teachers in being more responsive to the various needs of children and in providing developmentally appropriate classrooms. Teachers can begin by adapting their classrooms so that the environments are suitable to many styles of interaction and learning.
References：
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[13]张海文 卢家楣.国外现代气质研究的理论取向与展望. ．上海师范大学教育学院,2010，33（5）：1194-1197
[14] Anschutz, Marieke．Children and Their Temperaments FLORIS ，1997
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Acknowledgements
I would like to express my gratitude to all those who helped me during the writing of this thesis. I gratefully acknowledge the help of my tutor—Zheng Xiaoyan, who has offered me valuable suggestions in this paper. In the preparation of the thesis, she has spent much time reading through each draft and provided me with inspiring advice. Without her patient instruction, insightful criticism and expert guidance, the completion of this thesis would not have been possible. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.
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