The problems of Chinese classroom management abroad are not only related to the teaching environment and teaching links, but also involve the educational concepts and cultural backgrounds of different countries, so it has always been the focus of academic research and one of the difficulties in the actual teaching of teachers. From 2018 to 2019, the author served as a teacher of Chinese after-school classes at the Confucius Institute at the University of Oklahoma, USA, and was mainly responsible for teaching American children aged 7 to 12. Students in the class have different ages, different educational backgrounds, and the after-class time is relatively flexible. These factors bring more challenges to classroom teaching. The effectiveness and scientificity of conventional classroom management methods are unquestionable, but in order to improve students ’interest in learning and teaching quality, and to deal with students’ classroom problem behaviors in a more time-saving and effective manner, the author combined with teaching practice experience during the internship period, tried to use classroom activities to solve Classroom management issues.

The thesis adopts the classroom observation method to observe and record students' problem behaviors. According to the different forms of problem behaviors, they are divided into disordered problem behaviors, attention-distracted problem behaviors and withdrawal problem behaviors. Based on the results of the questionnaire survey of students, comparing the performance of students during and after classroom activities, the thesis discusses whether classroom activities affect students' classroom behaviors, and whether they have positive significance for problem-solving behaviors, and then analyzes the different influences of problem behaviors which the different types of classroom activities take.  We hope that it could help Chinese teachers to optimize and improve classroom activities in a more targeted manner and serve classroom management.

    Classroom activities of different organizational forms have a significant impact on student problem behavior, and there is no absolute standard for the boundaries between individual activities and group activities, competitive activities and non-competitive activities. It has a positive effect on the management of students' problem behaviors. Teachers should adjust the design activity rules, activity links and activity forms according to the number of students attending, the characteristics of students, and the classroom atmosphere. Even the same activity cannot always be stuck to a model.