She also pointed out that English teachers couldn’t truly understand students and they couldn’t make friends with students。 

Although nowadays teachers design a variety of activities to arouse students learning interests and to build up an active classroom atmosphere, students still think that their teachers’ leadership styles are either too arbitrary or laissez-faire。 Teachers may don’t truly understand what students really want or need。

She thought that sometimes English classroom rules didn’t play a full role and some teachers couldn’t stay consistent in implementing the rules。 

English classroom rules can help students develop their learning habits。 Therefore, it’s necessary for students to participate in the formulation of the rules。 

She also thought that sometimes some teachers tended to be emotional when improper behaviors occur or treat students in violent ways such as yelling。 

In English class, students will follow teachers’ emotions。 If teachers are enthusiastic and passionate, students’ learning interests will be aroused and classroom atmosphere will be harmonious, interactive and active。 So, teachers need to keep passion in classroom teaching and be kind to students。 Try to be their friends。 

Liu Na (2013)talked about some problems existing in countryside middle school English classes in her article The Countryside Junior Middle School English Classroom Teaching Inefficiency Problem Analysis。 She summarized in five aspects: Rural English teachers to teaching material use erroneous zone, design and implementation of teaching activities, the inefficient behavior of teaching, professional quality problems, and the use of teaching aids the problem。 

She also analyzed the causes of the teaching inefficiency in countryside junior middle school English class and found some problem such as the rural English teachers’ teaching ideas are obsolete, the existing rural junior middle school class size is too large and so on。 

Wu Xue (2014)analyzed classroom management in middle school from two aspects: both environment and teacher。 I think it is more considerable than Sun Yanfen’s(2009) and Liu Na’s (2013)analysis。 There are a lot of aspects that may influence English class teaching。 Teachers’ teaching is not the only aspect that will influence English class efficiency。 

Bridges and Gumport (1984) mentioned that there are some problems existed in class such as classroom disorder, teachers’ improper treatment to students, teachers’ inefficiency to deliver knowledge to students and so on。 

Huang Xinyu(2014) analyzed the phenomenon from geographical aspects。 He found something different by observing and comparing those students in urban middle school and rural middle school。 He found that the causes of students’ silence in urban and rural middle schools have something in common as well as something in difference。 His findings are as follows: first, silence phenomenon does exist in both urban and rural middle schools。 some common factors like language ability, classroom anxiety and face concept are responsible for students’ silence in English class; second, silence phenomenon is more serious in rural middle school because Chinese traditional conception that teachers are the authorities of class influences rural middle school much more; third, the students anxiety in urban middle school is mainly caused by high expectations of families and grade pressures while students in rural middle school care more about their own feelings。 

Cai Hua(2013) found that the teaching attitude, teaching strategies, teaching feedback and the teacher-student relationship are closely linked to the students’ classroom silence。 Besides, students’ own personality, conformity psychology, English expression ability, studying habits are the main reasons of silence。 The classroom atmosphere and difficult English curriculum also have certain influence to the participation of students in English class。