Managing Behaviour Problems in the English Language Classroom to Increase Learners’ Academic Achievement: the Case of Secondary School Teachers of English in Tizi-Ouzou
Ait Hamouda, zazou
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This study was mainly concerned with the investigation of the impact of behaviour problems on students’ learning and the way secondary school teachers of English in Tizi – Ouzou ( Algeria)react to them. First, it attempted to identify the main reasons and causes behind students’ misconducts. Second, it tried to assist the teachers through suggesting a positive theory borrowed from educational psychology to deal with them that is Rudolf Dreikurs’s (1967) theoretical framework. The study was based on the mixed method approach combining both quantitative and qualitative research perspectives. A questionnaire was administered to secondary school teachers of English in the region of Tizi-Ozou in addition to classroom observation conducted in two secondary schools (in Ben Yenni and Tizi Ghennif) in the same wilaya. We calculated percentages for statistical data analysis while qualitative content analysis was used for the explanation and interpretation of the open - ended questions of the questionnaire and classroom observation checklist that contains ten items to be observed during classroom observation sessions. The results of the research showed that behaviour problems at school influence negatively students’ acquisition of knowledge and skills since they prevent them from learning. The results also revealed that teachers still use punishment (verbal punishment also called negative discipline)to react to behaviour problems although many theorists are against the use of punishment at school because it is an ineffective method to teach good behaviours.
- Département d'Anglais