Managing Behaviour Problems in the English Language Classroom to Increase Learners’ Academic Achievement: the Case of Secondary School Teachers of English in Tizi-Ouzou
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Date
2016-09
Authors
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Publisher
Mouloud Mammeri University of Tizi-Ouzou
Abstract
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.
Description
58p.:ill;30cm.(+cd)
Keywords
Citation
Sémiotique Sociale et Linguistique Appliquée