Classroom Management Problems and Coping Strategies of Students’ Misbehaviours in Government Secondary Schools of Arsi Zone

Abstract

The purpose of the current study is to assess secondary school teachers’ perception of management of classroom misbehaviours and coping strategies to prevent, reduce and react towards misbehaviours. The study adopted descriptive survey design. The sample consisted of 120 teachers selected randomly from four government secondary schools in the Asella City. Data collected was analyzed and interpreted using percentages, mean and standard deviation. Findings of the study showed that teachers, who are inadequate in CM, tend to have more disciplinary problems in their classrooms. Problematic behaviors of the students in the process of learning-teaching were the uninterested, lazy, noisy, naughty, hyperactive students, giving chorus answers, talking without permission and unpreparedness for class work. Such copying strategies were found ignoring the problematic situation, warning the students about the misbehavior, and use of body language such as mimes, gestures, and establishing eye-contact. The teacher should, being friendly with students, use of appropriate method of teaching and participatory lesson and taking attendance regularly can be helpful in shaping the behaviours of the students. In conclusion, effective CM enhances teaching-learning. It is recommended that teachers should plan activities where students are involved. Teacher should design such classroom and display classroom rules inside classrooms so that the students may see them and follow them.

Keywords: Classroom management, coping strategies, misbehaviours, teachers’ perception, secondary schools