Abstract:
Abstract
Classroom management is one of the most important issues in education and the main purpose of this study was to investigate classroom management problems, teachers’ coping techniques and the effectiveness of the techniques in English language classrooms. The design employed in the study was descriptive survey. The sampling techniques used in the study were purposive and comprehensive sampling techniques. The sample size was 28 English teachers in four high and preparatory schools. The data gathering instruments were observation, questionnaire and interview. The collected data were analyzed using both qualitative and quantitative methods of data analysis. The study indicated that English teachers in High and preparatory schools suffer from various classroom management problems either because of themselves or other parties involved in the learning/teaching process. These various classroom management problems include student related, teacher related, society or family related and school administration related problems. The findings of the study also revealed that classroom management techniques English teachers generally utilize were almost highly effective. However, reactive techniques were utilized to the average and were averagely effective. On the other hand, preventive and monitoring techniques were found to be highly effective and English teachers tend to use these techniques frequently. It was recommended that school administrators and education office leaders should ensure that they regularly organize seminars aimed at intermittent training of teachers on these classroom management techniques as a result of their importance of their importance in teaching and learning process. Universities in Ethiopia should also provide English teachers with programs for helping them receive and internalize practices, training, experience, and supports related to lack of new and effective techniques in dealing with the discipline problems
