Abstract:
This study was aimed to assess EFL teachers’ classroom management strategies to mitigate misbehaving students in English language teaching classrooms. Furthermore, it observed causes and types of students’ classroom misbehavior and outside classroom that have a direct effect to the teaching and learning progress. Descriptive survey research design was employed to conduct the research. The sample consisted of 38 EFL teachers working in Wegde Wereda General Secondary and preparatory Schools and 207 randomly selected 9th and 10th Grade students. Data was collected from the participants through interview, questionnaire, observation and document. Qualitative and quantitative method of data analysis methods were utilized to analyze the data. Results of the study revealed that EFL teachers were not using classroom management strategies that end misbehaviors in the first day of the school and/or the lesson even though they used different types of management strategies. Hence, the researcher proposed teachers should prepare themselves to manage students’ misbehavior easily during the teaching and classroom assessments and principals of the schools are expected to reveal the rights and obligations of the students at the very beginning day of the school, and/or at least once a month. And more over, supervisor of the schools should work with teachers and arrange time to have discussion on how the schools generally and teachers specifically mitigate misbehaviors and forward effective management strategies that can be functional according to the students’ background.
