Applying Coping Strategies in Classroom Management to Handle Students' Misbehaviour

Sheila Manora Raslinda

doi:10.36841/pioneer.v13i1.942

Abstract

The objective of the study is to discuss the coping strategies to handle students' misbehaviour at a state senior secondary school in South Sumatera. In this study, the researcher investigated how an EFL teacher applied coping strategies in classroom management to handle students' misbehaviour. One teacher was recruited for this study, and semi-structured interview and observational were used in data collection. The study found there are several types of student’s misbehavior that often occured, such as cheating, talkativeness, obtuseness, and inattentiveness. The classification of students’ misbehavior was made in accordance with the research paper of Debreli and Ishanova (2019). However, there are categories not found such as moving around the room, annoying others, and stealing. Coping strategies that are considered most effective to handle students’ misbehavior are talking with students after class, calling the names, and giving praise.

Highlights

In the classroom, a supportive classroom environment can help facilitate learning and students’ behaviour
The researcher found that there were students who were silent when asked by the teacher, for example the teacher asked the students "Do you understand?" The students were just silent, so the teacher sometimes felt confused whether they understood or not with his explanation
This study finds that there are four types of students’ misbehavior which are in accordance with the result of the previous research by Debreli and Ihsanova (2019) which includeinattentiveness, obtuseness, talkativeness, moving around the room, annoying other, stealing, and cheating

Summary

Introduction

A supportive classroom environment can help facilitate learning and students’ behaviour. Classrooms with low quality teaching, or in other words not paying attention to strategic classroom management, will have more student misbehavior This can hinder the teaching and learning process of teachers from being less effective (Allen, 2010). Shi (1999) indicate the importance of classroom discipline strategies does not lie only in student behavior, and in the ability of teachers to discipline the students. This is integrally related to the sense of professional adequacy of teachers (stressing). Strategies in disciplining these students are measured in terms of rewarding, punishing, hinting, involvement in decision making, aggression, and discussion.

Objectives

Methods

Results

Discussion

Conclusion