Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

Martha Hakaya,Earle Sinvula Mudabeti,Nchindo Richardson Mbukusa

doi:10.22158/fet.v4n4p1

Abstract

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

Highlights

Background of the StudySeveral authors define classroom management as the wide variety of skills and techniques that teachers use to keep learners systematized orderly, focused, attentive, on task and academically productive during a class (Bolick & Cooper, 2006; Oliver & Reschly, 2011; Korpershoek; Harms; de Boer, van Kuijk, & Doolaard, 2014)
Strategies that ESL teachers can use in order to manage their large classes include interactive activities with learners as well as to give penalty but they ensured that seating arrangements, effective instructions, sequencing of activities, choice and access to preferred activities increases engagement and reduced problem behaviour using children’s own special interests as the basis for activities can significantly increase engagement (Pungki & Suwartono, 2018) suggested that teachers be This study focused on the factors, effects and strategies of managing overcrowded English Second Language teaching and learning in a classroom at Hochland High School
Results of the Study Teachers and learners had opportunities to share their views and experiences on how English as a Second Language classrooms are managed in Namibia. 3.1 Absenteeism Teacher B stated that “Learners stay out of school for simple reasons such as the inadequacy of proper siting spaces in the classroom”

Summary

Introduction

Background of the StudySeveral authors define classroom management as the wide variety of skills and techniques that teachers use to keep learners systematized orderly, focused, attentive, on task and academically productive during a class (Bolick & Cooper, 2006; Oliver & Reschly, 2011; Korpershoek; Harms; de Boer, van Kuijk, & Doolaard, 2014). They have never showed signs of enjoying their teaching and learning life chosen profession Both the teacher and the learners suffer in a poorly managed classrooms (Marzano, Marzano, & Pickering, 2003) Klamer-Hoogma (2012). Strategies that ESL teachers can use in order to manage their large classes include interactive activities with learners as well as to give penalty but they ensured that seating arrangements, effective instructions, sequencing of activities, choice and access to preferred activities increases engagement and reduced problem behaviour using children’s own special interests as the basis for activities can significantly increase engagement (Pungki & Suwartono, 2018) suggested that teachers be This study focused on the factors, effects and strategies of managing overcrowded English Second Language teaching and learning in a classroom at Hochland High School

Objectives

Methods

Results

Conclusion