Browsing by Author "Assefa, Fasil"

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    Large Classroom Management Techniqes of English Language Teachers: Grade Nine in Focus
    (Addis Ababa University, 2011-06) Assefa, Fasil; Abate, Dr. Haregewoin
    The purpose of this study was to investigate teachers' classroom management techniques In large Slze English language classes. Descriptive survey research method was employed. In order to gather data from six first cycle secondary schools in Addis Ababa questionnaire and observation were used. The questionnaire was developed to obtain data on teachers' actual class size and perception of class size, their attitude towards large class, large class difficulties and management practices. Based on the descriptive analysis made, the result of the study showed that teachers define large class from different perspective. The perception of teachers also differs from teacher to teacher. Most of the teachers considered large class size as a place where a number of difficulties occur like content coverage, use of teaching aid, discipline control, evaluation and the like. When teachers teach in large size English classes they rely mostly on teacher-centred method. It was also found out that they use different classroom management techniques like making eye contact with students, moving through desks, audible voice projection, giving dear instruction and giving pair and group work. The data also indicated that teachers manage discipline, provide/ receives feedback and motivate students in different ways. The data from the correlation also indicated that there is weak correlation among teachers' age, attitude and practice. Similarly, the independent t-test indicated that there is no statistical significant difference between male and female teachers in their attitude and classroom management practices. Based on the result, it was concluded that though teachers use different techniques to alleviate the difficulties of large size classes, the problem seem unresolved. At last, based on the findings, recommendations were made related to special training for in-service and trainee teachers and further research studies on the area.