Universidad Austral de Chile Facultad de Filosofía y Humanidades

Transcription

Universidad Austral de Chile
Facultad de Filosofía y Humanidades
Escuela de Pedagogía en Comunicación en Lengua Inglesa
Lead Advisor:
Juana Barrientos Villanueva M. Ed.
The Impact of Classroom Management Activities on EFL Students’ Affective Issues in
Public High Schools of Valdivia
This research paper is part of the research Project DID-S-2011-14
Universidad Austral de Chile.
Alex Almonacid Villarroel
Bárbara Ruiz Straussmann
Valdivia – Chile
2013
Acknowledgments
To the memory of my mother.
Alex
Acknowledgments
I would like to thank my parents Ilse Straussmann and Omar Ruiz and my sister Rocio Ruiz
for their love, help and support throughout this process. Thank you for giving me the impulse I
needed when everything seem too difficult.
Bárbara Ruiz Straussmann
Table of Contents
Page
Abstract
i
List of Tables
ii
Introduction
1
Antecedents
4
CHAPTER 1: THEORETICAL BACKGROUND
1.1. State of the Art
5
1. 1.1 Classroom Management
5
1.2 Communicative Language Teaching
8
1.2.1 Communicative Approach
9
1.2.2 Natural Approach
10
1.3 Classroom Management and Discipline
11
1.3.1 Classroom Management
11
1.3.2 Classroom Management versus Discipline
12
1.3.3 Positive and negative discipline
16
1.3.4 Positive Environment
17
1.3.5 Negative Environment
22
1.4 Affective Issues
23
1.4.1 Motivation
24
1.4.2 Anxiety
26
1.4.3 Attitude
29
CHAPTER 2: METHODOLOGY
2.1 Justification
32
2.2 Procedures and Methods
33
2.2.1 Subjects of Study
33
2.2.1.1 School A
33
2.2.1.2 School B
34
2.2.1.3 School C
35
2.2.2 Data collection methods
2.2.2.1 Non-participant Classroom Observations
35
36
2.2.2.2 Questionnaires
2.2.3 Criteria of Analysis
37
38
2.2.3.1 Motivation
38
2.2.3.2 Anxiety
38
2.2.3.3 Attitude
38
2.2.3.4 Classroom Management
39
CHAPTER 3: CORPUS
3.1 Results
3.1.1 Results per Criteria
40
40
40
Table 1: School A
41
Table 2: School B
43
Table 3: School C
45
3.1.1.2 Non-Participant Observation
47
Table 4: School A
48
Table 5: School B
50
Table 6: School C
52
CHAPTER 4: DISCUSSION
4.1 Motivation
55
4.2 Anxiety
56
4.3 Attitude
58
4.4 Classroom Management
60
Conclusions
63
References
67
Annexes//Appendix
71
Activities
71
THE IMPACT OF CLASSROOM MANAGEMENT ACTIVITIES ON STUDENTS’
AFFECTIVE ISSUES
i
Abstract
Creating a positive environment is central to achieve students’ learning. In order to have a
positive environment inside the classroom, it is necessary to count with classroom
management strategies that help the teaching and learning process. Classroom management
appears as one of the main tools to improve the environment within the classroom when
working with high school students. This investigation seeks to evaluate the impact of different
classroom management strategies on EFL students’ affective issues like motivation, anxiety
and attitude. Questionnaires and non-participant observations were carried out in order to
obtain information about the students’ perceptions regarding the activities implemented and
their affective issues. Simultaneously, it was noticed that the classroom management strategies
presented improved the students’ affective issues mentioned before.
Key words: motivation, anxiety, attitude, classroom management.
AFFECTIVE ISSUES
List of Tables

Table 1: Questionnaire School A

Table 2: Questionnaire School B

Table 3: Questionnaire School C

Table 4: Observation Guideline School A

Table 5: Observation Guideline School B

Table 6: Observation Guideline School C
ii
AFFECTIVE ISSUES
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Introduction
Nowadays, one of the biggest concerns of all new teachers is behavior management; it
is broadly recognized that an important element of an effective teaching and learning process
is the creation of appropriate learning environments. In this process of creating a positive
learning environment, the teacher plays an important role as a classroom manager. “A
successful classroom management and organization is fundamental for designing an effective
teaching and learning environment and for preventing discipline problems and misbehaviors”
(Brophy, et.al., in Erdoğan et.al., 2010, p. 882). Having stated this, one of the most difficult
parts of classroom management is dealing with discipline problems that may arise within the
classroom.
In many public school classrooms in Chile, there is a lack of classroom management
strategies that can help teachers in the creation of an effective environment and can help them
deal with disruptive behavior. A major issue in this topic is that there is an absence of
investigations that offer strategies to work especially with high school students from the
Chilean public system. As it was mentioned before, the effectiveness of classroom
management is of great importance when solving a large number of situations in lessons and it
is an important factor to reach positive results when teaching.
The ability for teachers to organize the classroom and manage students’ conduct is
crucial to achieve positive educational outcomes (Oliver and Reschly 2007). According to this,
the poor results obtained in different tests can be related to the fact that there is a lack of
classroom management strategies that can help to solve this problem. With this respect, this
research tries to give some suggestions on some classroom management strategies that can
help improve not only students’ behavior, but also how these strategies can help to improve
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students’ motivation, anxiety and attitudes when learning and participating in the English
classes.
In order to know what classroom management strategies are best to apply in a high
school context, a literature review based on a field study was carried out in three different high
schools with tenth graders specifically. Questionnaires to students and non-participant
observations were created in order to obtain data about the relation between the different
classroom management strategies and students’ motivation, anxiety and attitude.
This research is divided into three chapters and it begins with the theory behind this
investigation that is the theoretical framework. The first topic in this part of the investigation is
a general definition of classroom management and how it helps and affects the teaching and
learning processes. Also in this chapter there are some definitions regarding communicative
language teaching where the communicative approach and the natural approach are described.
These two approaches are useful to create the activities that later are going to be implemented
in order to test which of those are more suitable for the high school context. This chapter also
depicts the differences between classroom management and discipline and how classroom
management can influence the creation of a positive or negative environment in the EFL
classroom. Finally, the last part of the theoretical framework portrays the affective issues:
motivation, anxiety, attitude and how they influence students learning process.
The second chapter of this investigation is the methodology. In this chapter the
different data collection methods used to carry out this investigation will be described.
Therefore, as it was mentioned before, this is literature review based on a field study that seeks
to help teachers with classroom management strategies. Questionnaires will be implemented in
order to obtain students’ opinions regarding the different activities and how they felt when
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doing them. The non- participant observations will be used to compare the results yielded
from the questionnaires with what was possible to see when carrying out the activities. Also
this chapter depicts all the subjects of study that were part of this research, as there are
descriptions from the group of students from the three different high school chosen. Finally,
and in order to analyze the results gathered by the different research tools, a set of criteria will
be created in order to divide the information in the main topics of this investigation. The
criteria selected were motivation, anxiety, attitude, and classroom management.
As a final chapter, the research paper has the third division of this investigation that is
the corpus. The corpus is divided into three main sections. Firstly, the results gathered from
the different data collection methods are presented. Secondly, the discussion will be presented
where the four criteria mentioned above are going to be analyzed in relation to the different
topics of the theoretical framework of this study. Thirdly, in the last section of this
investigation conclusions will be presented together with suggestions for further research in
order to provide general views to continue with the investigation in this area.
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Antecedents
Research question
The general area of this investigation is classroom management and affective issues.
The research question is: How can affective issues be influenced by classroom management
activities.
Hypothesis
The proper use of classroom management activities has a positive effect on EFL
students’ motivation, attitude and anxiety levels.
Objectives
General Objective
To evaluate the impact of classroom management strategies on EFL students’ affective
issues, such as motivation, anxiety, and attitude.
Specific objectives
1. To adapt a group of classroom management strategies.
2. To implement the classroom management strategies adapted in three different high
schools of Valdivia.
3. To analyze the impact of classroom management activities on students’ motivation,
anxiety, and attitude in the high schools selected.
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CHAPTER 1: THEORETICAL FRAMEWORK
1.1 State of the Art
It is not a secret that one of the most difficult challenges for new teachers are disruptive
discipline and classroom management. This can be avoided by implementing a suitable set of
rules to accomplish the teaching and learning successfully. Efficiently managing a class is a
very important element to accomplish a more effective teaching, organizational abilities and
consistency. It is supposed that the teacher guides the students about the rules and possible
actions for instructional use (Vincent and Ley, 1999, p. 1). In words of Tuğba Gürcan and
Esra Tekin (n. d.), “Classroom management refers to the organization of a classroom. It
includes the classroom environment, the layout of the desks and chairs, the flow of [the]
lessons, space, time and materials”. It is crucial for the teachers not only to have a clearly
defined set of rules in order to gain an effective teaching and learning, but also to deal with the
behavioral problems in order to create a positive environment in which learning and teaching
can be engaging. This environment can be defined as a physical space where many resources
coincide. Barry Parsonson (2002) stated that “A classroom is an environment with its own
ecology, including teacher, pupils and their interrelationships, the equipment, books and a
range of activities which all interact to influence the behaviour of the room’s inhabitants” (p.
16). Classroom management is a combination of tools which are in harmony with environment
in order to make the learning process easier. It is organization, space, time and materials
(Bauer in Jackson and Joyce, 2003). The same authors added that a favourable classroom
management includes clear instructions in the lessons and a rigorous discipline plan (p. 3).
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Bearing in mind this aspect, organization becomes a very important element for teachers.
Suitable plans allow teacher to control classroom management and be prepared to face
unexpected situations in the classroom. Communication among teacher, students and parents
is completely decisive when dealing with classroom management (Jackson and Joyce, 2003).
Other authors emphasized the importance of organization in teaching planning: “A successful
classroom management and organization is fundamental for designing an effective teaching
and learning environment and for preventing discipline problems and misbehaviors” (Brophy,
Emmer, Evertson, & Worsham, Evertson, Emmer, Sanford, & Clements, in Erdoğanet al.,
2010, p. 882). A proper organization allows teacher be conscious and prepared to control the
destiny of the class.
Additionally, some authors believe that classroom management can be divided or
classified in different categories. On the one hand, Larrivee in Allen (2010) stated that
“classroom management is a critical ingredient in the three-way mix of effective teaching
strategies, which includes meaningful content, powerful teaching strategies, and an
organizational structure to support productive learning” (p. 2). On the other hand, Froyen and
Iverson in Taylor (2009), mentioned that classroom management includes three components:
First, content management which is related to teaching resources: “. . .occurs when teachers
manage space, materials, equipment, the movement of people and lessons that are part of a
curriculum or program of studies”(p. 4). An example of content management is when the
teacher divides the class in groups or creates a circle of students around him in order to control
the space and students’ progress. Second, conduct management which is focused on students’
behaviour. Teachers possess a collection of rules that are destined to solve discipline problems
in the classroom (Froyen and Iverson in Taylor2009). For example, teacher uses a card to
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congratulate or reinforce students about behaviour in class. Third, covenant management
which concentrates on daily coexistence: “[…] focuses on the classroom group as a social
system that has its own features that teachers have to take into account when managing
interpersonal relationships in the classroom” (Froyen and Iverson in Taylor, 2009, p. 4). As an
Example, the teacher mediates and guides students to respect personal opinions and different
point of views.
Although classroom management involves rules, strategies, communication,
environment, and organization, one can infer that classroom management and discipline are
not synonyms. It is elemental to explain that discipline can be considered as “a code of
conduct which binds a teacher and a group of students together so that learning can be more
effective (Harmer, 1983 p. 209). The objective of discipline is not to act when things go
wrong, but to guarantee that problems never reach that stage (Harmer, 1983, p. 210). Kathleen
Allen (2010) explained that “successful teaching requires more than controlling student
behavior” (p. 2). Classroom management considers much more aspects that can influence in
educational outcomes and behavior. In other words, classroom management is an evolved
concept which replaces or reinforces the word discipline. Regarding this evolution, Evertson
and Harris in Allen (2010) stated that “the meaning of the term classroom management has
changed from describing discipline practices and behavioural interventions to serving as a
more holistic descriptor of teachers’ actions in orchestrating supportive learning environments
and building community” (p. 60). Classroom management is more than a set rules and
punishments; it is a huge plan that involves educational, affective and social issues.
Classroom management is probably, one of the most complex aspects when teaching. It
combines discipline, environment, communication, organization, and affective issues.
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Consequently, the lack of those components can affect the academic objectives seriously and
also promote students’ disruptive behaviour. In the case of teachers, inadequate classroom
management can generate frustration and disappointment. Actually, some authors say that this
is the cause that explains why many educators abandon teaching: “… it is a well-established
fact that student misbehaviour is a factor in teacher burnout and the decision of novice
teachers to leave the profession” (Public Agenda in Allen 2010, p. 1). It is observable in the
national context that teachers lack in the knowledge of classroom management strategies to
control students’ behaviours inside the classroom, what makes the teaching of a language
more difficult. “Disruptive classroom behaviour is a significant reason why teachers leave the
profession” (Ingersoll and Smith in Oliver and Reschly, 2007, p. 1). Furthermore, the
relationship between teacher and students can be affected because the absence of classroom
management adds tension and modifies the climate in the classroom: “Behaviour problems in
a classroom increase the stress levels for both the teacher and pupils, disrupt the flow of
lessons and conflict with both learning objectives and the processes of learning” (Parsonson,
2012, p. 16).To underestimate classroom management means to ignore the importance of
preventing problems and reduce the possibilities to success in learning outcomes.
1.2 Communicative Language Teaching
The communicative language teaching (CLT) according to Jack Richards (2006) “can
be understood as a set of principles about the goals of language teaching, how learners learn a
language, the kinds of classroom activities that best facilitate learning, and the roles of
teachers and learners in the classroom” (p. 2). Its main goal is to teach the communicative
competence where students try to speak all or most of the time in the target language, in this
case English. In this type of teaching, the learning of the grammatical rules it is not the main
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objective. Richards (2006) stated that, “ [grammatical competence] it is clearly not all that is
involved in learning a language since one can master the rules of sentence formation in a
language and still not be very successful at being able to use the language for meaningful
communication” (p. 3). In this sense, the CLT is interested in the meaningful communication,
no matter if there are some limitations in the knowledge of the language. It is of great
importance to mention that in this kind of teaching it is fundamental to experiment and try
different ways of communication. Advocates of this methodology stated that “second language
learning is facilitated when learners are engaged in interaction and meaningful
communication” (ibid., p. 22), Richards here mentioned an important trait in CLT, the
frequent exposure to the target language can be useful to acquire the language in a better and
faster way. Two approaches that help students to acquire and learn a language in a better way
are Communicative Approach and Natural Approach.
1.2.1 Communicative Approach
The origins of the Communicative Approach (CA) are found in the dissatisfaction that
European linguists and educators expressed with the Audio-Lingual and Grammar-Translation
methods that British schools used in the teaching of second languages (Richards & Rodgers,
2001). The communicative approach is based on the idea that learning a language is a result of
having real communicative situations inside the classroom. British Council (2010) explained
that “when learners are involved in real communication, their natural strategies for language
acquisition will be used, and this will allow them to learn to use the language” (para. 1), this
means that the target language can be considered as a tool for the interaction with other people
in real situations. Patel and Jain (2008) mentioned that “this approach tries to develop both the
accuracy and fluency from the very beginning of language learning [and] the role of teacher is
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that of a co-participant not that of an authoritarian master” (p. 95), this means that the teacher
should give the necessary tools to make communication happen in a natural way. CAL (2013)
stated that in this approach, “students usually work with authentic materials in small groups on
communicative activities, during which they receive practice in negotiating meaning” (para.
1). These activities are designed for the students to share with each other in order to gain
understanding of the contents rehearsed in the classroom. As it was mentioned before, teachers
should give the necessary tools to create this communication spaces, in which sometimes s/he
participates. The natural approach is another CLT in which meaning is the central part of
language.
1.2.2 Natural Approach
The Natural Approach (NA) is based on the knowledge that meaning is an important
part of language, the Natural Approach according to Vedat Kiymazarslan (1995) “is regarded
as a comprehension-based approach because of its emphasis on initial delay (silent period) in
the production of language” (para. 4), this approach respect the natural process or time that a
person needs to feel comfortable with the target language. No student is pressed to speak when
s/he is not ready. In this approach, it is believed that students learn the second language in the
same way they learn their first. According to the Irvine Valley College (2013), “When
children acquire their first language(s) they spend thousands of hours just listening before
anyone expects them to say a word” (para. 2) this is the main characteristic of this approach.
Stephen Krashen (n. d.) stated that “The most striking proposal of the NA theory is that adults
can still acquire second languages and that the ability to 'pick up' languages does not disappear
at puberty” (p. 1), in relation to this, authors agree that though adults usually want to talk
sooner than babies do, the listening comprehension is the base in which learning a language is
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founded. It is believed that one learns how to speak because one can understand what it is said
(Irvine Valley College, 2013, para. 4). Another important characteristic of this approach is that
in NA errors and mistakes are totally accepted and are taken as a way of learning.
1.3 Classroom Management and Discipline
The effectiveness of classroom management is essential to solve a large number of
circumstances in lessons, and an important factor when reaching positive educational results.
In this sense, Regina Oliver and Daniel Reschly (2007) stated that “the ability of teachers to
organize classroom and manage the behaviour of their students is critical to achieving positive
educational outcomes” (p. 1). Taking this into account, one can infer that classroom
management is a transversal element in the educational field. Mary Jackson and Donna Joyce
(2003) explained that the effects of classroom management can influence all the aspects of the
teaching and learning process. Furthermore, they reflect on the importance of classroom
management in creating appropriate conditions to learn and how it facilitates teacher’s labour:
“successful classroom management means that the teacher plans, organizes and anticipates
any problem that might occur in the class of the school day” (p. 3). Evidently, this has a
positive effect on the learning process. Actually, according to Peace Corps Information
Collection and Exchange ICE (n.d.), the relationship between classroom management and
learning can be explained through a logical argument. Proper management strategies in
lessons improve learning since students consume more time on assignments and academic
duties (p. 6). They also add that “students are deeply involved with their work. The climate of
the classroom is work-oriented, but relaxed and pleasant (p. 7)”. In addition, Jackson and
Joyce (2003) thought that the effectiveness of classroom management is based on three
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elemental aspects: attitude, organization, and communication. Firstly, the authors explain that
the professor’s attitude in the classroom influences the atmosphere in the lessons and the
educational outcomes: “a teacher's attitude towards the students can directly affect how the
students respond and learn in the classroom (p. 4). Secondly, they add that “good organization
will help a teacher maintain classroom management” (p. 4). Unexpected situations or
unforeseen problems alter the discipline and the positive environment of the classroom.
Finally, Jackson and Joyce (2003) stated that a good strategy to keep discipline in the
classroom and reinforce the learning process is to create a strong connection among teachers,
students and parents (p. 4).
Regarding teacher’s attitude, Zoltán Döryei (2008) explained that affection and
communication are elemental to get academic results:
Teachers who share warm, personal interactions with their students, who
respond to their concerns in an empathetic manner and who succeed in
establishing relationships of mutual trust and respect with the learners are
more likely to inspire them in academic matters than those who have no
personal ties with the learners. (p. 36)
The author also adds that a healthy communication between teachers and students is based on
“acceptance, ability to listen and pay attention and availability for personal contact” (p. 37).
For educators, communication is a decisive tool to create a positive environment and attempt
effectiveness in classroom management. A negative atmosphere in the classroom causes
stress, irritation and lack of motivation.
1.3.2 Classroom management versus discipline
It is important to clarify that classroom management and discipline play an important
role when teaching and controlling a class. A well-organized classroom management plan
helps teachers to create a positive environment, emphasizing in this way the students ‘learning
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process and also making teaching easier. On the one hand, classroom management can be
defined according to Aydin (2005) as “the management of the class by educational motives.
Contemporary understanding of classroom management approach calls for conceiving class as
a system” (as cited in KayikÇi, p. 1215). On the other hand, discipline can be defined as “the
procedure in which the teacher seeks to discover the acceptable student behavior” (Charles,
2005, as cited in KayikÇi, p. 1216). Taking into account these two definitions, one can say that
classroom management can be considered as the planning behind the teaching practice and
discipline; as it was stated before, all the procedures that teachers follow when occurring
disruptive behaviors.
The main goal of classroom management strategies is preventing disruptive behaviors
creating an environment in which learning and teaching can be possible without interruptions.
Some of the actions that teachers must consider when creating their classroom management
plans are for example, to develop an organized space inside the classroom, set the rules at the
beginning of the class, and explain them to the students. It is also important to establish gentle
relationships among students and between pupils and teachers in order to plan in advance the
instruction taking into consideration students’ backgrounds and interests. Finally, teachers
must address the discipline problems that occur in the classroom (Garret, 2013, p. 47).
According to Tracey Garret (2013), “effective classroom management is essential with respect
to successful teaching. It sets the stage for learning. Without an orderly environment,
classrooms are disorganized, chaotic, and not conducive to learning” (p. 48). It is imperative
for this reason, that teachers create a set of rules to accomplish the objectives of the lessons.
Part of this classroom management plan is to take into consideration discipline when facing
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behavioral problems. Discipline here is helpful for the teacher to eliminate unwanted
behaviors.
Discipline in this sense can be defined as a “means [of] modeling the expected
behaviors for students and eliminating the unwanted behaviors” (Aydın, 1998, as cited in
Polat, Kaya and Akdağ). With this, discipline becomes the central topic at the moment of
creating lesson plans as well as the classroom management strategies that are suitable for each
one of the different levels teachers work with. Some of the most common situations that lead
to misbehavior or discipline problems are related to a lack of lesson and classroom
organization. For example, teachers do not take into consideration students’ backgrounds or
interests. The classroom environment is one where disrespect is too common, lack of a
wellorganized classroom management plan, students’ attitudes towards the teacher and/or the
contents (Erjjogan, Kurçunp, Tan Sisman, Saltan, Gök and Yildiz, 2010). The students’
attitudes towards the teacher and/or the contents are going to be covered in the affective
domain section. As it was mentioned before, it is important to have a set of rules clearly
established in order to help not only in the teaching process, but also in the learning process,
making it easier for both. In this sense, and according to the effective discipline model,
discipline is defined as the necessary actions by a teacher towards a student, after the student’s
behavior disturbs the activity or breaks a defined rule created by the teacher, the school
administration or the general society (Gürcan and Tekin, n. d.). The main point in this theory,
in words of NDT Resource Center (2012), “is that when a student is treated as an adult who
must solve a problem, rather than as a child who must be punished, the student is more likely
to respond positively and correct the problem” (para. 1). In this context, punishment “refers to
teacher’s making the student confront with an unwanted and unfavorable situation.
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Punishment may be used in order to prevent adverse behavior and to establish order” (Rich,
and Başar, 1999 as cited in Kayikc p. 1217). It is necessary to mention at this point that when
dealing with discipline, punishments should be given in a proper way. This means that
punishments should be in the right time and dimension; otherwise, this reprimands can make
the classroom management more complicated.
Classroom management is helpful to maintain a certain order inside the classroom so in
this way accomplish all the objectives teachers propose. As stated by Brophy and Everston as
cited in Kayikc (2009) “whether students’ learning level or their grades be taken as an
indicator of success, in almost all studies classroom management has seen to be of primary
importance in determining teachers’ ability to teach” (p. 1218). According to this, classroom
management helps teachers to eliminate disruptive behaviors so teachers, in this way, can
focus on instruction, which is the most important factor. It is significant to clarify that an
effective class manager is the one that uses varied strategies that are in accordance with the
characteristics of her or his students. Meanwhile, the ineffective class manager is the one that
uses the same rules and strategies without taking into consideration her/his students’
characteristics. However, it is necessary to note that the different strategies employed must
consider the age, background and interest. In the first school years students need a set of rules
clearly established and need to be continually reviewed. Meanwhile, adolescents develop
anger against the authority so teachers should be sensitive in this stage (KayikÇi, 2009).
Again discipline in this case takes great value. Most of the time, discipline is seen as
physical punishment, but according to Cummings as cited in KayikÇi (2009) “Discipline is not
punishment; instead it is the act of teaching students self-control” (p. 1217). This is one of the
reasons why discipline is important not only inside the classroom, but also outside it. When
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teaching discipline the goal is that students learn that all their actions have consequences,
some of them are positive and some of them are negative. It is worth mentioning that there are
many factors that can influence behavior inside the classroom. Some of these factors can be,
for example, the amount of students inside the class and not enough space to rearrange the
classroom in a more helpful way, which, as a consequence, reduces students’ motivation.
It is believed that the class size can influence the correct development of the class
which increases the possibilities to have behavioral problems. Watson (2006) states that
“Large classes are the reality for most English language teachers. Throughout the world, and
especially in developing countries, teachers are faced with classes larger than the size they
believe facilitates effective teaching and learning” (p. 1). Taking this into account, disruptive
behavior may occur due to the noise inside the classroom and trouble among students that are
not working. Furthermore, because it is difficult for teachers to address every single student,
especially if the amount of noise in larger classes is higher than in smaller classes the learning
and teaching process become very difficult (Sarwar, 2001). Therefore, when managing larger
classes teachers’ management styles are important to understand how these teachers face
disruptive behaviors that may appear inside the classroom.
1.3.3 Positive and negative discipline
The effectiveness of classroom management determines largely the accomplishment of
the objectives of the lesson. When teachers manage a class in an appropriate way, the
effectiveness on it is higher. To accomplish this goal is important to have an organizational
ability; moreover, the teacher must be very consistent when implementing the rules and the
actions that are supposed to be done (Vincent and Ley, 1999, p. 1). Considering this, it is
important to say that classroom management collaborates with discipline. Discipline should be
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considered, according to the Pulsus Group (n. d.), “[as a way of teaching] and guiding
children, not just forcing them to obey” (para. 2). This means that teachers should always
correct the problems instead of distributing punishments. It is also elemental to take into
consideration students’ self-esteem, concept that is going to be defined later on the affective
issues section. Regarding positive discipline, it “makes allowances for the fact that children
need time to learn what behavior is [reasonable] and what is not, and that they will make
mistakes” (Imagination-uk, 2008, para. 1). In this regard, a well-planned classroom
management strategy allows students to learn the behaviors required inside classrooms.
Positive discipline is more interested in what students are doing well rather than the
misbehaviors. On the contrary, negative discipline focuses only on what students are not
supposed to do. The negative discipline concentrates on misbehavior, so when teachers use a
negative discipline approach, interaction and understanding are reduced between teachers and
students, making the relationship more difficult (Plan international, n.d.). This type of
discipline, as it was mentioned before, is mainly focused on what students should not do; it
does not consider the positive behavior that students should adopt. This method is based on
fear because teacher and students’ relationships is mainly based on punishments (Imaginationuk, 2008).
1.3.4 Positive Environment
The term environment is closely related to classroom management. Erdal Toprakci
(2012) explained that “from the view point of the classroom, environment is the school …..
Classes are affected by these environments and affect them. The importance of this interaction
is hidden in the connection which is to be between the society and education” (p. 94). In order
to advantage an effective classroom management and a positive environment, it is necessary to
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consider some factors. In this sense, Kern and Clemens in Parsonson (2012) argued that
explicit instructions in the classroom are essential: “Clear, simple rules and expectations
which are consistently and fairly applied” (p. 17). Additionally, the authors think that creating
a routine through predictable events, students keep well-informed about responsibilities and
consequences in the classroom. Kern and Clemens also believed that stimulation improves
students’ motivation: “Teacher praise has demonstrated effects on both those earning it and
those nearby. Verbal praise should be specific and descriptive. Teachers should try to provide
a child with at least four praise statements for every reprimand” (ibid.). Positive reinforcement
encourages students to correct mistakes by themselves and deal successfully with frustration.
In addition, it affects positively the participation in the lessons, though all the activities need to
be monitored and observed in order to involve all students actively: “opportunities to respond
and participate in the classroom activities, to use the materials and to respond to requests must
be inclusive of all children in the class” (Kern and Clemens in Parsonson, 2012, p. 17). The
organization of the classroom is another aspect to bear in mind. Topraksi explained the term
organization: “Organization is the coordination of a group of people in order to realize a
common and clear objective within a hierarchy of authority and responsibility by means of
assigning duties and functions” (p. 89). Regarding the classroom, it is recommendable to
gather students according to the age: “Seating arrangements: For older students (10 years and
above) seating in rows works better than group seating” (Parsonson, 2012, p. 17).
Furthermore, the author reflects on the use of voice; after catching students’ attention, teachers
should use a strong tone of voice to give orders and instructions without getting angry. In fact,
it must sound peaceable and soft, but precise. Concerning the activities selected by teachers,
they must be combined in relation to the level of complexity: “Preceding difficult activities
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with a few simple ones has been found to enhance transition to a new activity as has
scheduling active learning after breaks before moving on to more passive activities so that
children have time to adapt to quieter routines” (p.17). Keeping students busy and motivated
reduces disruptive behaviour in the classroom. Finally, Parsonson (2012) recommended to
face students’ disorder with general strategies: “low-level disruption can be endemic and
stress-inducing as well as a potential launching pad for more problematic classroom
behaviours, interventions focusing on the whole class can be more effective than targeting
individuals” (p. 18).
In addition to that, LaTerra Wilson-Fleming and Dylinda Wilson-Younger (2012)
explained that creating an appropriate atmosphere in the classroom improves the academic
results:
A positive classroom environment is essential in keeping behavior
problems to a minimum. It also provides the students with an opportunity
to think and behave in a positive manner. Positive classroom
environments help to enhance, promote, and encourage students’ learning
in all academic settings. (p. 2)
For the authors, teachers should start the academic year with high expectations about pupils:
“The implementation of positive expectations should occur on the first day of school. By
doing this, the students will gain a sense of ownership and responsibility for their actions. This
implementation will encourage them to behave and act appropriately with an academically
structured setting” (p. 3). Logically, teachers have to keep and reinforce those expectations
through the whole scholar year, and even every day: “One thing that is true of almost all
students is that they act according to the expectations of the teacher” (Esubject in Taylor,
2009, p. 6). High expectation contributes in improving motivation and reinforcing the
atmosphere of the space occupied by teachers and students.
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Even though those aspects are essential in creating a positive environment in the
classroom, there are more components to take into consideration. The physical space
mentioned before is also relevant; it can be defined as “a place where the people come
together. In this view, every place being dependent on the content, students and teachers can
be accepted as classrooms” (Toprakci, 2012, p. 93). The classroom must be a warm and
friendly place where students feel motivated and enthusiastic; in other words, a perfect area to
study and spend long time: “The word walls and thematic units may serve as motivational
tools for the students. These areas should always be organized, neat, and clean. Keeping
bulletin boards up-to-date in the classroom encourages students to perform to the best of their
ability” (Wilson-Fleming &Wilson-Younger, 2012, p. 3-4). A gloomy classroom transmits
depression and produce dull students.
In relation to parents’ participation, they play an elemental role in creating a positive
environment. In fact, Wilson-Fleming and Wilson-Younger (2012) expressed that “Parental
involvement in the classroom and in their child’s education are two factors that play a crucial
role in having a successful school year as well as having a positive classroom environment”
(p. 2). They added that involved parents are a strong signal of union and shared responsibility
“When parents are involved in the classroom, it sends the message that what is happening in
the classroom is important” (Blair in Wilson-Fleming and Wilson-Younger, 2012, p. 4). The
communication between teachers and parents is crucial, but it is not always possible. In that
case, students must be a connector to keep an active communication. It is important to mention
that “teachers should remember to always try to involve those parents who are unable to be
actively involved in the classroom throughout the school day” (Wilson-Fleming and Wilson
Younger, 2012, p. 4). Consequently, the school as a holistic community needs a solid
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compromise of their parts. Bobby Taylor (2009) believed that an agreement among those
members can be useful in getting the educational objectives: “Parent/Student/Teacher
Contract. Involve the parents and students in the expectations and the responsibilities of
everyone. The parent, student and teacher should sign the contract at the beginning of the
school year” (p. 5). Teachers and parents can give feedback to each other in order to improve
disciplinary and academic results. In the same way, the administration of the school
complements this relationship by supporting teacher’s methods and decisions. Curwin and
Mendler in Taylor (2009) explained that the administration should “encourage teachers to try
new approaches. Teachers have little to lose when trying unconventional strategies, but they
often fear administrative non-support or disapproval” (p. 5). Principals should stimulate
teachers to innovate by appreciating creativity and discussing their ideas (p. 5).
Concerning teacher’s strategies to improve the environment of the classroom, Bobby
Taylor (2009) argued that knowing students is an essential step.
When you discover students who have had an unhappy or
unsuccessful prior school experience, it is wise to find out more
about those students’ interests or hobbies so that you become able to
connect with them in a way that promotes positive feelings. (p. 6)
They advise teachers about the importance to familiarize themselves with students’ concerns
and personal opinions. Memorizing students’ names can be a positive beginning. Actually,
Jeremy Harmer in Çağrı Tuğrul Mart (2011) believed that one of the most important factors in
classroom management is the affective component. “How they [students] feel. They need to
know you care about them, you need to know their names” (p. 5).
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1.3.5 Negative environment
In the classroom, there are some external elements that can seriously influence the
environment. A negative environment means an educational space where the appropriate
conditions to study or teach are not comfortable. There are clear signs about the impact of
extreme elements in the classroom that influence the learning process. For example, the
condition of the air, the cold or heat of the classroom, the external noise, etc. Not only students
are affected by a negative environment; uncomfortable conditions in the classroom sway
teachers’ performance (Higgins, Hall, Wall, Woolner and McCaughey, n.d.).
One of the components included in this group is the temperature and the quality of the
air which vary according to the geographical place. Excessive cold, heat or ventilation can be
harmful for health or motivation in working; some schools spend considerable resources in air
conditioning systems or heating equipment. Higgins et.al. (n.d.) argued that “It is evident that
the demands of clean air might come in to conflict with the teacher’s desire to provide a
comfortable, cosy and welcoming classroom” (p. 17). Lack of concentration, lethargy or even
lassitude can be the consequence of an inappropriate climate.
In the same way, external noise, a common problem in many schools, is an enemy for
teacher and students’ concentration. Acoustic problems are more critical when the scholar
context is shared with airplanes, trains or road traffic. The external sound is more noticeable
when the activity in the classroom needs special silence.
Similar effects can be associated with lighting in classroom. Though it is believed that
natural light has special effects in students’ stimulation, some authors recommend that
artificial light can supply o replace the natural benefits (Benya in Higgins et.al.). Higgins et.al.
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(n.d.) also stated that some people suffer health problems as consequence of lighting: “The
most common complaints of inappropriate lighting are headaches, eyestrain and fatigue” (p.
20). Regarding students’ perception, there is evidence that women are more sensible to
lighting than men. Those conclusions are observed through behaviour and humour sense
(Knez and Kers in Higgins et.al., n.d.). A lighted room avoids somnolence and keeps students
focused on the class.
Another element to take into consideration is the influence of colour in the classroom.
It has a psychological effect on people, but especially on children who feel attraction towards
bright colours. Higgins et.al. (n.d.) explained that “Colour transmitted through the eye is
argued to affect mood, mental clarity and energy levels” (p. 20). Though parents are not
concerned about this matter, children consider that the walls of the classroom are monotonous
and tedious (Maxwell in Higgins et.al.). A colour of the classroom can affect the conditions
and contribute in creating a negative environment.
Therefore, environmental characteristics are essential factors in planning an effective
classroom management strategy. Air conditions, temperature, noise, or lighting are aspects
commonly not kept in mind. Nevertheless, they are crucial in producing a successful scholar
environment.
1.4 Affective Issues
As it was stated in the previous sections, there is a direct relationship between the
affective factors (motivation, attitude and anxiety) that influence the learning of a new
language and classroom management. When teaching, it is important to take into consideration
the problems that students may face in their daily lives because these can be related to some
behavioral issues that they present inside the classroom. One of the aspects of classroom
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management according to KayikÇi (2009) “is to ensure the motivation of the students and
keep their attention focused on educational activities throughout the course” (p. 1217). It is
important to count with classroom management techniques that are understandable and easy to
remember to maintain students focused the majority of the time.
In relation to the anxiety levels when facing a new language, it is important to mention
that anxiety can help or debilitate the acquisition of a language. As stated in Richard-Amato
(2005) “In the case of ESL, teachers and peers can promote a lowered level of anxiety by
providing a sort of surrogate family to serve as a buffer until independence is reached” (p.
116). This means that teachers and peers can help to lower the anxiety levels inside the
classroom; in this way, students who have high levels of anxiety can lower the levels,
facilitating in this way the acquisition of a new language.
Another important factor that affects the acquisition and learning of a language are
attitudes towards the target language. Students’ attitudes are influenced by experiences and by
their environment (ibid). Betsy McCoach and Del Siegle (2003) agree that “[attitudes] toward
school consist of the students’ self-reported interest in and affect toward school” (p. 417). This
means that students with low academic results tend to have a negative attitude towards the
school making the learning and the acquisition of a new language even more difficult.
1.4.1 Motivation
Motivation is the most important factor that explains the success and failure when
solving a task (Brown, 2007, p. 168). Much of the literature differentiates between integrative
motivation and instrumental motivation. According to Gardner and Lambert (1972) as cited in
Patricia Richard-Amato (2005) integrative motivation is “a desire to integrate and identify
with the target language group, and the instrumental motivation as a desire to use the language
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to obtain practical goals such as studying in a technical field” (p. 114). It is important to
mention that motivation is not only related to integrative and instrumental factors, it is much
more. In accordance to Richard-Amato (2005) “[motivation includes] expectancies, interest of
the moment, curiosity, ego enhancement factors, personal satisfaction and more” (p. 115), all
these factors act together to increase or decrease motivation when learning a new language. In
relation to this, G. Wilson (2013) stated that,
The motivation of school work for children means that the child, his needs, and his
interests are to be taken into consideration so fully in the organization of school work
that school tasks will no longer appear as tasks imposed by an outside agency, but as
problems which the child himself is eager and anxious to solve. (p. 362)
This means that motivation not only comes from the students and their necessities or
ambitions, but also that the teacher needs to make the necessary changes to increase the levels
of motivation inside the classroom. It is imperative to consider that motivation can be divided
in intrinsic and extrinsic motivation.
-
Intrinsic and Extrinsic Motivation
It is central to mention that without this intrinsic interest, people would not be able to
develop, as it was mentioned before, knowledge and skills. It is believed that extrinsic
motivation is as important as intrinsic motivation.
On the one hand, Richard Ryan and Edward Deci (2000) stated that, “The most basic
distinction is between intrinsic motivation, which refers to doing something because it is
inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something
because it leads to a separable outcome” (p. 55). In this regard, students not only need
motivation that comes from the outside, in this case teachers, but they also need to be
interested in the contents. As human beings, people are born with certain characteristics and
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motivations that facilitate the process of learning and socializing, “this natural motivational
tendency is a critical element in cognitive, social, and physical development because it is
through acting on one’s inherent interests that one grows in knowledge and skills” (Ryan and
Deci, 2000, p. 56). On the other hand, extrinsic motivation “is a construct that pertains
whenever an activity is done in order to attain some separable outcome” (ibid., p. 60); in this
way extrinsic motivation differs from intrinsic motivation. It is also believed that extrinsic
motivation is not autonomous because it does not come from the person itself, but from
another person or activity. Ryan and Deci (2000) stated that, “the primary reason people are
likely to be willing to do the behaviors is that they are valued by significant others to whom
they feel (or would like to feel) connected, whether that be a family, a peer group, or a society
(p. 64). This means that when students or people in general feel respected and cared, they are
more willing to admit the rules established inside the classroom or society (ibid.). For this
reason, it is important to take into consideration, at the moment of teaching that students
should feel motivated to talk about different contents. It is also significant to consider
students’ interests and motivations when learning a language.
1.4.2 Anxiety
In general, the term anxiety and their effects are not completely understood in the
educational context. Even more in the case of EFL students, anxiety is a complex impediment
that makes difficult the acquisition of the new language. Regarding the definition of anxiety, it
“is when a student experiences excessive and uncontrollable worry about future and past
events, excessive concern about performing competently and significant self-consciousness”
(Cowden, n.d., p. 1). Peter Cowden (n.d.) also explained that anxiety in students usually
produces a negative perception of their own abilities. They feel that they are unable to keep
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control on a situation because they tend to magnify or miscomprehend the circumstance.
Anxiety is closely related to the students’ mental state, so many others authors focus on the
definition of this term from a psychical point of view: “anxiety is defined as a psychological
construct that is described as a state of apprehension, a vague fear that is only indirectly
associated with an object (Hilgard, Atkinson, & Atkinson in Lucas, Miraflores, and Go, 2011,
p. 97). Students’ reactions in tense situations can be associated with past experiences; if a
student suffered a stressful event before, it is probably that new experiences can be seen as
threatening situations (Pekrun in Lucas et al., 2011). Logically, students tend to avoid facing
events where anxiety could affect them. In conclusion, class participation in the lesson
becomes more difficult. However, anxiety is not always a negative aspect. A minor level of
anxiety can be useful in increasing motivation and performance. The Center for Teaching and
Learning (n.d) argued that “without any anxiety, however, most of us would lack the
motivation to study for exams, write papers, or do daily homework” (p. 1). This is especially
important for contents or activities that are considered boring by students.
Now, academic anxiety can be reduced depending on the cause that generates this
state. Regarding this point, The Center for Teaching and Learning (n.d) specified four
important components that can be the origin of the anxiety: Worry, emotionally, task
generated interference and study skills deficit. First, related to worry, it is basically expressed
through pessimism. Avoiding unenthusiastic attitude and promoting positive thoughts can be a
recommendable treatment to reduce anxiety. Second, emotionally refers to “biological
symptoms of anxiety. For example, fast heart-beat, sweaty palms, muscle tension” (The Center
for Teaching and Learning, n.d., p. 2). Exercises of relaxation, like deep breathing or yoga, are
suggested to prevent anxiety. Third, the task-generated interference can be observed in
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situations where there is a race against time to complete or solve an activity or task. For
example, a student who is constantly checking the time during an exam because he or she does
not know the answers. The most recommendable method to solve this problem is to find
professional advice. Fourth, the study skill deficit indicates obstacles related to study
methods. It is common to observe some students who forget the answers of an exam just
minutes before starting. The Center for Teaching and Learning (n.d) explained that, weak
study methods tend to affect students and create anxiety; a helpful option to find a solution
here would be to discuss with the teacher or another instructor to correct the study methods.
Anxiety can be classified in three different types: trait anxiety, state anxiety and
situation-specific anxiety. The first one can be observed in people who have a usual inclination
to be concerned or worried about any situation. This is a chronic state where there is “a
permanent predisposition to be anxious” (Scovel in Lucas et al., 2011, p. 98). The second type
is recognized as state of anxiety. A person whose perception detects intimidating situations
lives permanently in that state. Finally, a situation-specific anxiety occurs in particular events
like a public speech. This type of anxiety is more common among students and represents a
natural stress towards daily challenges.
In the case of students who are learning a new language, anxiety is a current state.
McIntyre (in Lucas et al., 2011) explained “language anxiety as the worry and negative
emotional reaction aroused when learning a second language”. Foreign language anxiety can
be produced by several situations like shyness in socializing with others, panic towards
evaluations or negative marks (Lucas et al., 2011). Cowden (n.d.) believed that students with
academic anxiety are frightened and avoid speaking or even practicing the second language in
the classroom. Jean Stephenson (2006) added that language anxiety blocks learners in some
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elemental skills like memorizing or performing. It hampers the students’ possibilities to show
their capacities and knowledge.
Anxiety is a natural component in the learning process. Even though it can motivate
students to work harder, in the majority of the cases learners suffer through different stages
and areas. From mental to physical states, anxiety manifests its energy to retard and impede
the learning process blocking students’ memorization, concentration, participation and
performance. Respecting teachers’ role, Cowden (n.d.) expressed that they “can be part of the
healing process, and students with academic anxiety cannot only perform better academically
but also socially, physically, and mentally”. Controlling students’ anxiety is a hard challenge
for educators. Nevertheless, it is important to bear in mind their characteristics and how it
affects learners’ results.
1.4.3 Attitude
Another important issue implicated in the academic context is teachers and students’
attitude. Similarly to motivation and anxiety, attitude represents an elemental factor in the
learning process. Regarding some definitions of attitude, Montano and Kasprzyk in Mohamed
Zainol (2012) explained that:
Attitude is determined by the individual’s beliefs about outcomes or
attributes of performing the behavior (behavioral beliefs), weighted by
evaluations of those outcomes or attributes. Thus, a person who holds strong
beliefs that positively valued outcomes will result from performing the
behavior will have a positive attitude toward the behavior. Conversely, a
person who holds strong beliefs that negatively valued outcomes will result
from the behavior will have a negative attitude. (p. 120)
In the same way, attitude can be associated with a position or predisposition in the classroom;
McLeod (1992) stated that attitude “refers [to] affective responses that involve positive or
negative feelings of moderate intensity and reasonable stability” (McLeod, 1992, p. 581).
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Positive attitude is an advantageous state that produces favorable effects on educational
contexts. The importance of attitude in the classroom lies in its connection with the target
language; Zainol (2012) thought that “achievement in a target language relies not only on
intellectual capacity, but also on the learner’s attitudes towards language learning” (p. 122).
According to Zainol, negative attitude when students must acquire a new language can be
explained since they are not aware of the importance of it and they “learn it as a compulsory
subject” (p. 126). Language learning and attitude are inseparable complements; both are
directly associated with the student’s immediate context compound by teachers, parents, and
classmates (Richard-Amato, 2005, p. 111).
Patricia Richard-Amato (2005) reflected on the importance of self-esteem, selfsecurity, and self-confidence arguing that those elements are essential requirements to improve
attitude. Furthermore, creating positive attitude in the classroom is to avoid stereotyping
students and to promote a friendly atmosphere. Lack of respect or a hostile relationship among
class’ members affects drastically the environment and the attitude toward the acquisition
(RichardAmato, 2005).
Consequently, Attitude is not only related to students in the classroom, teachers’
attitudes can make the difference. Bonni Gourneau (n.d.) mentioned some important attitudes
to be developed in the school by teachers: firstly, consideration and generosity; the author
states that “the effective teachers willingly shared emotions and feelings” (p. 3). When teacher
shows interest in students’ opinions, he or she is also promoting willingness and a
predisposition to discussion. Secondly, Gourneau (n.d.) expresses that responsibilities in the
classroom must be shared. This attitude creates a positive atmosphere where democracy avoids
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excessive control of the teacher and reinforces the concept of community. Another crucial
attitude mentioned by the author is related to accepting diversity. Teacher tolerates and admits
diversity in the classroom; “teachers have the ability to make each child feel special by
verbally sharing individual compliments in front of the class” (p. 3). In the same way, a
positive educator’s attitude includes highlighting and reinforcing students’ skills instead of
concentrating on negative aspects. Finally, Gourneau (n.d.) explained that teacher’s attitude in
promoting creativity is elemental for students. They feel included and motivated in producing
original ideas.
Attitude is not only a students’ matter, it is a more complex composition of factors,
where teachers, parents, and the education environment play and important role. A negative
attitude in the classroom contributes to increase unwillingness and lack of interest in
participating.
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CHAPTER 2: METHODOLOGY
2.1 Justification
It is noticeable that in a disorganized classroom, the learning process and the language
acquisition can be a complex objective. In this sense, Marzano, Marzano and Pickering (2013)
stated that “teachers struggle to teach, and students most likely learn much less than they
should. In contrast, well-managed classrooms provide an environment in which teaching and
learning can flourish” (p. 1). Classroom management strategies are useful not only for
teachers, but also for students to make learning, and acquisition of a new language an easier
process. It is possible to see, in our experience as students, that the majority of classroom
management strategies concentrate on discipline without taking into consideration the learning
process.
Though classroom management is commonly used in keeping discipline in the
classroom, it has other important effects on students’ affective issues. Taking into
consideration that affirmation, this research concentrates on connecting students’ motivation,
anxiety, and attitude with communicative activities where some classroom management
strategies are implemented. Furthermore, there are some aspects related with classroom
management that contribute in creating a positive or negative environment during the lessons.
Regarding the environment in the classroom, the Scottish Government (2013) explained that it
can be "achieved by promoting inclusion and equality and through approaches to developing
positive relationships and behavior" (para. 1). It is a mistake to ignore the importance of
classroom management and environment, and underestimate its influence on the learning
process.
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2.2 Procedures and Methods
This research is based on a combination between literature review and a field study that
is implemented in three different high schools from Valdivia. The literature review is centered
on three aspects: classroom management, classroom environment, and affective issues.
Keeping in mind those aspects, several communicative activities and classroom management
strategies complement the base of the research. In order to carry on the field study, two classes
from each high school are selected to test the activities and the classroom management
strategies. At the end of the process, the results obtained are contrasted with the theoretical
framework to analyze and discuss the conclusions.
2.2.1 Subjects of Study
2.2.1.1 School A
The students selected to carry out the research include two secondary groups of second
year. Each class has thirty eight students on average. Students’ ages fluctuate between fifteen
and sixteen years old.
The socio-economic status of this group represents the general situation of the high
school. In other words, approximately 80% of the students are in a social risk situation. . The
social protection department, which works in the high school, explains that more than 70% of
students are supported by a social program: those students are defined as “Prioritarios”. This
group is compounded between students “Pro-Retención” and “Programa Puente”. Both
programs help students through scholar material, nourishment, scholarships and tuition
exemption (Ministry of Social Development, 2013).
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The first class included in that research has thirty nine students distributed in twenty
one women and eighteen men. The level of vulnerability of this group is medium-low, though
there are no extreme cases. Lack of discipline in the classroom is one of the most important
problems in this class; some students will leave the high school at the end of the year for this
reason, and others are conditioned by their behavior.
The second class chosen has thirty seven students distributed in thirteen men and
twenty four women. Similarly to the other class, the level of vulnerability is low and the
problems with discipline are recurrent in this class.
2.2.1.2 School B
The classes chosen to carry out the research include two seconds secondary classes. Each
group has twenty seven students on average. Students’ ages fluctuate between fifteen and
seventeen years old.
The first class selected for that research has twenty-seven students, all of them are men.
The students are between the ages of 15 to 18. Most of the students belong to a lower socioeconomic status, most of the students in this class are priority students, according to the Ministry
of Education (2013), and these students are the ones that which socioeconomic problems make
the educational process difficult.
Similarly to the other group, students in this class are twenty-seven; in this case there is
only one woman. The ages of these students are from 15 to 17. In this group, the levels of
vulnerability of the students are lower. Although there are some of them that also can be
considered part of the priority students. It is possible to see in this class that there is a bit more
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interest in English. Discipline is not a problem, only in some occasions where the activities, for
some of them, were boring.
2.2.1.3 School C
The classes chosen to carry out the research include two seconds secondary classes. Each
group has twenty students on average. Students’ ages fluctuate between fifteen and seventeen
years old.
This institution has a total amount of 29 instructors, 11 education assistants, a guidance
counselor, and an educational psychologist; most of them are professionals of higher technical
level. All of them are authorized by the Ministry of Education in order to teach lessons. The two
English teachers are graduated and certified to teach with a satisfactory level of English. The
school has a total of 280 students, from which 55% are female and 45% male, who can be
classified at a medium-low socio-economic status and are exposed to a social risk of high
vulnerability.
The first class selected is composed by twenty one students whose ages fluctuate
between fifteen and seventeen years. In assonance with the school, the students’ context presents
high levels of vulnerability and discipline problems are common in this group. Similar to the
last class, the second class chosen for this research is composed by twenty four students. The
social risk status and the levels of vulnerability are identical to the last group. Both groups
present worrying numbers of absenteeism.
2.2.2 Data collection methods.
As it is very important to employ strategies to collect data that provide relevant
information about the student’s behaviors inside the EFL classrooms, the action research
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process requires the use of different data collection tools in order to make the research reliable.
The tools that are going to be used are non-participant classroom observations, and
questionnaires. Each one of these tools focuses on gathering information in order to build a
pedagogical proposal based on the information gathered by these tools. The participant
observations and questionnaires are going to be applied to second year high school students
from three different schools. In this sense, and according to the methods employed, this
project needs a qualitative type of analysis of the information found. The reason why this
project is based in a qualitative analysis it is mainly because one wants to depict social
interaction, perception when using certain classroom management strategies (Kumar, 2011).
2.2.2.1 Non-participant Classroom Observations
As mentioned before, this research project uses non-participant observations in three
different Valdivian high schools. The use of non-participant observations is very important to
analyze the different responses students have when they are introduced to the different
classroom management strategies. This method is most commonly used when dealing with
behavioral sciences. According to Kothari (2004) “The information obtained [through the
observation method] relates to what is currently happening and is not complicated by either
the past behavior or future intentions or attitudes of respondents” (p. 17), so in this sense it is
possible to say that this method is free of subjective bias (Kothari, 2004). In view of the above
mentioned, non-participant observations were carried out in two second year high school
classes of three different high schools. These observations were carried out in the English
lessons of each high school. During the observation period the main goal was to examine
students’ motivation, anxiety and attitude when facing the different classroom management
strategies. For that reason, an observation guideline was created in order to provide data
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concerning students’ motivation, anxiety and attitude throughout the course of the
investigation.
Therefore, this investigation depicted students’ motivation, anxiety levels and attitudes
towards English. The guideline also included elements related to classroom management
strategies such as physical set-up, lighting and noise, ability of the teacher to control the class,
and so on.
In relation to the classroom environment and perception of the different classroom
management strategies, researchers are going to use questionnaires that are going to be held
with the students of the different high schools. The type of questionnaire used in this project is
the type close-ended questions, because in these type of questionnaire, the questions and
responses are prearranged, the interviewee select the appropriate response to each question
(Hancock and Algozzine, 2006). As it was mentioned before, this questionnaire is going to be
for the students from second year of high school of the three different high schools chosen.
For this reason the questions and answers are going to be in a standardized way. In this way,
this tool can be classified as a qualitative research tool according to Peter Woods and Nick
Pratt (2006) “[questionnaires] have their uses, especially as a means of collecting information
from a wider sample than can be reached by personal interview. Though the information is
necessarily more limited, it can still be very useful”. In this sense, the questionnaires are going
to evaluate students’ motivation, anxiety and attitude towards classroom management
strategies proposed for teachers; this questionnaires are going to be held at the end of the
classes for not to interrupt the lessons.
AFFECTIVE ISSUES
38
2.2.3 Criteria of Analysis
In order to present the results obtained from the different data collection methods
applied to conduct this research and their analysis in the discussion section, a set of criteria
was structured on the basis of the four main topics of this investigation. The criteria
correspond to motivation, anxiety, attitude, and classroom management.
2.2.3.1 Motivation
Since one of the objectives of this investigation is to analyze the impact of the
Communicative Activities that include Classroom Management strategies on students’
motivation, anxiety and attitude, the results from the data collection methods described
beforehand aim to be evidence of the impact the classroom management strategies in students’
motivation when participating in the activities.
2.2.3.2 Anxiety
The second criterion involves anxiety from students’ perspective. In this respect,
anxiety is analyzed according to the responses students gave in the questionnaires. Also, in
this criterion the non-participant observations take great importance mainly because through
this tool it was possible to notice certain attitudes students had when doing the activities.
2.2.3.3 Attitude
The third criterion also involves students’ attitudes towards English from their own
perspective. Students’ answers in this regard were of great importance because they helped to
identify the activities that improved the attitudes concerning learning English.
AFFECTIVE ISSUES
39
2.2.3.4 Classroom management
The fourth criterion includes classroom management from the non-participant
observations. In this context some sub criteria to be taken into consideration are for example,
lighting, external noises, teachers ability to control the class and so on. With this criterion it is
expected to find what classroom management are more appropriate to implement in second
year high school students.
AFFECTIVE ISSUES
40
CHAPTER 3: CORPUS
3.1 Results
3.1.1 Results per Criteria
In the methodology section it was explained that the criteria to analyze this
investigation were three. Therefore, the results of one of the data collection methods will be
organized in accordance to motivation, attitude and anxiety and the non-participant
observation will be organized in relation to motivation, attitude, anxiety and classroom
management.
The questionnaires were applied to 78 students from school A, 45 students from school
B and 32 students from school C. These questionnaires were structured and composed of
close questions where students needed to mark only one alternative. Each one of the
questionnaires detailed the activity and after the activity was already done, students could
answer them. The topics of the questions were related to the affective issues previously
discussed. Each question consisted of three alternatives created to measure motivation, anxiety
and attitude of students regarding English learning. The results were shown through a table
where the activities were presented according to the affective factors included in this research
(motivation, anxiety and attitude). It is important to mention that the questionnaires were
given in Spanish and students did not take longer than 7 minutes to answer them.
AFFECTIVE ISSUES
41
Table 1. Questionnaire School A
High School
Affirmation
SCHOOL A
Motivation
Anxiety
Attitude
Activity 1
Classroom
Management:
Circle Class
.
34 students showed
interest in participating. 24
students of students
requested said that the
activity seemed fun but
they just did not want to
participate, and just 4
students expressed that it
was completely
uninteresting.
9 students believed that it
was difficult because
everything was said and
explained in English; 27
students requested said that
though knowing the correct
answer, they did not dare to
raise their hands because it
was in English; 25 thought it
was easy and enjoyed
participating in this activity.
The activity N°1 showed that just
1 person did not like English and
denied to learn. 38 students said
that they liked activities that
represent a challenge. Meanwhile
23 students stated that although
they tried to speak in English, it
was too difficult for them.
Activity 2
Classroom
Management: Erase
the letter
Regarding the interest in
participating, 44 students
stated that the activity was
a motivation to work; 14
students said that it was
fun but they did not want
to participate; meanwhile
just 4 of them considered
that it was not interesting.
Concerning that activity, 12
students did not participate
because everything was said
and explained in English; 17
of them expressed that
although they knew the
answers, they did not dare to
raise their hands. 34
students agreed that the
activity was simple and
easy.
In that activity, 1 student
demonstrated complete distance
with the second language. 18
pupils expressed frustration when
writing or speaking in English,
and 41 of them stated that
activities spoken in English
represented an attractive
challenge for them.
Activity 3
Classroom
Management:
Stamps
44 students said that to
participate in that activity
was a motivation for them;
meanwhile 14 students
said that it was fun but
they did not want to
participate. Finally, just 4
said that it was not
interesting
13 students expressed that
the activity was very
difficult because it was
performed in English. 16
students said that they did
not participate even
knowing the answers. 34 of
them stated that the activity
was simple and easy.
2 students said that they dislike
any activity spoken in English. 17
students stated that they tried to
write in English but it was too
difficult for them. 41 students
said that those activities represent
a challenge for them.
AFFECTIVE ISSUES
Activity 4
Classroom
Management:
Traffic Light
40 students felt motivated
to participate and 0
students considered that
the activity was boring; 17
of them considered that the
activity was attractive
though they preferred to
keep a distance
Activity 5
Classroom
Management: Trigo
Mote
41 students thought that it
was a motivation for
them.14 students
expressed that the activity
was enjoyable, but they
were not enthusiastic, and
just 2 pupils said that it
was not motivating
Activity 6
Classroom
Management: The
Cards
In relation to that activity,
37 students stated that the
activity motivated them;
13 students expressed that
although it was fun, they
did not want to participate.
Finally, 0 students
considered the activity was
not motivating.
27 students thought that this
activity was uncomplicated.
On the contrary, just 9 of
them said that it was
complicated because it was
performed in English. 21
students questioned said that
they knew the answers but
they were afraid to speak in
English so decided to keep
in silence.
9 students requested said
that it was hard because
English was used all time;
21 of them expressed that
they knew the answer but
did not dare to raise their
hands because they had to
speak in English.
Meanwhile, 27 of them said
that the activity was simple
and easy
27 students considered that
the activity was simple and
easy. 19 students seemed
engaged and motivated to
participate but afraid to
answer in English; Only 7
students asked considered
that the activity was too
hard because it was
explained and carried out in
English
42
In this activity 7 students
expressed that they dislike any
activity spoken in English. 24
students considered that although
they tried to write in English, it
was too hard for them. Finally, 26
students said that they enjoyed
activities that mean a challenge
for them.
It showed that 26 students
believed that activity was a dare
and it represented a challenge for
them. Only 1 student rejected any
activity done in English, and 26
students requested expressed that
they attempt, but English is too
difficult for them.
In relation to this activity, 32
students believed that activity was
a dare and it represented a
challenge for them. 3 students
rejected any activity done in
English and 15 students requested
expressed that they attempted, but
English was too difficult for them
AFFECTIVE ISSUES
43
Table 2. Questionnaire School B
High School
Affirmation
SCHOOL B
Motivation
Anxiety
Attitude
Activity 1
Classroom
Management:
Circle Class
when doing the activity
presented by the teacher.
Meanwhile, 12 students
said that they believed that
the activity presented was
entertaining, but they did
not feel motivated enough
to participate in the class;
only 1 student stated that
the activity was not
interesting and 2 students
did not answer the
question.
activity was very difficult
mainly because everything
was explained in English. 16
students mentioned that they
did not want to participate
because all the answers were
in English and 16 students,
stated that the activity was
simple and that they enjoyed
participating on it. Finally
only 2 students did not
answer the question.
Only 1 student said that
everything regarding English was
displeasing for him. 17 students
perceived that English was too
difficult for them because they
were not able to understand.
Meanwhile, 26 students
mentioned that all the activities
that increase their knowledge are
enjoyable for them.
Activity 2
Classroom
Management: Erase
the letter
.
30 students specified that
motivating for them and
only 5 students said that
although this activity
seemed to be fun, they did
not want to participate.
Meanwhile, 0 students said
that the activity was
uninteresting.
Only 3 students stated that
everything regarding English is
displeasing for them, 13 students
said that they are not able to
understand English even if they
try. In the meantime, 29 students
remarked that the activities in
which their knowledge is tested
are interesting for them.
Activity 3
Classroom
Management:
Stamps
35 students mentioned that
they felt motivated when
doing the activity,
although 8 students said
that even though they
believed that the activity
was interesting, they did
to participate on it; finally
only 2 students mentioned
that they were not
interested in any way in
the activity
5 students believed that the
activity was too difficult
because everything was
done and explained in
English. 10 students said
that as the questions and
answers were in English
participate in the activity;
thus 30 students mentioned
that the activity was easy
and they participate without
any complains.
5 students recognized that it
was very difficult to
participate in the activity
because it involved a lot of
English. 11 students stated
that they knew the answers
but as it was everything in
English they did not feel
comfortable participating
and 29 students mentioned
and that they enjoyed
participating
Only 2 students said that English
was uninteresting for them, and 9
students stated that English was
too difficult for them; against the
34 students that believed that the
activities that test students’
knowledge are more interesting
than others that are simpler.
AFFECTIVE ISSUES
Activity 4
Classroom
Management:
Traffic Light
they felt motivated to
but 7 students mentioned
thought that the activity
was entertaining they did
to participate. Meanwhile,
0 students said that the
activity was uninteresting.
Activity 5
36 students that said that
Classroom
Management: Trigo participate in the activity,
Mote
8 students said that even
though activity was
entertaining they did not
want to participate on it.
Finally only 1 student
answered that the activity
uninteresting and it was
not motivating to
participate.
Activity 6
40 students stated that they
Classroom
felt motivated to
Management: The
participate meanwhile 4
Cards
students specified that the
activity seem entertaining
but it was not motivating
enough for them to
participate. Finally
1student said that the
activity was not interesting
or motivating so s/he did
not participate.
44
activity was too difficult for
them to participate, 9
did not feel comfortable
participating in the activity
and that 28 students feel
comfortable participating in
the activity
3 students stated that English is
not interesting for them, so
everything related to it is
unpleasant. 14 students believed
that English is not for them, even
if they try to understand it is very
difficult. But, 28 stated that the
activities that challenge their
knowledge are more interesting
than the ones that are easier.
7 students said that it was
too difficult to participate
explained in English, 5
students declared that they
because the questions and
answers were in English,
and finally 33 students
stated that it was easy to
participate in the activity.
3 students affirmed that English
was disagreeable for them, only
15 them conveyed that English
was too difficult for them;
whereas 27 of the same students
stated that the activities in which
their knowledge is tested are
more entertaining than the ones
that are effortless.
Only 4 students said that the
activity was too difficult to
participate, 7 students said
that even though they knew
the answers they did not feel
comfortable participating;
and 34 students found the
activity easy to do and easy
to participate.
Finally, in activity n°6 was found
that 4 students believed that
English was uninteresting;
meanwhile, 9 of them stated that
even if they tried English was not
easy for them. Lastly, 32 of the
students said that they enjoyed
every activity where their
knowledge is challenged.
AFFECTIVE ISSUES
45
Table 3. Questionnaire School C
High School
Affirmation
SCHOOL C
Motivation
Anxiety
Attitude
Activity 1
Classroom
Management:
Circle Class
.
when doing the activity
presented by the teacher.
that they believed that the
activity presented was
entertaining but they did
to participate in the class;
only 1 student stated that
the activity was not
interesting and 2 students
did not answer the
question.
activity was very difficult
mainly because everything
was explained in English.
participate because all the
answers were in English and
13 students, stated that the
activity was simple and that
they enjoyed participating
on it. Finally only 1 student
did not answer the question.
4 students said that everything
regarding to English is
displeasing for him/her. 10
students perceive that English
is too difficult for them
because they are not able to
understand. Meanwhile, 17
students mentioned that all the
activities that increase their
knowledge are enjoyable for
them.
Activity 2
Classroom
Management:
Erase the letter
23 students specified that
motivating for them and
only 7 students said that
although this activity
seemed to be fun, they did
not want to participate.
that the activity was
uninteresting. And 2
students did not answer the
question.
Only 3 students stated that
everything regarding English
was displeasing for them, 10
students said that they were
not able to understand English
even if they try. In the
meantime, 18 students
remarked that the activities in
which their knowledge was
tested, they were interesting
for them. Meanwhile 1 student
did not answer the question.
Activity 3
Classroom
Management:
Stamps
they felt motivated when
doing the activity,
although 6 students said
believed that the activity
was interesting, they did
to participate on it; finally
only 4 students mentioned
that they were not
interested in any way in
5 students believed that the
activity was too difficult
done and explained in
English. 10 students said
that as the questions and
answers were in English
participate in the activity;
thus 16 students mentioned
and they participate without
any complains. 1 student did
not answer the question.
6 students recognized that it
was very difficult to
because it involved a lot of
English. 12 students stated
that they knew the answers
but as it was everything in
English they did not feel
comfortable participating
and 13 students mentioned
and that they enjoyed
Only 2 students said that
English was uninteresting for
them and 11 students stated
that English is too difficult for
them; against the 18 students
that believed that the activities
that test students’ knowledge
are more interesting than
others that are simpler. 1
student did not answer the
question.
AFFECTIVE ISSUES
46
the activity. 2 students did
participating. 1 student did
Activity 4
Classroom
Management:
Traffic Light
but 8 students mentioned
thought that the activity
was entertaining they did
to participate. Meanwhile,
1 student said that the
activity was uninteresting.
Only 1 student did not
activity was too difficult for
them to participate, 16
did not feel comfortable
participating in the activity
and that 11 students feel
comfortable participating in
the activity and 2 students
did not answer the question
5 students stated that English
is not interesting for them, so
everything related to it is
unpleasant. 11 students
believed that English is not for
them, even if they try to
understand it is very difficult.
But, 15 stated that the
activities that challenge their
knowledge were more
interesting than the ones that
are easier. 1 student did not
Activity 5
Classroom
Management:
Trigo Mote
21 students that said that
participate in the activity,
8 students said that even
though activity was
entertaining they did not
want to participate on it.
Finally only 2 student
answered that the activity
uninteresting and it was
not motivating to
participate. 1 student did
3 students said that it was
too difficult to participate
explained in English, 16
students declared that they
because the questions and
answers were in English,
and finally 11 students
stated that it was easy to
participate in the activity. 2
students did not answer the
question.
4 students affirmed that
English is disagreeable for
them, only 10 them convey
that English is too difficult for
them; whereas 16 of the same
students stated that the
activities in which their
knowledge are tested are more
entertaining than the ones that
are effortless. 2 students did
not answer the questions.
Activity 6
Classroom
Management: The
Cards
25 students stated that they
felt motivated to
participate meanwhile 0
students specified that the
activity seem entertaining
but it was not motivating
enough for them to
participate.
Only 2 students said that the
activity was too difficult to
participate, 2 students said
that even though they knew
the answers they did not feel
comfortable participating;
22 students considered that
it was easy to participate.
Finally, in activity n°6 was
found that 2 students believed
that English was uninteresting;
meanwhile, 4 of them stated
that even if they tried English
was not easy for them. Lastly,
19 students said that they
enjoyed every activity where
their knowledge is challenged.
AFFECTIVE ISSUES
47
3.1.1.2 Non-Participant Observation
The guideline was applied in school A to 78 students from two different classes. The
same process was repeated in school B to 45 students and to 32 students in school C.
Observation guideline is composed by 15 affirmations that represent the three affective issues
included in this research: motivation, anxiety, and attitude. The guideline measures students
and teacher’s performance in the classroom through three rates: A: always, S: sometimes, H:
hardly ever; in addition to select an alternative, the observer had the possibility to make
comments. The guideline also collected data related to the name of the activity performed, the
classroom management strategy used, and the number of students involved. The results will be
presented according to the activity performed, the affective issues previously detailed, and
classroom management strategies used.
AFFECTIVE ISSUES
48
Table 4. Observation Guideline School A
Institution
Affirmation
Students kept
focused on the
activity.
Students raised
their hands and
participated
enthusiastically
The external
noises and
lighting were not
a problem for
the activity.
Students talked
just to
participate in the
activity.
Teacher
motivated
students and
provided
positive
reinforcement
permanently
The relationship
teacher-student
was friendly.
Students were
optimist and
enthusiastic in
participating.
SCHOOL A
Activity 1
Classroom
Management:
Circle Class
Activity 2
Classroom
Management:
Erase the
letter
Activity 3
Classroom
Management:
Stamps
Activity 4
Classroom
Management:
Traffic Light
Activity 5:
Classroom
Management:
Trigo Mote
Activity 6:
Classroom
Management:
The Cards
AFFECTIVE ISSUES
49
They avoided
speaking in
English.
They did not
seem worried
about the time.
Students kept
focused on the
activity although
teacher has
problems in
finding
volunteers.
Some students
interrupt the
activity; teacher
must stop the
class to
reprimand
students.
Classroom
Management



The
strategy
kept
teacher to
control
students’
participatio
n and
discipline.
Teacher
had more
space to
move and
to observe
students.
Classroom
space was
not
sufficient
for that
strategy.


Students
kept strict
discipline
during the
activity and
made sure
to follow
the
classroom
rules.
Teacher
performed
the activity
without
problems.



Students
worked
hard to get
more
stamps.
They
encourage
each other
in order to
complete
the activity.
No
discipline
problems.



Students
took time in
respecting
the lights.
Teacher
constantly
forgets to
change the
color and
students got
confused.
Classmates
control each
other to
keep
discipline.



Students
did not
understand
the
classroom
managemen
t strategy.
It was the
first time
that this
strategy
was applied
with those
students.
It did not
work.

Students
got really
satisfied
with the
cards given
by the
teacher.
AFFECTIVE ISSUES
50
Table 5. Observation Guideline School B
Institution
Affirmation
Students kept
focused on the
activity.
Students raised
their hands and
participated
enthusiasticall
y
The external
noises and
lighting were
not a problem
for the activity.
Students talked
just to
participate in
the activity.
Teacher
motivated
students and
provides
positive
reinforcement
permanently
The
relationship
teacher-student
was friendly.
SCHOOL B
Activity 1
Classroom
Management:
Circle Class
Activity 2
Classroom
Management:
Erase the
letter
Activity 3
Classroom
Management:
Stamps
Activity 4
Classroom
Management:
Traffic Light
Activity 5:
Classroom
Management:
Trigo Mote
Activity 6:
The
Classroom
Management:
The Cards
AFFECTIVE ISSUES
51
Students are
optimist and
enthusiastic in
participating.
They avoid
speaking in
English.
They do not
seem worried
about the time.
Students keep
focused on the
activity
although
teacher has
problems in
finding
volunteers.
Some students
interrupt the
activity;
teacher must
stop the class
to reprimand
students.
Classroom
Management



The
strategy
helped the
teacher to
control
students’
participatio
n and
discipline.
Teacher had
more space
to move
and to
observe
students.
Classroom
space was
sufficient
for this
strategy.


Students
kept strict
discipline
during the
activity and
made sure
to follow
the
classroom
rules.
Teacher
performed
the activity
without
many
problems.



Students
worked
hard to get
more
stamps.
Students
encourage
each other
in order to
complete
the activity.
Not many
discipline
problems.



Students
took time in
respecting
the lights.
Teacher
constantly
forgets to
change the
color and
students got
confused.
Classmates
control each
other to
keep
discipline.


Students
did not
understand
the
classroom
managemen
t strategy.
It did not
work.

Students
were happy
with the
cards given
by the
teacher.
AFFECTIVE ISSUES
52
Table 6. Observation Guideline School C
Institution
Affirmation
Students kept
focused on the
activity.
Students raised
their hands and
participated
enthusiasticall
y
The external
noises and
lighting were
not a problem
for the activity.
Students talked
just to
participate in
the activity.
Teacher
motivated
students and
provides
positive
reinforcement
permanently
The
relationship
teacher-student
was friendly.
SCHOOL C
Activity 1
Classroom
Management:
Circle Class
Activity 2
Classroom
Management:
Erase the
letter
Activity 3
Classroom
Management:
Stamps
Activity 4
Classroom
Management:
Traffic Light
Activity 5:
Classroom
Management:
Trigo Mote
Activity 6:
Classroom
Management:
The Cards
AFFECTIVE ISSUES
53
Students were
optimist and
enthusiastic in
participating.
They avoided
speaking in
English.
They did not
seem worried
about the time.
Students kept
focused on the
activity
although
teacher has
problems in
finding
volunteers.
Some students
interrupt the
activity;
teacher must
stop the class
to reprimand
students.
Classroom
Management


It was not
possible to
implement
that
strategy
because
tables and
chairs are
static.
It did not
work.



Students
did not pay
attention to
the strategy.
Teacher
focused on
the activity
and forgets
classroom
managemen
t.
It did not
work.



Students
work hard
to get more
stamps.
They
pressure to
each other
in order to
complete
the activity.
No
discipline
problems.



Students
take time in
respecting
the lights.
Teacher
constantly
forgets to
change the
color and
students get
confused.
Classmates
control to
each other
to keep
discipline.



Students do
not
understand
the
classroom
managemen
t strategy.
It is the first
time that
this strategy
is applied
with those
students.
It did not
work.

Students
get really
satisfied
with the
cards given
by the
teacher.
AFFECTIVE ISSUES
54
As it has been summarized in tables 4, 5 and 6, the results from the observations to the
different schools showed that regarding motivation, a great amount of students were interested
in the activities presented by the teachers. Although in some schools there were problems with
lightning or external noises that somehow interfered with the correct flow of the class. In
relation to attitude, the researchers could observe that in most activities students only spoke to
participate in the activities presented. It was possible to observe that the teacher always gave
the students positive reinforcement to motivate students to participate, as well. Regarding
anxiety, it was observable that even though students were optimistic and enthusiastic when
participating, most of the time they did not want to participate in the activities using the
second language; most of the time they avoided it. Also in relation to this topic there were
some activities in which participation was very difficult to obtain. Concerning the classroom
management implemented in each activity, it was observable that some of them helped the
teacher to control students’ behavior; also this classroom management increased the
participation of the students, mainly because their own classmates required the students that
were not participating to do so. Similarly, the same students controlled their classmates’
behavior. Moreover, there was one classroom management (trigo mote) that did not work in
any school. When using this classroom management students did not understand the purpose
of it.
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CHAPTER 4: DISCUSSION
4.1 Motivation
Motivation, anxiety and attitude are factors that influence students’ learning and
acquisition of a language. Also, it is important to state that these factors impacted not only in
students’ performance but also in students’ participation inside the classroom. First,
motivation is going to be analyzed in order to summarize what was observed inside the
classrooms in the three different schools and according to the students’ answers in the
questionnaire.
As it was previously stated in the theoretical framework, motivation is an important
factor that can explain the success and failure when doing any task (Brown, 2007). Taking into
consideration this, it was observable that in general terms the students from the three different
schools showed great interest and motivation when participating in the activities. In the same
sense, it is possible to state that motivation can be divided in two: intrinsic and extrinsic
motivation. In relation to the observations carried out, although many students participated in
the activities it was possible to detect that some of them were off-task and that can be a
consequence of demotivation. Some of the students said in the comments section of the
questionnaires that the activities were too difficult because all the activity was done in
English, and that for them English was useless and uninteresting (school B, verbal
communication, 2013). In some activities and since some students did not show any kind of
interest, it was possible to observe disruptive behaviors that hinder the correct flow of the
activity. Researchers can infer from this that there was a lack of intrinsic motivation in the
students. Concerning extrinsic motivation, it was visible that there were many incentives,
rewards and/or verbal praise, however, still there were some students that were not motivated
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enough to participate in the activities. The different incentives students received can explain
the great levels of motivation, as Richard-Amato (2005) sated motivation includes
expectations, interest of the moment, curiosity, ego enhancement factors, personal satisfaction
that work together to made students feel motivated. Also, it is important to say that as the
majority of the students felt motivated it is possible to state that as Ryan and Deci (2000)
mentioned, the main reason people are likely to be eager to do the behaviors is that they are
appreciated by a significant other. This means that if students feel respected and cared they are
more willing to admit the rules established inside the classroom. According to this, researchers
can infer that if students considered the teacher as a significant other they would be more
willing to participate and behave. Another characteristic that it is important to mention is that
teachers need to take into consideration students’ interest and backgrounds when creating the
activities, so in this way students feel more motivated and interested in the activities (Garret,
2013). It is possible to say in this regard, that some of the activities observed failed in this
point, mainly because the tasks presented at least in one school were created for external
teachers that did not know much of the students’ interests or backgrounds. Creating in some
cases confusion in students. Consequently, activities that consider students background and
interest together with external incentives, could help to make students more interested in
learning English.
4.2 Anxiety
As it was beforehand mentioned in the results section, researcher could observe that
some of the activities were not engaging enough for students. It was observable that some
students were off-task, sitting with their heads on their hands, listening to music, and so on,
attitudes that indicate boredom. Maybe this reaction can be related to the fact that some
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activities took too much time and the students started wandering out of the topic of the task
they were facing. Also, in some activities the amount of students participating was very low,
this can be an outcome of anxiety. Regarding anxiety Cowden (n. d) stated that is when a
student faces excessive worry about future and past events, excessive apprehension about
performing competently and significant self-consciousness, producing on students a negative
perception of their own abilities. As it was previously stated in the results section, the majority
of students questioned in this process, said that the activities were simple and that they
enjoyed participating. Nonetheless, an important number of them mentioned that they did not
want to participate in the activities, even though they knew the answers because according to
these students English is too difficult for them. Bearing this in mind, researchers believed that
as many students from the three different schools were unwilling to participate in the activities
this could be a reaction of anxiety. Many students mentioned in the questionnaire that they
knew the answers in the different activities but they did not want to participate because they
were afraid of speaking in English in front of their classmates. The type of anxiety present in
the students at the moment of doing the activities, was the situation-specific anxiety. This is
because students demonstrate anxiety only in some activities where they needed to use
language in front of their classmates. Lucas et al. (2011), explained that language anxiety is
the worry and negative reaction produced when learning a language. It is imperative to state
that when students are learning a second language, anxiety is a current state, especially when
students need to speak in front of others. There were some activities in which students worked
in groups where the levels of anxiety diminish. The researchers believed that this situation was
related to the fact that students felt more secure when the answers were created as a group.
Likewise, it was also observable that students tended to avoid speaking using the second
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language and most of the time they intervened was using their mother tongue. According to
Stephenson (2006) added that language anxiety blocks learners in some elemental skills like
memorizing or performing. It was evident that when the teacher required students’
participation, pupils started fidgeting, and when they were in front of the class, students had
problems to speak although the teacher promoted positives thoughts. Richard-Amato (2005)
mentioned that teachers and peers can encourage low levels of anxiety by providing a sort of
substitute family to serve as a shield until independence is reached. Logically, when students
face anxiety they try to avoid the situations that produce that state, being in that case activities
were they needed to speak in English. Promoting positives thoughts among students can help
them face the different activities in a relaxed manner, diminishing in this way the levels of
anxiety.
4.3 Attitude
Even though the six activities proposed during this investigation had a positive
reception from students and teachers, the constant resistance to use English in classes was the
main obstacle to perform them. According to the results detailed in the previous chapter,
students from school A, B, and C underestimated their abilities to understand or use English.
Some of them commented the problems they had to participate: “me gusta el inglés, pero a
veces no entiendo por lo que se me hace un poco difícil, solo eso” (Students’ questionnaire
School A, 2013). In the words of Richard-Amato (2005), this attitude is closely related to selfesteem; she explains that “successful language learners appear to have higher self-esteem than
those who are unsuccessful” (Price in Richard-Amato, 2005, p. 111). In the same way, the
observers identified lack of confidence and self-security when speaking; students avoided
using English, and even more they were not available to make an attempt. Some students
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showed higher levels of self-confidence than others; usually, those students participated
actively of the classes and demonstrated better results at the end of the activities. Teachers
tried to encourage other students to be more actives but the majority of the times it did not
produced positive changes. Nevertheless, the negative attitude showed by those students
varied according to the activity and the environment created in the classroom. Richard-Amato
(2005) considers that students’ attitude can change with the context: “The degree of selfesteem and/or self-confidence may vary from situation to situation or from task to task. Both
may increase as one performs well in a variety of situations” (p. 111). Taking into account this
affirmation, the results obtained from the activities performed were not identical in schools A,
B, and C due to the different classroom environments.
In relation to the others, school C showed more disadvantages especially in class
organization and physical spaces. The students were usually segregated in groups without
interaction among them and classmates’ relationship seemed not to be the friendliest. That
segregation observed in classes from school C goes in opposite direction with the concept of
community and democracy that should reign in an education space. The healthy atmosphere in
the classroom is the consequence of respect and cooperation among their members. But that
rule was not always respected; for example students laughing at other students in the middle of
an activity were repeated attitudes in all schools. Regarding this issue, Richard-Amato (2005)
stated that “in classrooms in which mutual respect is lacking, different values can lead to
conflicts between student and teacher, and student and peer” (p. 113). Although this situation
never produced critical problems among students, it represents a weakness for the
environment and the construction of positive attitude in the classroom.
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In schools A, B, and C, teachers contributed to improve the students’ attitude toward
peers and environment through positive reinforcement and positive thoughts (see tables 4, 5,
and 6). This attitude promoted a kind and friendly relationship teacher-students and reinforced
the idea of supporting community principles like democracy and tolerance (Gourneau, n.d.).
The role of teacher in stimulating positive attitudes is mentioned by Scarcella in RichardAmato (2005) when the author recommends teachers to “encourage the development of
friendship, emphasize commonalities, and create a place in which the experiences, capacities,
interests, and goals of every classroom member are simultaneously utilized for the benefits of
all” (p. 113).
In general terms, teacher and students’ attitudes contributed to improve the results in
the language acquisition process. Even though students showed lack of self-esteem and selfconfidence, they demonstrated engagement with the activities and made efforts to get progress
in the learning outcomes. Focusing on students’ virtues and highlighting the positive aspects
over the negatives can be an important contribution to benefit the classroom environment.
4.4 Classroom Management
One the most important issues related to classroom management is students’ behavior
in the lessons. During the activities performed in the schools, the strategies selected to manage
the class had a positive influence on students’ affective issues. The classroom management
techniques used in activities 2, 3, and 6 produced favorable effects on students’ motivation
(see tables 1, 2, and 3). In schools A, B, and C the technique “erase the letter “rewards or
condemn by eliminating a letter of group’ name. It divided the class in groups of work and
encouraged students to auto control its discipline; all the members of the group were
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concentrated on collaborating to each other and accomplishing the goals of the activity.
Keeping the same structure, the “stamps “strategy gives a stamp to each group when it
demonstrates advances in the assignment; students enjoyed participating under this technique
and kept focused on competing with other groups in order to obtain the prize established at the
beginning of the activity. Students were so busy that teachers did not spend time in solving
discipline problems; also, it allowed teacher to move through the classroom and answer
questions, motivate, and reinforce students. The group system and the classroom management
strategies used provided students the possibility to work as a team, fortify affective aspects
among members, and promote a kind environment. Teacher’s attitude helped in reducing
anxiety which was reflected on the high levels of participation especially in schools A and B.
Similar results were observed in activity number 1 where the “circle class” strategy was used;
the changes proposed in the organization of the classroom, allowed teacher to control and
assist all students in a quick and permanent way; the circle held students on their seats and
improved discipline, but in the school C the classroom furniture structure impeded to
rearrange the classroom so the technique was not appropriately implemented. Moreover,
annoying noises made by a busy street interrupted the activities from time to time, and
classrooms without shutters complicated teacher’s performance. Inappropriate lighting in a
classroom affects students by producing headaches, eyestrain and fatigue (Higgins et.al. n.d.).
Another inconvenient found in school A and B was the huge number of student per classroom;
it produced that many pupils could not integrate the circle during the activity number 1. The
physical space has direct effects on learning, attitude, and motivation to work; bearing in mind
that teachers and students spend long times in those places, it is important to consider all the
aspects that can affect its comfort and capacity.
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Some classroom management strategies like “trigo mote” and “traffic light”
implemented in activities number 4 and 5 did not work perfectly. Although students
understood the instructions, those techniques need more time to be internalized by students. In
some opportunities, teacher was so concentrated on students and the activity that he/she forgot
the change the light color in the case of the “traffic light” or to add/take grains from the
container in the case of “trigo mote”.
Through all the activities performed, researcher could corroborate the importance or
prizes for classroom management. Little recompenses motivated and improve students’
attitude in the classroom. Teachers do not need to spend important amount of money in buying
expensive prizes; Barrera and Valencia (2008) thought that it was necessary to modify prizes
through the time from tangible to intangible things. Actually, in the activity number 6 of this
investigation teacher reinforced students with little cards of congratulation; it really satisfied
and motivated students to participate. The same authors recommend other ideas to reward
students like special permission cards, the possibility to use the teacher’s seat, or to leave the
classroom 5 minutes before, among others.
No matter the strategy used, clear rules and explicit instructions are completely
necessary to success in classroom management and to create an educational context based on
respect.
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Conclusions
The classroom management strategies used in this research are just a sample of the
wide variety of existing techniques; those techniques are adaptable and even more important,
anyone can create new ones. That possibility allows educators to intensify the use of creativity
in looking for the most suitable alternatives for their students’ necessities. Classroom
management itself can improve students’ motivation when it represents an attractive proposal
to include the contents studied. The strategies used in the classroom should be interesting,
motivating, challenging, and useful for the class objectives. The possibility to adapt the
techniques gives the chance to find benefits from any strategy; a good idea can be converted in
a great idea.
Regarding the impact of classroom management on motivation, researchers can
conclude that when the strategies selected are correctly implemented the influence on
motivation is immediately observable; the importance of motivation when acquiring a second
language is stated by Richard- Amato (2005) when she says that: “motivation is an extremely
important affective factor. Without it, learning any language, first or second, would be
difficult, and perhaps impossible” (p. 115). Consequently, through that investigation the
researchers realized the impact on students’ production when classroom management worked
appropriately. Teachers should make sure to create classroom management strategies in
harmony with students, taking into account their interests and preferences. Additionally, if
they are demanding and challenging the probabilities of success are higher.
In relation to the anxiety levels, the majority of the classroom management strategies
included in this investigation were based on competition which could be seen as an incentive
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for anxiety. Among the variety of recommendations to reduce anxiety on students, experts
define competition as an instigator element. In fact, they encourage teachers to reduce rivalry
and avoid expecting perfection (Oxford in Richard- Amato, 2005). But competition, in
assonance with society, tends to stimulate students to improve production. Teachers should
care that this tendency keeps the margins of respect and not impedes the growth of students’
attitudes. The influence of second language on students’ anxiety was one of the clearest
outcomes found in this research. The large number of students that avoided using English
during the activities proposed (see tables 4, 5, and 6) reflected the fear of pupils to express
ideas or thought through the second language; it is convenient to explain students the language
acquisition process and how mistakes are an important part of learning. Frequently, students
become ashamed because of classmates’ taunts or teacher’s reproval. Oxford in RichardAmato (2005) recommends educators to “provide multiple opportunities for success and to
encourage the student to take some moderate risks” (p. 117). Keeping in mind that this is not a
short term change, teachers should be patients and perseverate in those recommendations.
The vision of new things are permanently seen as a threat by students; the root of this
perception involves the personal opinion of their own abilities. Students should conceive and
understand new knowledge as challenge, although during this investigation an important
amount of them expressed the contrary. Sadly, to underestimate their own capacities is a
common characteristic in many students from public schools. As it was explained in the
theoretical framework of this report, the expectations of teacher are crucial to modify that.
Believe it or not, in many occasions students’ reputation is spread by other teachers in internal
meetings or informal conversations. It affects teacher’s attitude and predisposition to teach
before starting. To moderate the language and promote positive aspects of students can help in
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reverting this situation. Even though this topic has been investigated by other researchers, it
would be interesting to analyze in depth the effects of those attitudes on teachers and student
In addition to the aspects mentioned in the previous paragraphs, there are other general
important aspects to take into consideration. Firstly, the clarity and determination to establish
the classroom management rules; teachers should assure to explain and clarify all the rules
associated with the classroom management used, even considering exceptions and
extraordinary situations. Otherwise, students could find ways to reread and misunderstand,
intentionally or not, the rules in order to take advantage of any condition or consequence.
Some rules considered as general rules can be written on the classroom walls and avoid
repeating all time the same instructions. Time after students will incorporate those rules as part
of the class.
Secondly, elaborating a classroom management strategy is a progressive labor because
it should be rethought and redefined to include unexpected elements. It is important to know
and recognize the physical space where the strategies will be implemented. For example, a
common problem in Chilean schools is the overpopulation in the classrooms. Teachers must
deal with that and consider this element when designing their strategies. It is a mistake to
elaborate classroom management over the assumption of an ideal classroom; it can be the first
step of a failed strategy.
Thirdly and as it was explained in the previous chapter, prizes are a crucial element to
get students involved in the activities. The incorporation of prizes will be the first stage of a
process that should finish creating habits; however, the teacher could get prisoner of this
strategy and students condition its work to prizes. It is advisable modify prizes from tangible
to intangible and to change the regularity in giving recompenses. What will happen if the
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teacher forgets the prizes or if his/her monetary resources are not enough to acquire them?
Will students work? Will they do it with the same dedication?
The main advantage of any strategy is that the teacher can change it if he/she notes that
the results are not satisfactory. More than an instructor, teacher should be an explorer, a
scientist that studies, analyses, and proposes new ideas to improve the educational context. To
keep a passive attitude facing the current events in the classroom can result detrimental for the
future. The role of classroom management in teaching cannot be omitted or ignored. Actually,
it has always been present one way or another. Teachers need to be conscious of the
importance of change and improve their practices in the classroom. Assuming that the benefits
of classroom management are not still completely explored, researchers could anticipate that a
lot of questions will be answered in the future. Classroom management itself is an invitation to
investigate and discover new ways of teaching.
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Annexes//Appendix
Activities
1. “Scramble”
Age group: 10th grade
Time: 7 minutes.
Classroom management: erasing the letter
Teaching materials
Scrambled words
Procedure: teachers
Preparation:
1. Form groups using Popsicle sticks.
2. Give the words to one person of the group.
Class:
1. Explain the class that a group activity will be held.
2. Form the groups taking the Popsicle sticks at random.
3. When students are in their groups explain them that they have a name for their
groups (group 1, group 2 etc.)
4. Explain your students that for this activity they have to order the letters in order to
form words related to the vocabulary seen in classes.
5. Explain them that for this activity their names are going to be written on the
whiteboard (group 1, group 2, etc.) and that you are going to erase one letter each
time the group or a person of the group misbehave.
6. The group that at the end of the activity have their names with most letters win.
Classroom Management:
1. Every group receive a number that the teacher is going to write in the whiteboard.
2. Every time a student of the group is misbehaving or is not working a letter from the
name of the group is going to be erased.
3. The group that have all the letters in of his group is going to win.
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Procedure: students
1. Students get together in groups.
2. Each group have a name (group 1, group 2 etc.)
3. Students order the letters to form words.
4. If they misbehave the teacher is going to erase a letter.
5. When they finish the group with more letters in their names wins.
Reference/ Acknowledgment
2. Images and future tense
Time: 7 minutes.
Classroom management: The card of stars.
Teaching materials
Scrambled sentences
Procedure: teachers
Preparation:
1. Form groups using Popsicle sticks.
2. Give the words to one person of the group.
Class:
1. Explain the class that a group activity will be held.
2. Form the groups taking the Popsicle sticks at random.
3. When students are in their groups explain them that they are going to receive a card
where the teacher is going to put stars if they work and behave.
4. Explain your students that for this activity they have to order the words in order to
form sentences related to the contents seen in classes.
5. The group that at the end of the activity have all or most of the stars win.
Classroom management:
1. The teacher gives to every group a card with stamps.
2. Every time students work and behave the teacher is going to put a stamp in the card.
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3. At the end of the activity the group of students that have completed the card will
win a prize.
Procedure: students
2. Students receive a card in which the teacher is going to stick stars if they work and
behave.
3. Students order the words to form sentences.
4. When they finish the group with more stars in their cards win.
3. “The Fortunes Tellers”
Time: 7 minutes.
Classroom management: The Traffic Light
Teaching materials
Bag.
Procedure: teachers
Preparation:
1. Prepare a bag where you are going to put all the sentences.
2. Form groups using popsicle sticks.
Class:
1.
2.
3.
4.
5.
6.
Explain the class that they have to write sentences, using the future tense, that are
true for themselves.
Explain your students that they have to write sentences about themselves using the
future tense.
Put all the sentences in a bag.
Form a semicircle where all your students are standing up.
Make one of your students read one of the sentences and try to guess who write it.
This process is going to be repeated until all your students have read.
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1. The teacher is going to place the traffic light where every student can see it.
2. Every time the students misbehave or do not work the light is going to be red. On
the contrary if students behave the light is going to be on the green light.
Procedure: students
1.
2.
3.
4.
Students write sentences that are true for them using the future tense.
The teacher place all the sentences in a bag.
Students order in a semicircle.
After that they are going to read the sentences out loud and try to guess who of their
classmates wrote it.
5. All the students are going to read the sentences.
Adapted from: Kay, S. Jones, V. (2008). Inside out: students’ book elementary.
4. “Ten pigs and the wolf”
Time: 10 min
Classroom management: circle class
Teaching materials
 Video
 Projector
Procedure: teachers
Preparation:
1. Download the video.
2. Prepare the class in a semicircle.
Class:
1.
Explain the class they are going to see a video and that at some time you are going
to stop it.
2. Explain the class that when you stop the video you are going to ask them what is
going to happen next.
3. Check if the answers are correct.
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1. The teacher form the students in a semicircle to perform the activity.
Procedure: students
1. Students sit in a semicircle.
2. Students guess what is going to happen in the video.
3. Students say what they think.
Ginns, R. (2009). The story of 10 little pigs. Retrieved from:
https://www.youtube.com/watch?v=acZfmL4SUIc
5. “Rearranging the statements”
Time: 10 min.
Classroom management: Trigo mote.
Teaching materials
Bag
Procedure: teachers
Preparation:
1. Give to your students two sentences cut into pieces.
Class:
3. Students order the words in order to create correct sentences.
1. This is a classroom management technique were all students work together for one
purpose.
2. If students behave and work in all the activities, the teacher is going to put a spoon
of trigo mote.
3. This classroom management lasts until the container is full. When this happen all
the students receive a prize.
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Procedure: students
1. Students receive a set of 2 sentences cut into words.
2. Students order the words to form letters
3. If all the students work all are going to receive a prize.
FLES (Foreign language elementary school). (n.d). Program. Loundoun County, Virginia,
USA.
6. “Grammathon”
Time: 20 min.
Classroom management: Cards.
Teaching materials
 Cards
 Projector
 Dice
Procedure: teachers
Class:
1. Explain the class that an activity will be held.
2. Ask two students to throw a dice. Depending on the number they get they are going
to have to complete some tests according to the number they get.
3. The group that first finish the game wins.
1. Every time a student participate they receive a prize. This is for increasing the
participation on the activities.
Procedure: students
1. Students throw the dice.
2. Answer the questions they get according to the number.
Reference/ Acknowlegment
ESL Games. (2013). Board games and cards. Retrieved from:
http://www.eslgamesplus.com/board-games-cards-games/

Universidad Austral de Chile Facultad de Filosofía y Humanidades

Transcription

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