Childrens Illustrated Dictionary

Universidad Latina de Costa Rica
Campus Guápiles
Licentiate Degree in English Teaching
Final Graduation Thesis
“The Efficiency of Classroom Management to

Improve the Learning Process in the EFL
Classroom at Liceo Capitán Ramón Rivas, in III
Period, 2017.”
Author:
Lizbeth Gómez Brenes
Guápiles, January 13th, 2018
i
Approval Sheet
This Thesis was approved by the Examining Board of Teaching English Career
mentioned below as a requirement to obtain the Licentiate’s Degree in English Teaching in
Universidad Latina de Costa Rica.
_____________________________ ______________________________
MSc. Carlos Mayorga Gutierrez Licda. Swad Ulate González
Thesis Tutor Career Coordinator
January, 2018
ii
Letter of Completion
I, Lizbeth Gómez Brenes , student of the Licentiate’s Degree Program in English Teaching in
Universidad Latina de Costa Rica, declare under oath and con of the legal responsibility of this
action that I have accomplished the requirements to present my Final Graduation Research and I
am the intellectual author of the Thesis titled: “The Efficiency of Classroom Management to
Improve the Learning Process in the EFL Classroom at Liceo Capitán Ramón Rivas, in III
Period, 2017”. Therefore, I free Universidad Latina de Costa Rica from any responsibility in case
our declaration is false.
This is declared in Guápiles, Pococí, Limón, December 15th, 2017.
Candidate:
_________________________________
Lizbeth Gómez Brenes
iii
Acknowledgments
I acknowledge to all my English teachers of Universidad Latina that helped me to be here
and thought me what I know now since I started my carreer (Bachelor Degree) to the end of this
(Licentiate Degree). Thanks to the Universidad Latina, and my advisors of seminar one and
seminar two that help me and lead me to make this research possible; for their support,
cooperation, assistance and by sharing their knowledge.
Thanks to M.A Jorge Paniagua Vargas and M.A Carlos Mayorga, the teachers who gave
me their support and guidance during this process. Specially to Mr. Mayorga for being a caring
person who always seeks to help his students.
Thanks to the Principal of Liceo Capitán Ramón Rivas; Rommel Guevara Salas, the
English teacher; Dayan Offer Cole and the tenth grade students to whom I applied the
questionnaires and I am so grateful.
I am grateful to God
iv
Dedication
This study is dedicated to my family, by the patient and love; especially, my mother, my
son and my husband who always were there and gave me the strengths to continue even though it
was difficult.
v
Epigraph
My number one goal at the end of the first day is not that they
know the rules and consequences. It’s that they’re excited to be part
of the class. That they run home to their parents and say, “Oh my
gosh. I have the best teacher. I have this awesome class. It’s going
to be great.”
Michael Linsin
vi
Abstract
This research aims to explain the importance of classroom management and the effects it
has in students learning process because the wrong use of classroom management strategies
could affect students in many aspects such as motivation, enthusiasm and interest of learning a
new language which can help them to improve their life and be part of a new society that is
globalized. That is why some issues that can affect students’ discipline are analyzed in this
research in order to find out which one of them influence directly in tenth grade students’
discipline. On the other hand, it is very significant to investigate about students and teachers’
beliefs because it is a way to understand what is considered by students as important when a
teacher performs a class, taking into account not just the teacher’s knowledge, but the teacher’s
behavior. Also, what are the teachers’ considerations about how to manage an English class.
Besides, some of the most effective classroom management strategies are mentioned in
order to recognize how useful they can be for students to improve their English academic
performance given that some discipline problems affect their learning process. It is a way to
figure out how to motivate and engage students in order to help them to be successful when
learning the English language.
Key words: classroom management, discipline, strategies, beliefs, classroom environment,

behavior.
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Resúmen
El objetivo de esta investigación es explicar la importancia del manejo de clase y los
efectos que este tiene en el proceso de aprendizaje de los estudiantes porque un equivocado uso
de las estrategias de manejo de clase podría afectar a los estudiantes en muchas formas tales
como motivación, entusiasmo, e interés de aprender un nuevo idioma que pueda ayudarlos a
mejorar su vida y ser parte de una sociedad globalizada. Es por eso que algunos hechos que
pueden afectar la disciplina de los estudiantes son analizados en esta investigación con la
finalidad de descubrir cuáles de ellos influyen directamente en la disciplina de los estudiantes de
décimo año. Por otra parte, es muy importante investigar acerca de la creencias de los estudiantes
y profesores porque es una manera de entender lo que es considerado importante por los
estudiantes cuando el profesor desarrolla la clase, tomando en cuenta no solo el conocimiento del
profesor, sino su comportamiento. También, cuáles son las consideraciones del profesor acerca
de cómo manejar la clase de Inglés.
Además, algunos de las estrategas más efectivas son mencionadas con el fin de reconocer
que tan útiles pueden ser para los estudiantes para mejorar su rendimiento académico en Inglés,
dado que algunos problemas de disciplina afectan su proceso de aprendizaje. Esta es una manera
de entender como motivar y atraer a los estudiantes con el fin de ayudarlos a ser exitosos cuando
se aprende el lenguaje del Inglés.
Palabras claves: manejo de clase, disciplina, estrategias, creencias, ambiente de clase,

comportamiento.
viii
Table of Contents
Approval Sheet................................................................................................................................ ii
Letter of Completion ...................................................................................................................... iii
Acknowledgments.......................................................................................................................... iv
Dedication ....................................................................................................................................... v
Epigraph ......................................................................................................................................... vi
Abstract ......................................................................................................................................... vii
Resúmen....................................................................................................................................... viii
List of Tables ................................................................................................................................ xii
List of Figures .............................................................................................................................. xiii
Chapter I ........................................................................................................................................ 1
Generalities ..................................................................................................................................... 1
1.2. Background of the Problem ..................................................................................................... 6
1.3 Justification ............................................................................................................................... 9
1.4. Statement of the Problem ....................................................................................................... 11
1.5 Research Question .................................................................................................................. 13
1.6 Hypothesis............................................................................................................................... 13
1.7 Objectives ............................................................................................................................... 13
1.7.1. General objectives ........................................................................................................... 13
1.7.2. Specific objectives .......................................................................................................... 13
1.9. Restrictions and/or Limitations .............................................................................................. 14
Chapter II .................................................................................................................................... 16
Theoretical Framework ................................................................................................................. 16
ix
2.1. Situational Analysis ............................................................................................................... 17
2.2 Theoretical Framework ........................................................................................................... 20
2.2.1. Importance of implementing effective classroom management. ........................................ 20
2.2.1.1. Classroom management. ............................................................................................. 20
2.2.1.2. Importance of Classroom management. ...................................................................... 21
2.2.2. Main causes of students discipline problems in class and how they impact the learning
process in the EFL classroom. ...................................................................................................... 28
2.2.2.1. Main causes of students discipline problems in class. ................................................. 35
2.2.3. Effective practical considerations for classroom management to improve the teaching –
learning process in EFL classrooms. ............................................................................................ 48
2.2.3.1. Classroom environment. .............................................................................................. 51
2.3. Conceptual Framework .......................................................................................................... 56
Chapter III ................................................................................................................................... 61
Methodological Framework .......................................................................................................... 61
3.1. Type of Research and Research of Focus .............................................................................. 62
3.2. Subjects and Sources of Information ..................................................................................... 64
3.2.1. Subjects. ......................................................................................................................... 64
3.2.2. Sources of information. ................................................................................................... 65
3.3. Variables ............................................................................................................................ 66
3.4. Population of Study................................................................................................................ 67
3.5. Sampling Procedure and Sampling Size ................................................................................ 67
3.6. Instruments and Techniques for Data Collection................................................................... 69
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3.7. Reliability and Validity of Instruments.................................................................................. 70
3.7.1. Reliability ........................................................................................................................ 70
3.7.2. Validity. ......................................................................................................................... 71
Chapter IV ................................................................................................................................... 72
Analysis and Interpretation of the Results .................................................................................... 72
4.1. Explanation ............................................................................................................................ 73
4.1.1 Appendix. 1. ..................................................................................................................... 74
4.1.2. Appendix. 2. .................................................................................................................... 84
4.1.3. Appendix. 3. .................................................................................................................... 96
Chapter V .................................................................................................................................. 106
Conclusions and Recommendations ........................................................................................... 106
5.1. Conclusions ...................................................................................................................... 107
5.2. Recommendations ............................................................................................................ 109
References ................................................................................................................................... 112
Annexes....................................................................................................................................... 118
xi
List of Tables
Table 1 Variable No.1. Teachers’ classroom management strategies. (Students’ questionnaire)

___________________________________________________________________________75
Table 2 Variable No.1. Teachers’ classroom management strategies. (Teacher’s questionnaire)

___________________________________________________________________________80
Table 3 Variable No.2. Discipline (Students’ questionnaire) __________________________85
Table 4 Variable No.2. Discipline (Teacher’s questionnaire)___________________________91
Table 5 Variable No.3. Teacher and student’s beliefs (Teacher’s questionnaire) ___________97
Table 6 Variable No.3. Teacher and student’s beliefs (Teacher’s questionnaire)__________102
xii
List of Figures
Figure 1 Variable No 1. (Students’ questionnaire) ___________________________________ 77

Figure 2 Question No1 ________________________________________________________ 77
Figure 7 Variable No 1. (Teacher’s questionnaire) __________________________________ 81
Figure 10 Question No3 _______________________________________________________ 83
Figure 13 Variable No.2. Discipline (Students’ questionnaire) _________________________ 87
Figure 18 Question No10 ______________________________________________________ 89
Figure 21 Variable No.2. Discipline (Teacher’s questionnaire) ________________________ 92
Figure 29 Variable No.3. Teacher and student’s beliefs (Students’ questionnaire) ________ 98
xiii
Figure 32 Question No15 _____________________________________________________ 100
Figure 35 Variable No.3. Teacher and student’s beliefs (Teacher’s questionnaire) _______ 103
xiv
Chapter I
Generalities
1
1.1. Introduction
Classroom management is one of the biggest challenges that teachers have in their
classrooms. Every class is different and every student has different behaviors at any
moment. It means that, if the teacher does not have an efficient control of the class, it can
impact negatively on the learning process of EFL students. That is why, it is necessary
having knowledge of the importance of implementing effective classroom management to be
successful when teaching.
There are different aspects in a class that can be difficult for teachers to control
classroom management and the effectiveness of the teaching-learning process can be
affected. Some of these aspects can be no planning classes, lack of students´ engagement,
discipline problems, lack of students motivation and even bullying, which nowadays is one
of the main problems teachers face and affects most of the classrooms and disturb student’s
interest on the learning of a new language. These are some of the main causes of students
discipline problems in class that affect them when trying to acquire a foreign language.
Another significant subject is the management of students with special needs. Nowadays, the
new MEP´s Syllabi has as main purpose the inclusive education and sometimes it can
become difficult to manage for teachers. Inclusion of students with special needs into the
classroom is hard and teachers can lose control of their class if they do not have strategies to
deal with. All of them are big challenges for teachers, but if there are effective classroom
management strategies, students can take advantage of this and improve.
2
The main purpose of this investigation is to prove the importance of having classroom
management with students in group tenth at Liceo Capitán Ramón Rivas, Dirección
Regional de Limón, Circuit 02, in order to enhance students learning and engage them in the
EFL learning process. For this study, students and teacher of tenth grade will be taking into
account when doing the class’ observations, interviews and surveys in order to get statistics
and results to compare and analyze if practical consideration for classroom management are
used in an effective way by the teachers when developing classes.
Teaching English as a foreign language in schools and high schools is a deep field. There
are many aspects that can affect the process and the effective way students learn such as lack
of preparation of teachers, environment, economic conditions, and family problems, but
when talking about behavior, it can become the most difficult aspect of education teachers
face and have to arrange to be successful as Daly (2005) considered “There’s not a teacher
alive who hasn’t felt the frustration of trying to manage a classroom with at least one student
who repeatedly pulls other students off-task with annoying, disorderly behavior” (cited in
Kathryn, 2013, p. 3) . If there is lack of rules and control, limits and weakness, it means that
there is deficient classroom management. As a result, the learning process can be affected,
but there are other important aspects that teachers have to take into account, because it is not
just about discipline; students need motivation that help them to be engaged because in this
way, if they feel comfortable and motivated with the learning of the foreign language, they
will take advantage of it and improve the EFL learning process as Clément and Lambert
refers “Learning and teaching activities, which are related to the student’s intrinsic
3
motivation. In this case, the student’s interest to learn would generate motivation, due to the
types of tasks (s) he is offered, as such tasks can generate a greater or lesser degree of
motivation” (cited in Pérez & Madrid, 2001, p. 325). As a consequence, if students increase
their knowledge by being motivated on the learning, their academic performance can be
greater too.
It is necessary to understand that motivation has an important role in classroom because
if students do not feel motivated on what the teacher is teaching and the way she or he does it
they can get distracted by other things that really call their attention, especially those students
who have difficult behavior; also, they will feel uncomfortable to participate given to the lack of
interest on the topics as considered by Gardner and Lambert’s (1959) “second language
achievement is related not only to language aptitude but also to motivation” (as cited in Kimura,
Nakata & Okumura, 2001, p.48). In consequence, students´ behavior can be affected by their
motivation “The events which take place in the classroom are likely to increase, maintain, or
decrease the students’ motivation. Classroom tasks, the methodology followed, the type of
interaction between teacher and students, possible anxiety states, and many other factors, all
have an important bearing on the learners’ motivation” (Pérez & Madrid, 2001a, p.325).
There are many strategies and methods that can be mentioned in this document, but the
main purpose of this investigation is to demonstrate how important classroom management is
when teaching EFL students because there are ways of teaching that can work for some
4
teachers, but maybe they do not work for others. That is why, it cannot be seen as a recipe that
every teacher has to follow; for there are different conditions and behaviors that cannot be
treated in the same way.
5
1.2. Background of the Problem
It is relevant to understand that the primary factor affecting language learning is how the
teachers manage their classroom and students behaviors. It is one of the most important aspects
teachers have to take into consideration when teaching EFL students because the effectiveness
of the teaching – learning process depends on it. How a teacher controls and manages his or her
class can be the answer of how to improve students’ academic language performance. It is
important to mention that in most of the cases the problem is that teachers do not use the
appropriate classroom management strategies and that affects the development of students
learning. Furthermore, if adding students´ diversity, it can become more difficult to control as
mentioned by Kaminski (n.d, para.6) “Overcrowded classrooms, made up of diverse groups of
students of varying ethnicity and socioeconomic characteristics, showed extreme levels of
disruptions”.
How classroom management affects teachers and students is the main factor that has to
be analyzed because both suffer as a consequence of this problem and neither the teacher, nor
the students success and achieve what is necessary to learn a foreign language. Marzano, R.J;
Marzano, J.S. and Pickering refers to this as “If students are disorderly and disrespectful, and no
apparent rules and procedures guide behavior, chaos becomes the norm. In these situations, both
teachers and students suffer. Teachers struggle to teach, and students most likely learn much less
than they should” (2003, para.1) .
6
There is something that has to be taken into account; that is, that nowadays students are
growing up in a world that has many distractors and interesting things for them such as
technology. Besides, it can be mentioned that the new rules that protect students give the
teachers less authority, being this difficult for them to manage students´ behaviors. That is why;
it is considered that in the last recent years the problems with students’ behavior are increasing.
According to a survey made to teachers that have been working for five years in the same
school, 62% of the teachers that were interviewed agreed that the classroom behavior problems
are increasing (America’s Teachers on the Teaching Profession, 2012, p. 49) reported “the
increased level of behavior problems has been seen across grade levels: 68 percent of
elementary teachers, 64 percent of middle school teachers, and 53 percent of high school
teachers say the same”.
In Liceo Capitán Ramón Rivas, classroom management is a problem that has been
increasing and is affecting the language performance of those students with discipline problems
who are difficult to manage and engage them into each class. Some of the problems teachers
from this high school confront are distractors like technology, bullying which affects many of
the students in this institution, fights between partners of the same group, and students´ attitudes
that affect teachers´ performance and at the end she or he has to work as a referee .
This high school is located in a rural area (Limón, Bananito Sur) and most of the students
are affected by economic conditions which impact negatively on students’ behavior because of
7
the difficulties they face in their families and their own life. Even though, rural areas seem to
have more discipline problems, it is demonstrated in a survey made to teacher of fifth, sixth,
eighth, ninth and twelfth grades that have been teaching for five or more years. They argued that
behavior problems are not limited to demographic groups, as (America’s Teachers on the
Teaching Profession, 2012a, p.49) reported “While teachers who worked in schools in low-
income areas reported concerns about behavioral issues at a higher rate (65%), teachers who
worked in high-income areas were not far behind. In high-income areas, 56 percent of teachers
reported more behavioral issues that interfere with teaching and learning”. That is the main
reason of this investigation; helping students and teachers in order to improve and achieve the
main goal of the English class which is learning a foreign language and use it to be successful in
their lives. Furthermore, through this analysis it will be easier to find out the main causes that
affect students’ discipline and consequently, identify the weaknesses in order o improve the
teaching learning process.
8
1.3 Justification
Classroom management is an important issue that every EFL teacher has to understand in
order to be successful in the teaching process and know the effective strategies that can be
useful for them to improve and get better results. Sometimes how a class is managed talks
about how the language performance of students will be increased.
Sometimes, students say they do not understand or remember what the teacher said in the
last class, but it is because they get distracted or are not interested in the topic. Some reasons of
why students did not get into the class can be that the teacher did not have a planned class and
was not well prepared, she or he did not monitor the class to know what students were doing;
even, the teacher could be giving instructions and working with students with special needs
and disregard the rest of the group and he could not fulfill doubts of other students. Also,
students face problems that can affect them in their language performance and their
participation in class; these problems can be familiar, interpersonal, intrapersonal, economic,
and psychological conditions that can become an obstacle to be concentrated and motivated to
learn.
Even though it is a difficult task for teachers in Liceo Capitan Ramón Rivas, those are
difficulties which can be confronted by having good strategies and being prepared for every
class in order to manage them in the best way and as a result students will be engaged,
motivated and the classes will be understandable for students. Consequently, the management
of students’ behavior and classroom will be more effective and easier for teachers.
9
This investigation aims to benefit students and teachers from Liceo Capitán Ramón
Rivas in order to help them to improve the learning of the foreign language and be engaged
with the teaching because sometimes students´ language performance is affected by how the
teacher manages his or her class; but, before getting deep into strategies, it is significant to
identify those aspects that affect directly students´ learning because having that clear, it will be
better to find out or to get into the core of how to manage different situations in class related to
students´ behaviors. Having clear the situations that can be affecting students from this
institution, it will be easier to find out effective strategies to deal with them in order to help
students and teachers. Thus, some classroom management strategies will be proved on this
investigation and the effectiveness they have on students´ learning and teachers’ performance
from this high school.
It is necessary to investigate about classroom management and students behavior,
because teachers from this institution are confronting many problems with students´ conducts
and this is affecting students’ academic performance and even institutionally talking. Hence,
the ones that will be benefited with this investigation are students, teachers with their teaching
performance and consequently, the institution.
It is a problem that is been raised and needs to be taken into account as a main issue that
is affecting schools and high schools and it does not have to be argued just as bad behavior of
students and how difficult is dealing with it for teachers; it needs to be analyzed deeper and
being studied as a cause and effect because students bring to school what they feel and how
they are.
10
1.4. Statement of the Problem
For teachers, controlling students with behavior problems is a challenge, but there is a
weakness that does not allow confronting it. Teachers do not look for strategies that help to face
that and have more control in classroom. That lack of strategies and knowledge about classroom
management affects EFL students´ learning. Also, teachers have to understand the relation
between students´ behaviors and those aspects that maybe affect them directly because difficult
behavior can be caused by social relationship problems and difficult personal circumstances that
promote misbehaving; besides, the specific characteristics that the group being studied has such
as living in poverty. It can be a cause of these problems as mentioned by (Davis &
Dupper,2004) “Research suggests that students of color who come from low-income
backgrounds enter school less prepared to develop secure, trusting relationships with their
usually white, middle-class teachers” cited in (Hoge, 2007, p. 3).
Thus, there are some questions that have to be answered such as which are the main
causes of students’ discipline problems, and how they can affect them? Of course, discipline
problems start where there is no control and consequently it affects the learning process. Taking
into account these questions there are others that have to be answered too and which are very
important to understand the main goal of this investigation and the possible solutions. These
questions are, which classroom management strategies can be used to be successful in the
teaching learning process of EFL students? And how students are affected by the environment
and the context they live? Because this second question help to identify some possible reasons
of difficult behaviors that teachers have to manage in order to be successful. To identify

11
classroom management strategies it is necessary to know what is behind a difficult behavior and
why it is affecting academic performance. That is why students and teachers of Liceo Capitán
Ramón Rivas will be part of this investigation in the III period, 2017 in order to know teachers’
beliefs and considerations about the implementation of classroom management to improve the
EFL learning process because it is necessary to understand that students’ behavior can be
affected by teacher’s belief about the concept of classroom management as mentioned by
Youssef “These beliefs include the beliefs regarding what classroom management means, how it
functions and what it aims at” (2003, p. 4). It means that if this concept is not clear, it can be
difficult for teachers to apply classroom management strategies in an effective way.
12
1.5 Research Question
How does teacher’s classroom management impact the English learning process in group
10-1 at Liceo Capitán Ramón Rivas, in III period, 2017?
1.6 Hypothesis
If teachers use correct classroom management strategies, students will improve their
language performance in the EFL classroom.
1.7 Objectives
1.7.1. General objectives.
To analyze classroom management techniques used by teachers and their relationship in
the English learning process in tenth grade students at Liceo Capitán Ramón Rivas, 2017.
1.7.2. Specific objectives.
1.7.2.1. To identify the strategies teachers use to implement effective classroom
management when teaching English in the EFL classroom.
1.7.2.2. To recognize the main causes of students discipline problems in class and
how they impacts the learning process in the EFL classroom.
1.7.2.3. To determine teachers’ beliefs and considerations about the
implementation of classroom management to improve the EFL learning process
1.7.2.4. To provide effective practical considerations for classroom management
to improve the learning process in EFL classrooms.
13
1.8. Scope and Delimitation
This study is delimited to tenth grade students at Liceo Capitán Ramón Rivas during the
second and third trimester. They are students that are being affected by low language
performance and who represent difficulties for teachers when managing their classrooms
because of their behaviors.
This institution is located on Bananito Sur, a rural area of Limón where families are
affected by poverty and low education level. Also, there are a variety of cultural ethnicities
which represent intercultural relationships because there are people from Limon, Nicaragua,
Panamá and Costa Rica, talking about countries, but other intercultural ethnicities and languages
can be mentioned too such as, students from Limón who speaks Creole English and Indigenous
who speaks Bribri or Maleco. Also, there are students from different parts of the country such as
San José, Guápiles, Zona Sur, San Carlos, Siquirres, Valle la Estrella, and other places far
away from Limón.
1.9. Restrictions and/or Limitations
This study has the following limitations:
1. Participants may not be representative of all EFL students of the high school.
2. Some students do not present behavior problems that can affect classroom management.
3. Students who are part of the investigation could not provide real information.
14
4. In this institution there are a few EFL teachers that can provide with enough information.
to be analyzed, interpreted and measured.
5. Number of years teacher has been teaching.
6. Number of students.
7. English students’ level can represent difficulties for them to understand questionnaires.
8. Number of teachers who solve the questionnaires is not representative to all English
teachers at the high school.
9. The questionnaires have to be very simple because of the low students’ English level. It
means that the questions are formulated in closed form and the responses are answer as
Yes or No (it will be difficult for students to ask them to write or express ideas in
English that can be significant for the investigation and give more information.
15
Chapter II
Theoretical Framework
16
2.1. Situational Analysis
This investigation aims to determine the importance of using effective classroom
management and how the lack of this affects students at Liceo Capitan Ramón Rivas. It can be
seen as a disadvantage they have if wanted to learn a foreign language. Also, testing different
strategies that can be useful for teachers to manage their classroom will be developed in this
process in order to achieve the main goal of the English class which is helping learners to
improve their English language and consequently their academic performance. Furthermore, if
students are in an appropriate classroom setting that teachers control, they will be more
confident to participate and develop active learning; so, students’ language engagement will be
developed.
One of the main problems teachers face is dealing with student’ behavior and achieve or
improve their learning because they are not engaged. That is why, the participants of this
investigation will be students and teachers because it is necessary to know what teachers are
doing and how they are acting in their classrooms, for it can be the reason of students’
outcomes. Also, students’ performance needs to be analyzed to understand the reasons why they
have difficulties when learning. Given that, there are many factors that can affect them such as
lack of motivation, interest and commitment, engagement with the English classes that make
them have discipline problems that affect their language performance.
17
There are other important aspects that need to be taken into account to have a better
understanding of students’ behavior in class and the internal and external factors that can affect
positive or negative on students behavior; these aspects are economic conditions, parents’
education, social aspects and other contextual factors. On the other hand, if talking about
advantages students have by improving their language through effective teacher classroom
management are that they can be impact positively in their lives, because if they learn the
English language, they can use it to practice and improve their lives for Bananito Sur receives
tourism frequently, tourists tour the downtown and buy some souvenirs made by people from
this place. It can be an excellent reason which can motivate students to increase their language
and take advantage of the English classes because sometimes they do not value it.
The institution in which this investigation will take place is located in a rural area of
Limón. The community is called Bananito Sur and the main economic income of most of the
families is by working in some companies that produce banana (Dole and Chiquita). Most of the
people living there have low scholarship level and have difficult economic conditions; so, most
of the students at Liceo Capitán Ramón Rivas live in poverty and some of them in extreme
poverty that can affect their language and academic performance. At this institution there are
some students that cannot buy the materials they need for the English classes such as books and
copies, also some of the students that live in extreme poverty go to classes without eating
anything at home for breakfast; so they go to the institution without energy, sleeping and hungry
that can affect their concentration and motivation to learn and improve.
18
Some strengths this group of students has, are that they want to learn the language and
they feel good when they are able to say something and can express a little bit their ideas in
English. Also, they can take advantage that nowadays there are many ways of having contact
with the language because technology can provide students with sources or media such as
internet, You Tube, Facebook and others that can be used to practice English. On the contrary,
some weaknesses they have are that they do not have good study´s habits, behavior problems do
not allow teachers to perform and teach the objective they need to learn the new language and
the institution does not provide teachers with the necessary elements which they need to
motivate students and keep them engaged. These elements are technological devices and
materials that call students attention and help teachers to develop their classes, involve students
and engage them.
In addition, there is a threat that can affect the results of this work which is teachers’
commitment with what is advised by the investigator to put into practice in the English classes;
for example, through this investigation some recommendations can be given to the teachers to
improve their English classes such as working the group in circles or semicircles in order to
have face to face contact and monitor the classes at any moment without letting back any
student, but maybe they do not want or do not like to work in that way. That is why different
options of practical consideration to improve classroom management will be provided to the
English teacher to help them with useful strategies they can work with to develop students’
English language.
19
2.2 Theoretical Framework
2.2.1. Importance of implementing effective classroom management.
2.2.1.1. Classroom management. Classroom management, as a concept, can be
defined as the control a teacher has in their class taking into consideration all issues of the
English teaching – learning “Classroom management is a collection of techniques that teachers
use to encourage effective learning by minimizing distractions and disruptions” (Sepulveda,
2016, p.1). From planning previously each class and be prepared with the necessary knowledge
to perform the English class, to control any situation that can affect the teaching – learning
process. According to (Tan, Parsons, Hinson, & Sardo-Brown, 2003) “It refers to all those
activities necessary to create and maintain an orderly learning environment such as planning and
preparation of materials, organization, decoration of the classroom and certainly the
establishment and enforcement of routines and rules (cited in Knenyon, n.d, p.231).
In addition, all of those aspects have an important role in classroom if wanting to be
successful and have an effective teaching –learning process as (Krause, Bouchner & Duchesne,
2003) argued “Classroom management is certainly concerned with behaviour, but it can also be
defined more broadly as involving the planning, organization and control of learners, the
learning process and the classroom environment to create and maintain an effective learning
experience” (cited in Knenyon,, n.da, p.232). That is why, to understand how classroom
management can be used in an effective way, it is necessary to comprehend that, when taking
about behavior problems in class, other aspects have to be identified as if they are working or
not, because in this way teachers can deal with it and minimize misbehavior and maximize
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students engagement as Brophy (1988) refers “identified classroom management as the ability to
obtain student cooperation while minimizing unwanted behaviors, and intervene effectively
when misbehaviors do occur. Moreover, effective classroom managers maximize student
engagement when they can simultaneously implement engaging instructional methods and
control misbehaviors” (as cited in Marlyn, 2013, p. 8).
Classroom management is a term that has to be understood as an effective way of
conducting the teaching process and it is the role that teachers have to take into consideration to
develop their classes effectively according to Emmer and Sabornie, (2015); Everston and
Weinstein, (2006) “Classroom management is the process by which teachers and schools create
and maintain appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and increase
student academic engagement” cited by Kratochwill, DeRoos and Blair. (n.d, para.1).
2.2.1.2. Importance of Classroom management. In addition, it is necessary to
mention the importance of classroom management to be effective when teaching and helping
students to get positive outcomes when learning English, because it can be the way of creating
the best class environment and as teachers as students will have better atmosphere to teach and
learn and both can work motivated and engaged. There are some important points that can be
mentioned as positive results getting by controlling students’ behavior in class as restated by
(Kratochwill et al; n.da, para. 2).
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 Establishes and sustains an orderly environment in the classroom.
 Increases meaningful academic learning and facilitates social and emotional growth.
 Decreases negative behaviors and increases time spent academically engaged.
It is significant to understand and have knowledge about the importance classroom
management has and its implications because in this way the teaching – learning process will be
more effective. Effective teaching depends on all aspects which are involved when controlling
classrooms as Heijnen stated “ Classroom management is an integral part of effective teaching,
as it helps to prevent behavior problems through improved planning, organizing and managing
of classroom activities, better presentation of instructional material and better teacher-student
interaction, aiming at maximizing students’ involvement and cooperation in learning” (n.d, p. 5).
Furthermore, when implementing effective strategies to accomplish students acting, problems
with behavior can be prevented “it is important to use effective classroom management
strategies at the universal level in a tiered model, as they serve as both prevention and
intervention methods that promote positive outcomes for students” (Kratochwill et al; n.db,
para.3).
Classroom management has an important role in the English class and teachers have the
responsibility of having knowledge about it, taking into account the strategies for each of their
classes and be conscious that nowadays punishment as disciplinary intervention was taken out of
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the curriculum because it is not the best way to correct behavior problems as mentioned by
(“Helping Teachers Learn the Secrets of Successful Classroom Management”, 1994, p. 2)
Once teachers understand the new nature of the classroom, they can adjust their
professional strategies accordingly. Obviously, some of the old techniques, such
as writing "I won't" 100 times, standing in the hall, rapping knuckles or corporal
punishment, don't usually work very well today. Even out-of-school suspension is
now suspected [sic] because many students enjoy the time off too much.
It is necessary to know that nowadays the English classes are directed toward students -
centered, so, students are the ones who perform the class much more than the teacher and it is
important that they can be aware of their behavior and how it can affect them (positive or
negative), because they have to be part and conscious of the classroom management. In addition
to that, Now, students’ performance in the class has as a main goal to make them feel part of the
teaching – learning process, critical thinking will be developed by giving them the opportunity
of expressing their opinions and of course, their ideas have valuable part in the classroom as
(Jones, 1995) reported
The focus in these early years was primarily on behavior management, used to
control and shape students' behavior to conform to school rules. Consequences,
rewards and punishment were used to guide students to conform to the rules
chosen by the classroom teacher. Classroom management using an authoritarian
or punitive approach did repress disorderly behavior, but it did not foster student
growth or allow the acquisition of more sophisticated modes of learning, such as
critical thinking and reflection (cited by Kaminski, n.d, para.1).
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Having cleared the role of students in nowadays English classroom management, it is
necessary to know the term students centered, that makes reference of their behavior and the
awareness they have to demonstrate to be active part of controlling behavior in class.
 Student – centered
To understand this term, it can be useful before giving its definition, compare it with
teacher - centered classrooms that were very common in the past. The teacher has the main role
in class and he is in charge of developing all aspects on the English class, in other words, he has
the total control of what was developed or performed in his classroom and students are just
sitting there paying attention and being receptive of what is taught to them as (Atsusi, 2002)
refers “Teacher-centred learning is typified by teachers acting as the centre of knowledge. They
direct the learning process and generally control students' access to information. Students are
viewed as blank pages waiting to be filled in, and learning is viewed as an additive process” (as
cited by Kelly, 2006, p. 105).
Differing from teacher - center is student - centered which has a different goal and its
main objective is leading students to be performers and active part in classroom as Kelly
(2006a) maintained “SCL gives students greater autonomy and control over what is learned,
how it is learned, when it is learned and what will be assessed” (p. 105).
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Provided that, it gives a clearer idea of what classroom management means nowadays
and the different factor that have to be taken into account as part of an effective use of behavior
control, because students need to be treated in a different way when teachers control the class
than in the past it was as mentioned by Kaminski “The 1990's, a new paradigm of classroom
management emerged, based on the democratic process, humanism, and consideration for
diversity. Classroom management developed beyond a set of educational techniques to become "
(n.da, para.1).
Related to classroom management there are some terms that have to be defined to know
some of the aspects that are needed for a teacher to be known and understand the importance of
controlling students behavior and environment. It is necessary because in this way teachers can
identify their classroom weaknesses and work on it to reach the main goal of the English class
which is improve student’s English learning. These terms are very important because they are
part of classroom management and having knowledge about them will help to make classroom
control more effective and productive. They are engagement which keep students toward the
objective and motivation that works together with engagement because if there is no motivation
it can be difficult to keep them interested on the English class.
A. Students’ engagement
Students’ engagement has a significant role in the English learning process because it
leads students to keep interested of what is being taught, Tinto in Harper (2009) suggests that
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engagement is the single most significant predictor of persistence” (cited in Yulidhar, n.d, p. 2).
One of the main problems English teachers face is having students engaged with the topics or
activities they have prepared. Engagement is an important aspects of classroom management
because if students are engaged, the EFL learning proses will be more effective and they will be
encouraged to participate “Students’ engagement is generally reflected in active participation
such as paying attention to a presentation, asking a question and working on an assignment”
(Yulidhar, n.da, p. 2).
Moreover, teachers have to take into account that to help students to be engaged, they
have to be well prepared and present to the students attractive activities and updated material
that call their attention in order to catch their interest.
B. Motivation
It is a term that will not be studied in a deeper form in this investigation, but it is
remarkable to analyze what it is and the impact it has in English classrooms, because it is one of
the main issues which teachers face and represents a challenge to keep students engaged in the
English learning process. Even though, it is something that cannot be measured, because it is
inside each student, it can be observed by the way students express or externalize it as behavior
and the way they act in the English class which represents for them being motivated or not with
the subject “We cannot directly observe a person’s motivation; all we can observe is that
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person’s behaviour and the environment in which (s)he acts. Motivation is something inside the
individual, and it acts reciprocally with the environment. In general, we consider that it
stimulates, directs, and sustains behaviour”. (Madrid & Pérez, 2001b, p. 321).
Taking into account EFL classrooms, motivation has some components which define it
and help to understand how it works in class as mentioned by Clément, Lambert and Gardner
(1985) “Motivation, which involves the subjects’ degree of commitment to L2 acquisition. It
integrates three basic components: - Desire to learn - Effort towards a goal (L2 learning) -
Greater or lesser satisfaction in learning (affective component)” as cited in (Madrid & Pérez,
2001c, p. 324). These three components are the base of motivation and which help students to be
engaged and feel satisfaction when learning because any of them work alone. It is needed the
three of them to work effectively as motivation as argued by (Gardner, 1985) “Effort alone does
not signify motivation ... Many attributes of the individual, such as compulsiveness, desire to
please a teacher, ... might produce effort ... When the desire to achieve the goal and favourable
attitudes toward the goal are linked with the effort or the drive, then we have a motivated
organism" (as cited in Madrid & Pérez, 2001d, p. 327).
Motivation is an essential component of classroom management as well as engagement,
because these both are necessary to catch student’s attention and keeping them working and not
allowing them to get disruptive behavior which is a problematic and interfere in students
learning process as mentioned by (Knenyon, n.dd, p.236) “Disruptive behaviour is the behaviour
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that is problematic or inappropriate in the context of a given activity or for a certain teacher”. If
learners are motivated and engaged they will not have time to create disruptive environment that
affect their learning process (Weinstein & Mignano, 2007) restated “student motivation is
increased and appropriate behaviors including on-task behavior, independent seatwork, group
work, and participation in group discussions is maximized (as cited in Marlyn, 2013a, p.13).
That is why motivation has an important role in the teaching – learning process and its
effectiveness to improve the English language
2.2.2. Main causes of students discipline problems in class and how they impact the
learning process in the EFL classroom.
It is significant to understand that classroom management can affect teachers and
students, because without it, all issues related to English class environment will be disrupted as
Boynton (2005) argued cited in Kathryn (2013a, p.2) “explained how ineffective classroom
management skills can waste instructional time, reduce time-on-task, and interrupt learning
environments”. Therefore, it is important to be careful when teaching without having clear the
importance classroom management has to obtain positive results when teaching, because the
less students will improve their English learning if the teacher has not control of the class as
mentioned by (Braden & Smith, 2006; Rogers & Freiberg, 1994) “In addition to interrupting the
classroom environment, if proper classroom management is not exercised, disruptive behavior
by a few students can have a negative effect on teacher’s instruction, which can lead to other
students joining-in and can cause students to question the abilities of their teacher” mentioned
(as cited in Kathryn, 2013b, p. 2).

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Moreover, classroom management depends on how the teacher controls the class and
how interesting they are in order to engage students in the learning process, but in most of the
cases, even though teachers received training or instructions of how to manage classrooms, it is
just learned when facing the teachers’ real life and all classroom environment that can affect
their English teaching process as Sepulveda has argued “Even if classroom management is
covered in a teacher training course, new teachers may not be prepared to deal with all the real-
life challenges of the classroom. A teacher can have great lesson plans and materials. However,
if a teacher cannot manage her/his class, effective learning will not happen” (2016a, p. 1).
Besides, teachers face another reality in class; they can be able to perform the teaching in the
best way, but other problems they face is the lack of students interest, because of many reasons
that maybe are not just related to classroom environment; there are others related to their life
environment that distract them from what is really important, which is learning. Students do not
want to be present for the class, study, participate or have any contact with English learning
issues as is cited by Chandra (2015)
Some of the teachers keep complaining about the class which they teach. The
problem is normally related to student’s behaviuor and discipline. Such students
miss out on learning. They usually bunk or are irregular to class. They don’t even
bother to be present for the class. So many students today just don’t value their
education. If we suspend such students for bunking class they don’t seem to care
at all. Sitting at home doesn’t change their attitude (p.13)
That is the reason why nowadays it is very difficult to manage and control the classroom
for most of the teachers, and in this case, teachers of Liceo Capitán Ramón Rivas. Discipline is
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one of the biggest obstacles to improve the English class because it does not allow working in an
efficient way and be successful on what is being teaching as Chandra stated “Educators have
always rated discipline as one of the most serious obstacles to promoting effective teaching.
Proper Classroom management leads to class control and conducive teaching learning
environment” (2015a, p.13). So, if there is no class control, students’ learning will be affected as
Kathrin stated “In addition to managing the instruction in the classroom, a teacher’s most
significant challenge is also managing the behavior of students in the classroom because of how
it can affect instruction, learning, and achievement” (2013c, p.22).
In addition to that, it is essential to understand that one of the most difficult challenges
for teachers is to deal with students’ behavior and manage it when teaching, but if there is no
control of this, students will lose the opportunity of learning in an effective environment for
English learning. Instead, if teachers have efficient strategies and methods to carry out problems
with students’ behavior and class performance this process will be more effective. Considered
by (Williams & Burden, 1997) “teachers and their caring behavior are considered to be among
the most important environmental factors that can help learners to develop positive attitudes
towards language learning and promote students’ effort or engagement in doing language
learning tasks” (as cited in Rahimi & Hosseini, 2015, p. 58).
English classes have something different from the other subjects; they are more
interactive, so, there is more students – students’ interaction and students – teacher’s as
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considered by Yi, (2006) “English classes are composed of various communicative activities
that require students’ active participation, so “students usually have more opportunities in an
EFL class than classes of other subjects to speak, to talk, to read loud or even to argue with each
other” (as cited in Rahimi & Hosseini, 2015a, p. 61). It means that in English classes, students
have more opportunity to perform the class and their learning. Unfortunately, there is much
more risk of losing control of students’ behavior if there is not well and effective management
by the teacher of what is being developed in class as mentioned by (Tomlinson, 1988) “These
activities encourage noise, initiative, and disorder and therefore, if the class is managed
inappropriately by the teacher, there is the risk of chaos and disruptive behavior. Too much
noise in the classroom intervenes with cognitive processing of information and minimizes
learning outcome and motivation” (cited in Rahimi & Hosseini, 2015b, p. 61).
The impact that teaching – learning process has when there is no classroom management
is in most of the cases negative, too much time is spent when trying to overcome disruptive
behaviors in English class as Sepulveda has stated “The problem affects the whole classroom.
Behavior problems distract other students from learning and require teachers to spend precious
instruction time on discipline and behavior management” (2016b, p. 1). For instance, the way a
teacher controls his classroom environment can affect his planed lesson. Maybe he spent time
preparing a very good lesson, but by the time of performing the class, students’ attitudes and
behaviors can make this planning as not useful or valuable for students. Sepulveda argued that
“A teacher can have great lesson plans and materials. However, if a teacher cannot manage
her/his class, effective learning will not happen” (2016c, p. 1).
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English classes are affected by losing control of classrooms and students behavior. It
means that the lack of classroom management affects the whole process (teaching and learning),
because if teachers do not have control of the class, discipline problems will arise and even
worst, the learners’ interest and engagement can be affected as Renaud, Tannenbaum, and
Stantial restated “Most discipline problems are the result of boredom or alienation. If students
are interested in the class, many discipline problems disappear. Students who are paying
attention, who are involved in activities that appeal to their interests and needs, do not act up and
often help control more rambunctious classmates” (2007, p .13). So, if teacher’s instructions are
clear and activities are interesting for students, they will work in class activity without having
time to think about other things and interrupting the English class.
Another important aspect to take into consideration when taking about lack of classroom
management is the stress it can cause to students and teacher and it can be the beginning of
disruptive behavior of both. Why both? Firstly, the teacher could lose control of his emotions
and externalize feelings like anger if there are students with misbehavior that are affecting the
class and the rest of the group, consequently, if the teacher demonstrate anger and express it in a
wrong way, it can affect teacher – students’ relationship because students can lose respect for
their teacher. If learners are treated disrespectful they lose confidence on their teacher and act in
a disrupted manner “Lack of respect and rudeness often go hand in hand” (Schneiderová, 2013,
p. 27).
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Of course, respect is an essential part of teaching - learning and it is how things keep on
working as Kelly (2010) highlighted (as cited in Schneiderová, 2013a, p. 27) “teachers must act
fairly for all students if they expect to be respected. In other words, teachers can get a students’
respect if they remain fair and treat each student alike. They must be respectful and demonstrate
respect in all of their interactions. Eventually, if there is a student who misbehaves and is
difficult to control, the teacher does not have to act in impulsive and wrong way; otherwise, he
has to try to end the student’s misbehavior as soon as possible and continue as Linsin (2009)
listed (as cited in Schneiderová, 2013b, p.28)
 Do not take disrespect personally.
 Stay calm. Do not raise your voice.
 Do not lose your temper.
 Pause. Maintain eye contact with the student and wait.
 End the misbehaviour as quickly as possible before the situation escalates.
 Move on. Just continue on with what you were doing.
Another significant aspect about lack of classroom management is that if a teacher does
not know his students and the way they learn, it can be very difficult to control a class when the
teacher has an expectation of class activities and students have others. For instance, there are
some students who do not like group work and noise, but maybe the teacher has prepared a
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group activity where there can be noise because of students interaction and other students are
more reserved and shy; those students can see that classroom management is out of control as
(Ur, 1996) restated
Teachers and students do not always share the same views on what is or is not
acceptable behavior. For instance, a more introverted and quiet student may
associate the noise by group work with a lack of classroom management skills on
the teacher’s part. Consequently, he/she may think no learning can take place in
such an environment while the teacher may view the same context as evidence
that the students are motivated and engaged in the task, thus, learning is taking
place. This situation may trigger restless behavior on the student’s part as he/she
may be reluctant to engage in the activities and, at the same time, depending on
the teacher’s and student’s personality, lead to confrontation because the teacher
may interpret the student’s lack of willingness to participate as an undisciplined
act (as cited in Almeida, 2007, p.43).
In addition to this, the lack of classroom management can be arisen by different
circumstances such as amount of students, students’ culture, background and others which a
teacher faces in each of his classes, but it essential to manage them to be successful and have an
effective teaching as is restated by Wadden & McGovern (1991)
Factors such as the large numbers of students who are not in the classroom by
choice; the number of students per class; the lack of importance students give to
English in the school curriculum when compared to other school subjects such as
math or science, and the fact that, in the same group, EFL teachers work with
students from different cultural and academic backgrounds, can affect discipline
in class (as cited in Almeida, 2007a, p.43).
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That is why it is very significant to know the students in many aspects; not just the way
they learn because it can affect the English learning and improvement. If there is lack of
knowledge about how to manage all of these aspects in class (background, culture, amount of
students, students’ interests and others) it can be transformed to disruptive behaviors that affect
the teaching - learning proses given that the lack of classroom management.
2.2.2.1. Main causes of students discipline problems in class.
The causes of students discipline problems have to be taken into consideration to figure
out common behavior problems students have in class and which affect their English language
improvement, because it is the best way to understand and analyze deeper why students
misbehave, for there are many reasons and it is not just about students, it can be about teachers
too. These are two of the main issues that have to be taken into account to understand the main
causes why students misbehave.
A. Teacher
Teachers need to have knowledge about effective practical considerations such as
strategies, methods, techniques, disciplinary interventions, and other significant aspects in order
to improve the English teaching – learning process and reach the main goal which is improving
student’s language performance. If all of these are used in a wrong way or teachers do not use
them at all, it can be negative for students’ learning outcomes “A disorganized classroom
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without routines and expectations makes it difficult for the teacher to do her job. Students don't
know what to do, so they might get off task or cause disruptions. When the teacher is constantly
redirecting students or handling behavior problems, she loses crucial teaching time” (Frost,
2015, para. 2). On the contrary, if there is an appropriate use of strategies it will help the teacher
to prevent or avoid behavior problems and provide students with a more organized class and
valuable “Classroom management strategies help to [sic]create an organized classroom
environment that's conducive to teaching” (Frost, 2015a, para.2).
In order to have a better understanding of the importance teachers have in classroom
management and students’ behavior, it is significant to mention some aspect which are part of
the effectiveness or ineffectiveness which the teaching process could have in an English class.
These are teacher’s commitment and responsibility.
A.1. Teacher’s attitude. Teachers have an important role when talking about
causes of students misbehavior and the lack of motivation they have when assisting to the
English class, because it depends on teacher enthusiasm and his preparation before performing
the English class, for in that way students will be motivated to learn and improve their new
language as DiGuilio, n.d) mentioned (as cited in Cotter, 2011, p. 4-5)
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Teacher efficacy is strongly conveyed through a teacher’s enthusiasm. When a
teacher’s enthusiasm is obvious to students, it helps build the students’ own sense
of efficacy. In fact, teacher enthusiasm is a positive factor from any theoretical
perspective: Behaviorism says that a teacher’s enthusiasm is received as a
positive reinforcement by the learner. Social learning theory holds that student’s
will imitate what the teacher models-if the teacher is enthusiastic, so too will the
student be enthusiastic. Cognitive learning theory says that emotions are
important to the creation of new mental schemes; thus, sharing enthusiasm can be
exciting and can set the stage for learning.
As it was mentioned previously , teacher’s role can be seen as one of the main factors
that influence in students’ behavior “The behavior and the attitude of the teacher is perhaps the
single most important factor in a classroom, and thus can have a major effect on
discipline”(Harmer,2001, p.249). Moreover, disruptive behavior on students is seen just like
learners’ fault, but teachers have to be aware that sometimes they play a role on students’
attitudes and the way they act.
A.2. Unplanned teaching. Every day class has to be planned and each activity
has to be prepared and analyzed previously in order to know if it could be adapted to a specific
group or not, because it is well known by teachers that not all the activities are interesting for all
the students. Also, it is necessary that teachers have clear the objectives which will be used and
developed because if the teacher is not clear about what to do and the goal of the class, neither
students will have clear ideas and the class could turn disorganized, “As a teacher, you need to
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be clear about your objectives and how you plan to achieve them. If you don’t know what your
plan is when you walk in the classroom, chaos will be the likely outcome. When students know
what they will be expected to do and why, they are more likely to engage in the lesson”
(Sepulveda, 2016d, p. 2).
Adding to that, maybe there is an activity which can work for a specific group, but not
for the rest, even though they are in the same level. Of course, there is no chance for a teacher to
go to the classroom without being prepared. In this case, improvement is not allowed when
teaching as highlighted by Harmer “Don’t go to class unprepared: Students automatically
identify teachers who are not sure what to do in the classroom. Particularly for those classes that
might cause trouble, the teacher has to appear to be well prepared and knowledge about the
subject”. ( 2001a, p.250). Unprepared classes demonstrate teachers’ weaknesses and having
control of the class will be difficult. On the contrary, the only way improvising is allowed is for
unplanned situations that occur in class such as class discussion. For instance, the teacher
planned his class, when he arrive his class and have successful instructions, students are clear
with what they have to do, then there is a student who asks a question, another respond, then
there is a debate about the question the first student makes, but that question was related to the
topic. Suddenly, the teacher realizes that his lesson plane turns in a different context that planed
and he has to change it in some way (Brown, 2001).
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There are not just problems with unplanned lessons; also problems arise when planned
activities are not updated. It means that teachers use the same activities or way of teaching than
many years ago without taking into account that life is changing and of course teaching and
learning “Obviously, changing times and changing learners call for different teaching techniques
and strategies. Teaching can't be a static profession. Teachers who plan to teach tomorrow the
way they teach today should have quit teaching yesterday” (Hall, 1994, p. 4). The question is;
how does it affect classroom management? Nowadays students need to be taught in a different
way than in the past. If teachers work with activities out of context (no updated) learners will get
boring and they will try to direct their attention toward other things which are interesting for
them, then it can start with disruptive behavior.
A.3. No monitoring. In a like manner than unplanned lessons, there are other
factors that can affect students´ behavior and consequently their English learning process. For
example, as a simple thing, if a teacher does not monitor the class and have contact with it, it
can become difficult to control because there are some students who are sitting farthest away
and do not have interaction and they are not involved in classroom activities; so, it is
recommendable for those teachers that have students with this kind of behavior, that go over the
class and be closer to them. Also, monitoring is necessary because sometimes students are not
completely clear about what to do even if they “I understand” as (Scrivener, 2005) considered
“When students are engaged in an activity, teachers need to make sure that students are doing
the task which they were asked to do. In spite of giving clear instructions, students may have
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difficulties in following them. Hence, teachers should walk around the classroom and monitor if
the activities are staying on-plan” (cited by Schneiderová, 2013c, p. 16).
Monitoring is very important in English classes because it is the way the teacher realizes
if students understood instructions and are working on it, “Monitoring students is important
because it maintains their understanding and progress” (Schneiderová, 2013d, p. 17). The
significance of this is restated by Gower, Phillips and Walters (2008) “monitoring is just as
important a skill as teaching” (as cited in Schneiderová, 2013e. P. 16).
Now, having cleared what monitoring is and its importance, it is essential to understand
how the lack of this affects the class. As it was mentioned previously, English classes require
much more interaction than other subjects, so the teacher – students’ interaction has to be more
emphasized. An English teacher cannot be just sitting on her desk and giving instructions from
there. The contact is necessary to avoid students’ distractions because they are being monitored
and of course, disruptive behavior will be prevented.
A.4. Teacher – students’ relationship. Teachers need to have good relationship
with their students and also they have to encourage students to have it among them. “In order to
build a classroom and school community, teachers must develop a strong positive relationship
with each student. Also, teachers must encourage strong student-peer relationships”
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(VanHousen, 2013, p. 10). It is an effective way to avoid problems between them and if they
have a good relationship with their teacher it will be easier for them to follow their instructions
without deny or disobey rules given by the teachers. “The third aspect of effective classroom
management is effective teacher and student relationships. An effective relationship may be the
keystone that allows the other aspects to work well. If a teacher has a good relationship with
students, then students accept her rules, procedures, and disciplinary actions. Without the
foundation of a good relationship, students commonly contest them” (Marzano, 2003a, p.4).
If a teacher does not demonstrate having good relationship with his students and there is
not respect, confidence, care, dialogue and he is not flexible, it can be difficult to encourage
students to be confidence and truthful of their teacher and disruptive behavior can arise given
that lack of relationship between them as argued by (VanHousen, 2013a, p. 11). Teachers must
make time to show students they care about them. When students know their teacher cares and
respects them, the students will be more likely to work to their full potential. Teachers need to
be consistent in communicating expectations for respect between teachers and students as well
as students and their peers.
That is why it is important to take into account that teacher – students’ relationship has a
significant role in classroom management because if there is respect and they both have good
manners between them disruptive behaviors can be avoided and if in any case, problems in
41
classroom arise, it will be easier for the teacher to overcome them because both have respect and
trust each other as mentioned by Britton
Despite how many classroom management techniques you have established in

class, nothing can compare to the relationships that you develop with your
students. Establishing a friendly, encouraging (yet rigorous) milieu in your class
can do wonders for your ability to manage a classroom. If you take time to talk to
your students outside of class time, you will gain their trust. When students trust
you, they respect you as a teacher and much more likely to pay attention in class
(2013, para. 10).
Sometimes behavior problems arise because students do not like the way teacher treats
them and they go against their teacher just because they do not feel comfortable and confidence.
So they do not pay attention and do not like to participate rather, they interrupt and develop
difficult behaviors for the teacher to control and the classroom management is missed out.
B. Students
Students have their own causes of disciple problems and they need to be identified to
figure out the effective way to confront them and overcome the classroom problems that
students promote and which affect the learning and improvement of the English language.
Different factor can affect students’ behaviors as it was mentioned in the previous chapters and
teachers have to deal with them and be conscious that nowadays students have a lot of problems
that can be externalized in classroom. Nowadays they face difficult environments that make
42
them fail their academic performance and their English improvement. There are some problems
that students face which can be mentioned briefly as listed by (Hall, 1994a, p. 1-2)
 There is much more verbal abuse and use of profanity and obscenities by students at all
ages (even kindergarten).
 Kids have more problems at home.
 Students are more streetwise.
 Younger students are involved in drugs, sex, and gangs.
 More kids are quick to resort to violence to make a point or settle an argument.
 Students and parents are more ready to resist and challenge authority (including all
school personnel).
 Weapons are much more likely to be present in the classroom.
 More and more students are unafraid and unmoved by reprimands and other traditional
discipline techniques.
 Parental support and involvement have diminished in many areas.
All of these issues can be called as the main part of disruptive behavior in students, but
for a teacher it is something difficult to control. That is way, teachers need to have the tools to
confront and deal with the behaviors caused by any of these situations that affect students life
43
and consequently language performance. That is the main goal of this investigation, giving
teachers effective tools to deal with disruptive behavior and classroom management to help
students to improve their English language. Even though these causes are mentioned on this
investigation, they are stated just to understand better the possible reasons why students
misbehave, however, the causes that will be analyzed will be the ones that teachers commonly
face in class such as student’s attitude, time of day, two’s company and others. For that reason,
it is necessary to mention the causes why students misbehave and the kind of behavior problems
they develop in class.
B. 1. Causes. Firstly, it is important to mention and recognized some of the
causes that can affect students’ behavior; that is why some of them will be listed in this research
in order to have a better understanding of students’ misbehavior. Some causes of why students
behave badly are listed by Harmer (2001b. p.251)
B.1.1. Time of day. The attitude of students is often affected by when the
class takes place. If the students are tired after a long day of study they may find exhausting
classes to challenging. If the class takes place just before lunch students may tend not to pay too
much attention as the lunch hour approaches. On the other hand, if the classes take place after
lunch, it can cause problems on students too, because they could feel slowness and full by
having eating enough just before the class and they get sleep.
44
B.1.2. Student´s attitude. A lot depends of how student views the class,
the teacher, and the subject being learnt. Clearly, therefore, it is important for these to be seen in
a positive or at least neutral – light. For many reasons, though, students are often hostile to
English classes and their teachers.
B.1.3. A desire to be noticed. It is generally accepted that adolescence is a
difficult time and that young adolescents often need to be noticed or have a desire to be
recognized in some way. This is not just special to adolescents, however, and most teachers are
familiar with students in their classes who demand attention and who are quiet prepared to be
disruptive in order to gain the recognition they need.
B.1.4. Two’s company. Two students being disruptive together are far
more effective than one! They may encourage each other in their anti-social behavior and
gradually influence the whole group.
These are just a few causes of behavior problems but just with one of them classroom
management can turn into a difficult task for a teacher and as it was mentioned before, adding to
this a few causes which are representative in what teacher face in classroom needs to be taken
into consideration the other ones that affect students’ life and consequently their learning.
45
B.2. Common behavior problems in class
B.2.1.Bullying. Nowadays, bullying is a problem which is affecting most
of the schools and a lot of students are suffering because of this. It is an act of students that
demonstrate to be strong and have treats that offend or intimidate other students who are
“weaker” than them as restated by Linsin “Bullying is the strong preying upon the weak. It can
be a physical advantage or a social advantage. It can be one student or many. It often takes the
form of threats, intimidation, repeated cruelty, and/or forcing someone against his or her will to
do what the bully wants” (2011, para. 7).
In classrooms teachers face day by day problems related to bullying and they have to
deal with and know how to act in order to perform the English class in an effective way.
Bullying can start just by laughing because any partner does not know how to pronouns any
word in English or even if they are role playing and they take roles that other partners joke
because of any particular characteristic and other aspects that can cause problems in self-esteem
in some students.
In addition to Common behavior problems in class, there are other problems that can be
categorized and listed as those behaviors that affect students themselves and the ones which
affect others as White and Lamoureux (2010, p.1) argued “Common student behaviour problems
fall into two general categories: those that disturb other people in the class (including you, the
teacher), and those that don’t disturb others, but that interfere with that individual’s learning.”
46
B.2.2. Behaviours that Disturb others [sic]:
 Chatting when the teacher is speaking, or when students should be working
 Coming into class late or leaving early, in a way that distracts others
 Letting their phone ring or answering their phone in class
 Monopolizing class discussion
 Making inappropriate or unpleasant comments to the teacher or other students
B.2.3. Behaviours that Interfere with a Student’s Learning:
 Using their computer for non-class activities.
 Sleeping.
 Repeatedly coming into class late or leaving early, discreetly.
These are common difficult behaviors that affect students learning process and it is
difficult for them to improve the English language if any of these is present in class.
47
2.2.3. Effective practical considerations for classroom management to improve the
teaching – learning process in EFL classrooms.
It is remarkable to restate the importance that classroom environment has and how it
impacts students. Since the first day of classes, they know what kind of classes they will receive
and the kind of teacher they will have “When students first steps into a classroom, they make a
judgment about the type of class they’ll be having, and by adding various learning centers,
they’ll know that this is a classroom where the teacher likes to do hands-on experiments”.
(Phiby, n.d, para.3). It is important to mention that giving student a good environment to learn is
a challenge for teachers. For example, in Limon, Bananito Sur, students and teachers have
problems with high temperature that makes them feel so tired, bored, disrupted, they just want to
leave the class, go outside to drink water and even worst they do not feel motivated to learn.
But, it is necessary to know that classroom setting can impact positive or negative students
learning and teachers have to learn how to deal with this in order to create as good environment
as possible to teach and learn as Brown restated “I have been in classrooms in tropical countries
where there is no air conditioning, the concrete walls of the classroom echo so badly you can
hardly hear anyone, and jackhammers are rapping away outside! But if these factors can be
controlled, don´t pass up the opportunity to make your classroom as physically comfortable as
possible” (2001a, p.192).
Rules and procedures need to be present in the English class because without it students
will not know how to behave and the consequences they will have if they misbehave as
considered by (Emmer, Evertson, Sanford, Clements, & Worsham, 1984) “Thus, establishing
48
and enforcing rules and procedures is a prerequisite for effective instruction in all K-12
classrooms” (as cited in Marzano, 2003a, para.6). Those consequences have to be measured for
students as the awareness that if they misbehave, the consequence will affect their English
learning. Teachers need to help students to develop this awareness more than consequences as
punishment if they interrupt classes and have difficult behavior that affect themselves and
others’ English learning process as argued by skinner (n.d) “Behavior is shape through
systematic reinforcement and punishment has limited effects”. Therefrom, the importance of
having contact with students and maintain good relationship with them, because in this way
learners will feel confident and respect what the teacher is doing.
On the other hand, if there is a misbehavior that needs to be controlled and not let it to
continue affecting the English class, having good relationship between teacher and student can
be a good way to overcome with the problem. It will be easier for the teacher having a
conversation and advice whom misbehave as highlighted by Chandra (2015a) “When students
misbehave, it is important to sit down with the student and counsel. By having close student-
teacher relationships, we will be able to get to the cause of the behavior and help the student
come up with alternatives to prevent the unwanted behavior from occurring in the future” (p.
14). Besides, there are many techniques that can be briefly described. They are effective and
intelligent ways to overcome students’ behavior matters and can work for classroom
management and be useful to help students with their English improvement.
49
Before getting deeper into strategies that can be very useful in an English class, some
simple but useful techniques can be mentioned in order to understand that sometimes simple
things can be effective when using them correctly. These techniques are mentioned by Chandra
Teacher needs to Focus attention on entire class and must not talk over student
chatter. At times Silence can be effective. Students should know what is going to
happen in the class and monitored to check progress. Teacher should move
around the room so students have to pay attention more readily and give students
non-verbal cues. Lessons should be ensure that the period is filled with learning
activities (2015b, p. 14).
Provided that, it is significant to know different strategies and techniques that can work
in the English class in order for students to improve the language, consequently teachers can
take advantage of them and provide students with an effective environment. Classroom
management strategies are very important because in this way discipline problems can be
avoided as considered by Stoughton (2007) (cited in Aliakbari & Bozorgmanesh, 2015, para, 4)
asserts that “To avoid discipline problems, teachers need to acquire and employ classroom
management strategies”.
50
2.2.3.1. Classroom environment. Classroom environment has a significant role in
how a class is managed, because it takes into account not only physical space, it is about the
emotional aspects of students too as considered in (Knenyon, n.dd, p.249) “Provides a context
for learning and includes not only the physical space, furnishings, resources and materials, but
also the class atmosphere, participants’ attitudes and emotions, and the social dynamics of the
learning experience”. Firstly, in English classrooms the physical environment is very important
because there has to be interaction between students and teacher. So, an important aspect to take
into consideration is how a class is organized and the contact teacher has with his students. An
excellent example that can be analyzed is how the students´ desks are organized, it seems that in
most of the cases English classrooms and desks are lined up in columns which makes difficult
for teachers to have a face to face contact with students and control their behavior. Putting desk
on circles or semicircles could help to manage in a best way the class. Considered by Brown
Students are members of a team and should be able to see one another, to talk to
one another (in English) and not be made to feel like they just walked into a
military formation. If your classroom has movable desk-chairs, consider patterns
of semi-circles, U shapes, concentric circles, or – if your class size is small
enough – one circle so that students aren´t all squarely facing the teacher
(2001b, p. 193).
Secondly, the positive emotions students can develop in an English class have significant
part in the language learning because it is the way how students feel in class, the engagement
with the subject and the motivation they have to learn the new language.
51
These are some aspects that can be taken into account within physical classroom
environment which help students to get positive outcomes when learning English and feel
comfortable but it is necessary to restate that when talking about environment is not just about
setting. Environment refers to the emotional aspects that students and teacher can develop and
help to improve the language. For instance, developing good relationship between students and
teacher is valuable in the teaching – learning process because in this way difficult classroom
environment can be prevented by having trust and respect by part of students to the teacher who
demonstrate being friendly and encourage them.
2.2.3.2. Disciplinary intervention. Discipline is a term that has to be
defined before finding out interventions of how to deal with this in order to maintain classroom
discipline. It is a term which is defined in Cambridge Dictionary (2017) as “training that makes
people more willing to obey or more able to control themselves, often in the form of rules, and
punishments if these are broken, or the behaviour produced by this training.” Another definition
provided by the same source and which is more assertive with what is going to be developed in
this chapter is “The ability to control yourself or other people, even in difficult situations.” But,
when taking about disciplinary interventions and the way behavior problems can be overcome as
Harmer (2001) stated (cited in Rahimi & Hosseini, 2011c, p. 313) “Discipline does not mean a
series of punishments applied to misbehaving students but refers to a contract which binds a
teacher and a group of students together so that learning can be more effective. In doing so, an
effective style of classroom discipline minimizes problems and disruptions in the classroom.”
52
Having clear what discipline is, it is necessary to mention different aspect or strategies to
take into consideration when having discipline problems in class and the best way to interfere
them. Some of these strategies are mentioned by Brown (2001c, p. 199)
 Learn to be comfortable with your position of authority
 Gain the respect of your students by treating them all equal fairness.
 State clearly and explicitly to your students what your expectations are regarding their
behavior in class.
 Be firm but warm in dealing with variances to these expectations.
 If a reminder, reprimand, or other form of verbal disciplinary action is warranted , do
your best to preserve the dignity of the students (in spite of the fact that you could be
frustrated enough to want to humiliate the student in front of classmates!).
 Try, initially, to resolve disciplinary matters outside of the class time (ask to see student
after class and quietly but firmly make your observations and let the students respond)
 In resolving disciplinary problems, try to find the source of the problem rather than
treating symptoms (for example, if a student isn’t paying attention in class, it could be
because of lack of sleep caused by trying to work a late night shift, in which case you
could suggest a different shift or different time bracket for the English class).
 If you cannot resolve a recurring disciplinary problem, then consult your institution´s
counselor or administrator.
53
In addition, it is necessary to confront disciplinary problems immediately. Even though,
in this investigation being a friendly and warm teacher has being restated, it does not mean that
those students who have no interest in learning and have disrupted behavior do not have to be
confronted with authority and firmly. Rather, these behavior need to be stopped. Patton argued
that
For any number of factors, some people just aren’t too keep on learning, aren't
interested in English, or maybe even find the lessons too easy. Unfortunately,
these students that act out can quickly become a distraction to even highly
motivated people. If you ignore problems and sweep them under the rug, or are
passive in difficult situations, they will just build up and eventually boil over, so
it’s best to confront your difficult students early (2014, para. 12).
Disciplinary interventions are part of some of the recommendation to overcome behavior
problems which teachers face in class, but it is necessary to understand that it is better to avoid
or prevent before confront. That is way these practical considerations were mentioned before,
because they can help teachers to manage their classroom in an effective and positive way;
consequently, they will have a better environment in class and students will take advantage of
this by improving the English language performance.
As a summary, some of the most important aspects of how to manage English classroom
can be mentioned as four principals which are listed as effective management, Bennett (2017,
p.1)
54
1. Effective classroom management is based in planning and preparation;
2. Effective classroom management is an extension of the quality of relationships in the
room;
3. Effective classroom management is embedded in the school environment; and
4. Effective classroom management includes ongoing processes of observation and
documentation.
Those are very important aspect to take into consideration for classroom management
and they help teachers to perform their classes in the best way in order to be successful when
teaching and help students to improve their English language performance.
55
2.3. Conceptual Framework
2.3.1. Classroom management.
 Sepulveda, 2016. Classroom Management
https://learn.canvas.net/courses/1123/files/481553/download.pdf
 Classroom Management
http://www.bobbijokenyon.com/crm/AEU_classroom_management.pdf
2.3.2. Importance of Classroom management.
 Kratochwill et al; n.d. Classroom Management
http://www.apa.org/education/k12/classroom-mgmt.aspx
2.3.3. Student – centered.
 Kelly (2006. Realising Student-Centred Learning in the EFL Classroom
http://a-plus.auhw.ac.jp/modules/xoonips/download.php?file_id=1537
 Kaminski n.d. The Effect of Classroom Management on High School Academic
Achievement.
http://www.angelfire.com/bc/wwwriters/class.html
2.3.4. Students’ engagement.
 Yulidhar, (n.d). Promoting Students Engagement in EFL Large Classes
56
https://www.researchgate.net/profile/Siti_Harunasari/publication/310773380_Digita
l_Backchannel_Promoting_Students_Engagement_in_EFL_Large_Classes/links/58
36b0b608aec3fe331e0a81/Digital-Backchannel-Promoting-Students-Engagement-in-
EFL- Large-Classes.pdf?origin=publication_detail
2.3.5. Motivation.
 Madrid & Pérez, 2001. Exploring the student’s motivation in the EFL class
http://www.ugr.es/~dmadrid/Publicaciones/Motivation_DM_MLPC_Elena.pdf
2.3.6. Disruptive behavior.
 Knenyon, n.d http://www.bobbijokenyon.com/crm/AEU_classroom_management.pdf
2.3.7. How the lack of classroom management impacts the teaching – learning
process in the EFL classroom.
 Kathryn 2013. Classroom management strategies: the impact on student achievement.
http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1824&context=doctoral
 Sepulveda, 2016. Classroom Management
https://instructureuploads.s3.amazonaws.com/account_110000000000001/attachments/481553/
M1 Introduction-Classroom-Management.pdf?response-content
disposition=attachment%3B%20filename%3D%22M1-Introduction-Classroom
Management.pdf%22%3B%20filename%2A%3DUTF8%27%27M1%252DIntroduction%252D
57
Classroom%252DManagement.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz
Credential=AKIAJFNFXH2V2O7RPCAA%2F20170706%2Fus-east
1%2Fs3%2Faws4_request&X-Amz- Date=20170706T164458Z&X-Amz Expires=86400&X-
Amz-SignedHeaders=host&X-Amz
Signature=fa70eaefeb18b9e16ff619d0ec0e166877ca27797f44803a753c46750da31d2d
2.3.8. Students’ active participation.
 Rahimi & Hosseini, 2015. The role of teachers’ classroom discipline in their teaching
effectiveness and students’ language learning motivation and achievement: A path method.
http://files.eric.ed.gov/fulltext/EJ1127336.pdf
2.3.9. Main causes of students discipline problems in class.
a.Teacher.
 Ministry of Education, Guyana” 2015
http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1651-why-
classroom-management-is-important
b.Teacher’s attitude.
 Cotter, 2011. Proper Classroom Management is Essential for an Effective Elementary
School Classroom
http://docs.rwu.edu/cgi/viewcontent.cgi?article=1011&context=honors_theses
58
c.Unplanned teaching.
 Harmer. (n.d). The Practice of English Language Teaching. London and New York New
Edition, Longman
 Hall, (1994). Helping teachers learn the secrets of successful classroom management.
https://www.wtc.ie/images/pdf/Classroom_Management/cm7.pdf
 d. No monitoring .
 Schneiderová, 2013. The effective classroom management in young learners’ language
classes https://is.muni.cz/th/69636/pedf_b/Final_abc56.pdf
e. Teacher – students’ relationship.
 VanHousen, (2013). Effective Classroom Management in Student Centered Classrooms
http://a-plus.auhw.ac.jp/modules/xoonips/download.php?file_id=153
 Marzano, (n.d). Classroom Management That Works
http://www.ascd.org/publications/books/103027/chapters/The-Critical- Role-of-
Classroom-Management.aspx
2.3.10. Common behavior problems in class.
 Linsin (2011) Bullying In The Classroom: The Ultimate Guide To Stopping It
https://www.smartclassroommanagement.com/2011/06/25/bullying-in-the-classroom/
59
 White and Lamoureux (2010). Classroom Management, or How to Deal with Behaviour
Problems in the Classroom.
http://www.vaniercollege.qc.ca/pdo/files/2012/07/Class-Management-Suggestions2.pdf
2.3.11. Classroom environment.
 Brown, (2001). Teaching by principles an interactive approach to language pedagogy
NY, Bank Street, Second edition, Longman.
2.3.12. Disciplinary intervention.
 Heuristic. (n.d.). In Cambrige Dictionary’s online dictionary. Retrieved from
http://dictionary.cambridge.org/dictionary/english/discipline
 Rahimi & Hosseini, 2011. EFL teachers‟ classroom discipline strategies: the students‟
perspective http://ac.els-cdn.com/S1877042811029892/1-s2.0-S1877042811029892-
main.pdf?_tid=6b465b94-684e-11e7-8768-
00000aacb360&acdnat=1500007347_5fac0ecaf3c567031ce874cfca778143
60
Chapter III
Methodological Framework
61
3.1. Type of Research and Research of Focus
This is a qualitative research based on a case study. “The case study is a way of
organizing social data for the purpose of viewing social reality. It examines a social unit as a
whole. The unit may be a person, a family, a social group, a social institution, or a company”
(Best & Kahn, 1998, p 249). This investigation will try to prove if classroom management is
being used correctly and in an effective way in EFL classroom. It will provide with valuable
information that will help to identify weaknesses and strengths teachers have when managing
their classrooms. Different elements will be measured and evaluated in order to analyze,
compare, and give certain recommendations in order to improve the teaching - learning process
in EFL classes in tenth grade at Liceo Capitán Ramón Rivas, Limón, Bananito Sur, 2017; taking
into account effective practical considerations for classroom management. In addition, the data
collected through teacher and students’ observations, the application of some instruments as
questioners will be used for the research design.
This investigation is based on qualitative analysis which is used to observe, describe,
analyzed and compare events within a specific population or group that can provide the
researcher with a better understanding of the people being investigated and the way they act as
considered by Marshal and Rossman (1995) cited in (Best & Kahn, 1998a, p. 24). “Qualitative
research offers opportunities for conducting exploratory and descriptive research that assumes
the value of context and setting, and that searches for deeper understanding of the
participants’… experiences… ”
62
Students’ behavior and the way teachers manage their classrooms will be analyzed in
order to find similarities and differences in the use of classroom management. That is why the
data collected will be studied and presented on this research in order to determine if the EFL
students are being taught with effective procedures or if recommendations are needed in order to
improve the students’ English language and the effectiveness of the teaching process.
Qualitative research was chosen to develop this investigation because it is considered
that this analysis will be more effective by observing the way students and teachers act in their
teaching – learning environment and the researcher will be part of these observations,
interpreting the behaviors observed. Likewise, some information will be collected by applying
some surveys to the teachers and students of tenth grades at Liceo Capitán Ramon Rivas and it
will provide some numeral measures that need quantitative analysis.
Some data will be needed to develop this research design and get the necessary
information to be analyzed and get the predictable or unpredictable results. The data required by
this qualitative research is open – ended interviews in order to get the necessary information.
These are direct observation and written document as argued by Patton (1990)
63
Qualitative method consists of three kind of data collection: (1) in depth, open-
ended interviews; (2) direct observation; and (3) written documents. The data
from interviews consist of direct quotations from people about their experiences,
opinions, feelings, and knowledge. The data from observations consists on
detailed descriptions of people’s activities, actions, and the full range of
interpersonal interactions and organizational process that are part of observable
human experience. Document analysis in qualitative inquiry yields excerpts,
quotations, or entire passages from organizational clinical or program records;
memoranda and correspondence; official publications and reports; personal
diaries; and open-ended written responses to questionnaires and surveys (cited in
Best & Kahn, 1998b, p. 240)
3.2. Subjects and Sources of Information
3.2.1. Subjects.
The subjects who will be involved in this research will be one teacher of English
teaching Language and 27 students in tenth grade (10-1) at Liceo Capitán Ramón Rivas, 2017,
Banito Sur, Limón.
This institution has just three English teachers and it is important to mention that
students of this institution just receive academic English.
64
3.2.2. Sources of information.
Valuable information will be obtained in this investigation by the researcher through the
application of an instrument as questionnaires that will be applied to tenth grade students (10-1)
and the English teacher. After that, all data collected through primary sources provide the
necessary statistical information that can be trustworthy because they are first- hand data
collected by the researcher who is carrying out this analysis.
The secondary sources that will be used by the researcher in order to carry out this
investigation will be information obtained from different bibliographical sources such as books,
websites, magazines, web articles, dictionaries and thesis (see references). The bibliographical
sources used in this research are about 40 and they are connected to common sources which are
classroom management, the importance of classroom management in EFL classrooms,
description of how classroom management impacts the English language classroom, main
causes of discipline problems in class, and the effective practical considerations for classroom
management. Also, the results of the instruments applied will be analyzed and tabulated in order
to measure and give certain conclusions and the necessary recommendations. So, the statistical
information will be part of the secondary sources too.
65
3.3. Variables
Conceptual Operational Instrumental

Objectives Variables
definitions definitions definitions
To identify the Teachers’ For the Analysis of data

strategies teachers classroom Collection of effectiveness collected through
use to implement management techniques that of this teachers’
effective classroom strategies teachers use to variable 70% observations. It
management when encourage effective of the will evaluate the
teaching English in learning by observed effectiveness of the
the EFL classroom. minimizing strategies teacher’s strategies
distractions and have to be and will be applied
disruptions positive to teacher and
students
For the
To recognize the effectiveness Analysis of data
Discipline
main causes of of this collected through
Most discipline
students discipline variable 70% closed
problems are the
problems in class of the questionnaire that
result of boredom
and how they observed will be applied to
or alienation
impacts the learning strategies students and
process in the EFL have to be teacher
classroom.
A change or For the Analysis of data

To determine Students and changed state effectiveness collected through
teachers’ beliefs and Teacher’s occurring as a
of this closed
beliefs direct result of
considerations about variable 70% questionnaire that
action by
the implementation somebody or of the answers will be applied to
of classroom something else have to be students and
management to positive teacher
improve the EFL
learning process
66
3.4. Population of Study
The people being studied are part of a population of 54 students who are part of two
groups (10-1 and 10-2). On the other hand, the population of English teachers is three.
3.5. Sampling Procedure and Sampling Size
Trochim refers to sampling as “The process of selecting units (e.g., people,
organizations) from a population of interest so that by studying the sample we may fairly
generalize our results back to the population from which they were chosen” (2006, n.d). Thus, in
this investigation the sampling procedure will be non-randomly because the tenth grade students
that were chosen have difficulties to improve their English language and their attitudes in
classroom do not help to reach the goal of learning a foreign language. Also, they have behavior
problems in the English class; they have disruptive behavior that disturb others, use the
cellphones in class and the teachers have to call their attention several times, they ask for
permission to go out the class at any moment and many times, they are not engaged and other
attitudes that affect them. That is why this group was selected from others, also because the
teachers that will be part of this investigation have expressed their concern about the low
academic performance their students have and how difficult is performing the English classes
with all of these students’ discipline problems.
67
This study will be made up of one of the three EFL teachers that represent the 33% of the
teachers’ population in this institution and 27 tenth graders that represent 50%, (group 10-1) at
Liceo Capitán Ramón Rivas, 2017, Bananito Sur, Limón. Students’ ages range from 15 to 18. It
is a group that has 8 male students and 19 female. Most of the students are originally from
Limón, but some of them are from Nicaragua. In the same way, most of them belong to low
class and live in poverty conditions and their parents have low education level. Besides, most of
the students who will be studied have discipline problems and the English performance is not as
good as wanted. They have low English academic performance and they present difficulties to
improve their English language.
In addition, the teacher who will help with this part of the investigation started working
for MEP in 1999 and now she just works for Liceo Capitán Ramón Rivas. She has Licentiate
Degree in English Teaching and has been working for 18 years with all the levels.
The main reason why this group was selected to be investigated is because it can be a
good way to help them to improve because they need to be prepared for the next year, given that
in 2018, MEP´s standardized test will be applied to them and if they improve now, they can get
better results that year and consequently pass the test from MEP (Ministry of Public Education)
next year. Likewise, the sampling size will correspond to one tenth grade group (10-1) of 27
students and the percentage of participant in the investigation will be the 100% of them.
68
This investigation will take place at Liceo Capitán Ramón Rivas, Bananito, Limón in the
third quarter of 2017, starting in October.
3.6. Instruments and Techniques for Data Collection
One of the instruments that will be applied to the subjects is questionnaire which will
provide real information that will be obtained by first-hand (students). In order to understand
what a questionnaire is and how they work; it will be useful to give its definition. According to
Annum (2017, p. 1) a questionnaire is defined as:
 This is a data collection instrument mostly used in normative surveys. This is a
systematically prepared form or document with a set of questions deliberately designed
to elicit responses from respondents or research informants for the purpose of collecting
data or information.
 It is a form of inquiry document, which contains a systematically compiled and well
organized [sic] series of questions intended to elicit the information which will provide
insight into the nature of the problem under study.
 It is a form that contains a set of questions on a topic or group of topics designed to be
answered by the respondent.
 The respondents are the population samples of the study. The answers provided by the
respondents constitute the data for the report .
69
It is important to mention that the questionnaires will be structured (closed form) as
Annum defined it “They are those in which some control or guidance is given for the answer.
This may be described as closed form because the questions are basically short, requiring the
respondent to provide a ‘yes’ or ‘no’ response” (2017a, p. 1). In this way it will be easier for
students who have difficulties with the English language level. If open – ended form are applied,
they will have difficulties to answer the questions and give their opinions. These are part of the
advantages that a questionnaire has, because the level of difficulty will be easy. It will have 17
items which each of them will be on closed form.
One questionnaire will be applied to 27 tenth grade students (group 10-1) and will have
17 questions. The answers will be provided by students by selecting one option with an “X”
inside the parenthesis. The other questionnaire is for teachers. In the same way than students
have to answer, the teacher has to. This instrument has 17 questions that measure information
from three different variables and these questions are in a closed form. The teacher has to select
one option with an “X” inside the parenthesis.
3.7. Reliability and Validity of Instruments
3.7.1. Reliability. Best and Kahn (1998b) describes reliability as “The degree of
consistency that the instrumental or procedure demonstrate; whatever it is measuring, it does so
consistently” (p. 276). If there are two administrators or researchers that apply the same
70
instruments at different moment taking into account the same research and subjects, the results
or measurements will have correlation. If the instruments are applied to the same subjects in
different moment and the results are different, it means that the instruments are unreliable.
The instruments will be reliable because they will be applied to EFL students that have
problems with the improvement of the foreign language because of indiscipline problems that
can be avoided by using classroom management in an effective way and nowadays, most of the
English classes present the same problems. If these instruments are applied to other groups of
Liceo Capitán Ramón Rivas, the results will have correlation because there are other groups that
have the same discipline matters and they are in the same environment which is taken into
account in this investigation as one of the causes of indiscipline problems.
3.7.2. Validity. Best and Kahn (1998c) argued “Validity is that quality of data-gathering
instrument or procedure that enables it to measure what it is supposed to measure (p. 276). The
instruments will have validity because different aspects were taken into account such as the
results of English academic performance and the evidence that the teachers that will help with
the investigation provided. These instruments will be applied taking into account real English
classes and the teacher, students behaviors that are part of the language classes. Also, the theory
provided in this research can lead the researcher to know what has to be measure based on
previous investigations related to the same topic.
71
Chapter IV
Analysis and Interpretation of the

Results
72
4.1. Explanation
This chapter refers to the analysis and interpretation of results that were gathered through
data collection. It means that in chapter 4 the results of the instrument that were applied were
measured in a statistical way. According to Pérez (2014) the analysis and interpretation of the
results is “The process of organizing data into logical, sequential and meaningful categories and
classifications to make them amenable to study and interpretation.” This analysis was done
taking into account a questionnaire that was applied to 27 tenth grades students (group 10-1) of
Liceo capitán Ramón Rivas and their English teacher in order to know the influence that
different factors have on classroom management such as teachers strategies, main causes of
discipline problems, beliefs and considerations of students and teachers that make reference to
the main purpose of this research.
The parameter that was necessary to establish if the variables that were tested in the
questionnaires were positive or negative was 70%. If most of the answers in one question give a
percentage more or equal than 70% as a relative frequency, it is positive, but if most of the
answers are less than 70% the result obtained is negative. That is why it is necessary to measure
the data collected through a relative frequency that helps to identify a variable as positive or
negative as they are repeated “When we look at relative frequency, we are looking at the number
of times a specific event occurs compared to the total number of events.” cited by Jackson
(para.2, 2003). Also it is necessary to represent this data into tables that help to understand and
have clear the numerical data as mentioned by Jackson “A relative frequency table is a chart that
73
shows the popularity or mode of a certain type of data based on the population sampled.” (para
2, 2003).
The data collected was gathered through two different questionnaires that were applied
to a tenth grade group (10-1) at Liceo Capitán Ramón Rivas and the English teacher in charge of
it. These questioners have three different aspects to be evaluated or measured which are
variables related to three different features such as the strategies the teacher uses in class and if
they are consider for students as effective. Also, factors that can affect or influence in the
indiscipline problems and disruptive behaviors of students as a result of them and finally the
belief students and teachers have according to classroom management.
4.1.1 Appendix. 1.
These tables represent the first part of the questionnaire that was applied to 27 students
and one teacher. The data collected on these instruments are very significant because it allows
measuring, interpreting and comparing the gathered facts. Besides, the variable related to
teacher’s classroom management can be studied and interpreted. This variable is represented in
the questionnaire through five questions that were answered as yes or no. Also, it will be
represented on different graphics which help to understand and have a clearer idea about the
results as restated by (Gale, para. 1, 2008) “Graphic presentation represents a highly developed
body of techniques for elucidating, interpreting, and analyzing numerical facts by means of
points, lines, areas, and other geometric forms and symbols.”
74
Table 1
Variable No.1. Teachers’ classroom management strategies. (Students’ questionnaire)
Yes No
Item
Absolute Relative Absolute Relative
frequency frequency frequency frequency
1. Do you know what classroom management is? 6 22% 21 78%
2. Are there rules clearly stated for classroom

26 96% 1 4%
management in the class?
3. Do you contribute with classroom

25 93% 2 7%
management?
4. Does your teacher have good classroom

22 81% 5 19%
management?
5. Does your teacher monitor students' work? 21 78% 6 22%
Table 1. Variable No.1 Teacher’s classroom management strategies
Source: Questionnaire applied to students at Liceo Capitán Ramón Rivas, 2017.
75
The general outcome obtained in the analysis where the variable related to classroom
management strategies used by the teacher was positive and it is represented in table 1 with five
different items. The data shows that strategies used by the teacher to manage her class are useful
and helpful for student because most of the answers for this variable were up of 70% and there
is just one of the five questions which the result was negative.
This table represents the classroom management strategies the English teacher has and
the data collected through the instruments (questionnaires) demonstrate in question number one
that students do not have knowledge about what classroom management is, as represented with
78% of the answers as negative and just 22% as positive; according to question two most of the
students are clear that there are rules clearly stated in class because the answers were 96% as
positive and just 1% negative. Questions number three represents that 93% of the students
contribute with classroom management and 7% do not. The percentage of students who consider
that their teacher has good classroom management is 81% and 19% of them say she does not
have it. In item five the results were positive with 78% and negative with 22%.
Graphical representation of variable number 1, question from 1 to 5.
76
Figure 1
Variable No. 1
Questionnaire for students
96 93
100
90 78 81 78
Relative Frequency
80
70
60
50 Yes
40
30 22 19 22 No
20 7
4
10
0
1. 2. 3. 4. 5.
Questions
Source: Instrument applied to the tenth grade´s students at Liceo Capitán Ramón Rivas, Limón, circuito 02.
Figure 2
Question #1.
Do you know what classroom management is?
22%
yes
no
78%
77
Figure 3
Question #2.
Are there rules clearly stated for classroom
4%
yes
no
96%
Figure 4
Question #3.
Do you contribute with classroom management?
7%
yes
no
93%
78
Figure 5
Question #4.
Does your teacher have good classroom management?
19%
yes
no
81%
Figure 6
Question #5.
Does your teacher monitor students' work?
22%
yes
no
78%
79
Table 2
Variable No.1. Teachers’ classroom management strategies. (Teacher’s questionnaire)
Yes No
Item Absolute Relative Absolute Relative

1. Do you know what classroom management is?

1 100% 0 0
2. Are there rules clearly stated for classroom

1 100% 0 0
3. Do students contribute with classroom

1 100% 0 0
management?
4. Do you consider you have good classroom

1 100% 0 0
management?
5. Do you monitor students’ work?

1 100% 0 0
Table 2. Variable No.1 Teacher’s classroom management strategies
Source: Questionnaire applied to the English teacher at Liceo Capitán Ramón Rivas, 2017.
80
The analysis of the results of the first part (variable No 1) of the questionnaire applied to the
English teacher demonstrate positive outcomes given that all answers provided by her were
positive(five items with 100% of the provided answers as positive). In these questions the
knowledge which the teacher has about classroom management and the use she gives in class to
take advantage of that taking into account different strategies were analyzed.
Figure 7
Variable No. 1
Questionnaire for teacher
100 100 100 100 100
100
90
80
Relative Frequency
70
60
50
40 Yes
30 No
20
10 0 0 0 0 0
0
Classroom Rules Stated Contribute Teacher Monitoring
Management Classroom the class
Management
Questions
Source: Instrument applied to the tenth grade´s English teacher at Liceo Capitán Ramón Rivas, Limón, circuito 02.
81
Figure 8
Question #1.
Do you know what classroom management is?
0%
yes
no
100%
Figure 9
Question #2.
Are there rules clearly stated for classroom
0
yes
no
100
82
Figure 10
Question #3.
Do students contribute with classroom management?
yes
no
100
Figure 11
Question #4.
Do you consider you have good classroom
management?
0
yes
no
100
83
Figure 12
Question #5.
Do you monitor students’ work?
yes
no
100
4.1.2. Appendix. 2.
The statistical analysis in these tables leads to interpret the result for variable number 2
which makes reference to discipline problems in class and the main causes that contribute with
that problem. It can be recognized in the questionnaire with seven items related to factors that
can affect discipline in class. Also, it is represented with some graphics in order to have a clearer
idea of the results given that through graphics the analysis can be more understandable by the
reader.
84
Table 3
Variable No.2. Discipline (Students’ questionnaire)
Yes No
Item Absolute Relative Absolute Relative

6. Do you consider discipline problems affect 17 63% 10 37%
learning performance?
7. Are there external factors that influence 21 78% 6 22%
discipline in class?
8. Do you consider that schedule influences 24 89% 3 11%
disruptive behavior?
9. Do you consider high temperature affects 27 100% 0 0%
10. Is there a good physical classroom 4 15% 23 85%
environment?
11. Does your teacher provide you with 16 59% 11 41%
interesting material?
12. Does your teacher look prepared and secure

23 85% 4 15%
when performing the class?
Table 3. Variable No.2 Discipline
Source: Questionnaire applied to the tenth grade’s students at Liceo Capitán Ramón Rivas, 2017.
85
According to the analysis of this table the results indicate that there are factors that affect
discipline in class given that the students answered as positive in most of the questions which
take into account that external aspects contribute with students’ disruptive behavior. To be more
specific with the analysis each question is analyzed as positive or negative.
In item number 6 where students are asked to answer if they know that indiscipline
affects learning performance, it indicates a negative result because the percentage is under the
main parameter (70%) to be considered as positive. The answers were 63% as positive and 37%
as negative. In question number 7 that indicates if there are external factors that influence
discipline, 78% of the students answered yes and 22% of them answer no. In item number 8
where students are asked to answer if schedule influences in their discipline, 89% of the
students’ answers were yes and 11% were no. High temperature is considered by students as a
factor that affects discipline in class, because 100% of them answer yes as represented in
question number 9. Students considered that there is no good physical environment as stated in
question 10 because just 15% of them answered yes and 85% answered, concluding that most of
them are not comfortable with the classroom physical environment. Question 11 indicated that
59% of the students said that their teacher does not provide them with interesting material and
41% of them said she does not. Finally, the last question shows that students considered that
their teacher demonstrates to be prepared in class because 85% have positive answer and just
15% have negative.
Graphical representation of variable number 2, questions from 6 to 12.
86
Figure 13
Variable No. 2
Questionnaire
100 for students
100 89
85 85
90
78
Relative Frequency
80
70 63
59
60
50 41
37
40 Yes
30 22
15 15 No
20 11
10 0
0
Questions
Figure 14
Question #6.
Do you consider discipline problems affect learning
performance?
37%
Yes
63%
No
87
Figure 15
Question #7.
Are there external factors that influence discipline in
class?
22%
Yes
No
78%
Figure 16
Question #8.
Do you consider that schedule influences disruptive
behavior?
11%
Yes
No
89%
88
Figure 17
Question #9.
Do you consider high temperature affects learning
performance?
0%
Yes
No
100%
Figure 18
Question #10.
Is there a good physical classroom environment?
15%
Yes
No
85%
89
Figure 19
Question #11.
Does your teacher provide you with interesting
material?
41%
Yes
59%
No
Figure 20
Question #12.
Does your teacher look prepared and secure when
performing the class?
15%
Yes
No
85%
90
Table 4
Variable No.2. Discipline (Teacher’s questionnaire)
Yes No
Item
6. Do you consider disruptive behavior affects

1 100% 0 0
7. Are there external factors that influence

1 100% 0 0
8. Do you consider that schedule influences

1 100% 0 0
students’ disruptive behavior?
9. Do you consider high temperature affects

1 100% 0 0
students’ learning performance?
10. Is there a good physical classroom

1 100% 0 0
environment to perform your class?
11. Do you plan your class?

1 100% 0 0
12. Do you provide students with interesting

1 100% 0 0
material?
Table 4. Variable No.2 Discipline
Source: Questionnaire applied to the English teacher at Liceo Capitán Ramón Rivas, 2017.
91
According to the analysis of the data obtained in table number 4, that makes reference to
variable number two related to discipline. The answers provided by the teacher demonstrate that
one of the main problems that affects students behavior are the external factor because it was
stated in most of the questions in which all the teacher’s answers were positive (100%). As a
conclusion, the external factors such as schedule, high temperature, physical environment,
interesting material and even teacher’s confidence or preparation influence in students’ difficult
behavior.
Figure 21
Variable No. 2
Questionnaire for teacher
100 100 100 100 100 100 100
100
90
80
Relative Frequency
70
60
50
40 Yes
30
No
20
10 0 0 0 0 0 0 0
0
Questions
92
Figure 22
Question #6.
Do you consider disruptive behavior affects
0
yes
no
100
Figure 23
Question #7.
Are there external factors that influence
0
yes
no
100
93
Figure 24
Question #8.
Do you consider that schedule influences
students’ disruptive behavior?
0
yes
no
100
Figure 25
Question #9.
Do you consider high temperature affects
students’ learning performance?
0
yes
no
100
94
Figure 26
Question #10.
Is there a good physical classroom environment
to perform your class?
0
yes
no
100
Figure 27
Question #11.
Do you plan your class?
0
yes
no
100
95
Figure 28
Question #12.
Do you provide students with interesting material?
yes
no
100
4.1.3. Appendix. 3.
The analysis of the results for the data collected in questionnaire applied to students and
teacher is leaded to the study of the variable number three which represents students and
teacher’s beliefs that help to understand how effective they consider the classroom management
strategies are in class and the importance they have. Besides, it is represented in the
questionnaire with the questions from the number 13 to the 17 and the outcome of this data
analysis is showed with some graphics that help to have a better understanding of the data
analysis.
96
Table 5
Variable No.3. Teacher and student’s beliefs (Students’ questionnaire)
Yes No
Item
13. Do you consider having good relationship 24 89% 3 11%

with the teacher influences on discipline?
14. Can physical environment influence disruptive 21 78% 6 22%

behavior?
15. Do you consider that classroom arrangement 8 30% 19 70%

can affect classroom management?
16. Do you consider that putting chairs in circles 23 85% 4 15%

or semicircles can help to avoid discipline
problems?
17. Do you consider that classroom management 26 96 1 4
is important to learn?
Table 5. Variable No.3 Teacher and student’s beliefs
Source: Questionnaire applied to tenth grade’s students at Liceo Capitán Ramón Rivas, 2017.
The results of the data analysis of this table are related to variable number three, which
was measured through a questionnaire applied to students. As represented in table number 5, the
item number 13 was positive with 89% of the students’ answers and 11% as negative, it
97
indicated that students consider that having good relationship with the teacher influences in their
discipline in class. The question number 14 reveals that students consider that physical
environment can influence on their behavior given that 78% of the students’ responses were yes
and 22% of them were no. Item number 15 the result was negative because most of the students
answered negatively showing a 70% as No and just 30% as Yes. As a conclusion, it shows that
students do not consider the classroom arrangement as a significant issue that affects their
discipline. Item 16 has positive results given that students do considered that putting chairs in
circles could help to avoid discipline problems because 85% of them answered yes and just 15%
answered no. Finally, the last question that represents variable number three and which
represents the importance classroom management has for students is positive because 96% of
their answers were positive and just 4% answered negative. Graphical representation of variable
number 3, questions from 13 to 17.
Figure 29
Variable No. 3
96
89
Relative Frequency
100 85
78
80 70
60
40 30 Yes
22
11 15
20 4 No
0
Questions
98
Figure 30
Question #13.
Do you consider having good relationship with the
teacher influences on discipline?
11%
Yes
No
89%
Figure 31
Question #14.
Can physical environment influence disruptive
behavior?
22%
Yes
78% No
99
Figure 32
Question #15.
Do you consider that classroom arrangement can
affect classroom management?
30%
Yes
70% No
Figure 33
Question #16.
Do you consider that putting chairs in circles or
semicircles can help to avoid discipline problems?
15%
Yes
No
85%
100
Figure 34
Question #17.
Do you consider that classroom management is
important to learn?
4%
Yes
No
96%
101
Table 6
Variable No.3. Teacher and student’s beliefs (Teacher’s questionnaire)
Yes No
Item
13. Do you consider having good relationship with

1 100 0 0
students, influences on their discipline?
14. Can physical environment influences students’

1 100 0 0
15. Do you consider that classroom arrangement

1 100 0 0
can affect classroom management?
16. Do you consider that putting school desks in

1 100 0 0
circles or semicircles can help to manage the
17. Do you consider classroom management as a

classroom?
1 100 0 0
key element?
_____________________________________________________________________________
Table 6. Variable No.3 Teacher and student’s beliefs
Source: Questionnaire applied to tenth grade’s English Teacher at Liceo Capitán Ramón Rivas, 2017.
The table above indicates a positive result according to teacher’s responses because all
the answers were positive; it means that questions from 13 to 17 obtain 100% as positive
answers. Taking into account the teacher’s responses, the result of this variable can be
102
interpreted as very significant because the teacher is conscious about the importance of
classroom management and the influence it has on students’ behavior.
Figure 35
Variable # 3
Questoinnaire for teacher
100 100 100 100 100
Relative Frequency
100
80
60
40
20 0 0 0 0 0 Yes
0
No
Questions
Figure 36
Question #13.
Do you consider having good relationship with
students, influences on their discipline?
0%
Yes
100% No
103
Figure 37
Question #14.
Can physical environment influences students’
0%
Yes
No
100%
Figure 38
Question #15.
Do you consider that classroom arrangement can
affect classroom management?
0%
Yes
No
100%
104
Figure 39
Question #16.
Do you consider that putting school desks in circles
or semicircles can help to manage the classroom?
0%
Yes
No
100%
Figure 40
Question #17.
Do you consider classroom management as a key
element?
0%
Yes
No
100%
105
Chapter V
Conclusions and Recommendations
106
5.1. Conclusions
This investigation shows that classroom management has many aspects which are
necessary to be taken into account to be successful when teaching and also when learning,
because it demonstrates that a teacher can be well prepared but if there is no way into the class
to encourage and engage students to learn a new language it can be difficult for teachers to
manage and achieve the main goal of the English class that is keeping students interested and
motivated to learn. For example, it is significant to present to the students all the English class
issues as interesting as possible in order to engage students and keep them working without
having any factor that distracts them or keep them away from the learning even though they are
presented into their classroom environment.
It is necessary to understand that students’ discipline can be affected by external factors
such as physical environment, weather conditions, noises, schedule or time of day as it was
considered by the tenth grade students that were part of this investigation. So, it has as a
conclusion that if there are factors like these, that can affect the teaching - learning performance,
it is necessary to help students to enjoy and try to forget or avoid those aspects that influence
their behavior in a negative way by giving students interesting classes that hold them into an
active working in class.
Firstly, it is significant to mention that three variables were analyzed and measured in
order to comprehend the importance classroom management has and the effects it has on
107
students’ behavior. So, the first variable that was measured through a questionnaire that was
applied to the students and helped to find out if they are clear about classroom management got
positive results, then, it is concluded that students know about the importance of this and they
are clear about how their teacher perform it. Even though students do not know about the term
itself, they are clear about how their teacher manages their class, the rules established and how
disruptive behavior affects their learning performance.
Secondly, the other variable analyzed how different aspects can affect students’
discipline and it was determined that this variable indicated that it is the main problem that
influence on their behavior because they considered that weather conditions, schedule, external
factors, temperature and physical environment affect their discipline (all students and teachers
responses were positive). In addition, it is necessary to mention that in this region it is difficult
to perform English classes given to the weather conditions (high temperatures) and the physical
environment which is limited. As it was mentioned, that can be a good reason to understand
students’ misbehavior and try to help students to carry it out.
Lastly, according to students and teacher’ s responses, the third variable showed positive
results, because both teacher and students contemplated aspects such as physical environment,
classroom arrangement, and students - teacher relationship as significant. It means that they are
clear about different aspects that work and help to keep an English class well performed.
108
As a conclusion, this investigation helped to identify those factors that influence on
students’ discipline and led to analyze which one of them are affecting to the tenth grade
students at Liceo Capitán Ramón Rivas. So, classroom management can be taken into account
not just as how the English teacher performs and manages the class, but how she has to deal
with other issues that can become a challenge for her if she wants to ensure a good English class
atmosphere and it is necessary that the teacher improves and tries to keep her students engaged
in order to help them to accomplish the English learning process and be successful in their
academic performance.
5.2. Recommendations
It is a challenge for the English teacher to improve the classroom environment and
students’ behavior because of the conditions she has at this institution, but it is necessary to
develop strategies that help teacher and students to accomplish the main goal which is improve
the academic and learning performance. Even though it is difficult to reach it does not mean that
it is impossible. That is why there are some recommendations that can be mentioned taken into
account the results gathered through the application of the instruments (questionnaires) in order
to improve the classroom management and get positive effects on students’ discipline.
To the EFL teacher
 It is necessary to explain the students about what classroom management is to make
them understand all aspects it entails in their learning performance because it is not
109
just about how the teacher manages the class, but it is about how they behave and
contribute with their discipline to have a good classroom environment.
 Present interesting material that catch students’ attention and keep the interest on the
working. The material can be related to their music, current artists, athletes and likes
which engage them because in this way they will not be bored or passive when having
difficult schedules.
 Create an active environment (active learning) to offset the schedule students have
when entering to the English class because there are some hours when students are so
passive and they need to be motivated to participate and move such as the hour after
lunch.
 If it is possible it will be a good strategy to take students out of the classroom and
make them breadth and explore other places to receive the English classes and move.
 Putting chairs in circles or semicircles can help to deal with discipline problems and it
can be easy for the teacher to monitor the class. Also, it is a way to encourage students
to have a face to face participation in class activities.
110
To the institution
 Provide the English teacher with material that can be interesting to the students such as
technological devices.
 Keeping order out of the classroom when some students are not receiving classes in
order to avoid external factors such as noise that affect students learning performance.
 Improving physical classroom conditions that help to endure the high temperatures
that affects English class performance.
As a conclusion, there are some deficiencies that have been shown through the
questionnaires applied and the analysis of the results, but it is a way to find out where there are
weaknesses and how they can be improved and turn them into strengths in order to help students
to improve and be successful in their English learning process; also help the teacher to improve
her classroom management and English class performance.
111
References
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117
Annexes
118
Questionnaire
Campus Guápiles
Thesis to obtain the Licentiate Degree in English Teaching
Proponent: Lizbeth Gómez Brenes
This questionnaire is part of an investigation to obtain the Licentiate Degree in English

Teaching at Universidad Latina de Costa Rica. The purpose of this instrument is to collect data
about the impact classroom management has in the teaching learning process at Liceo Capitán
Ramón Rivas in tenth grade group. Dirección Regional Limón, Circuito 02, in 2017.
Your answers will be treated as completely confidential and will only be used as part of a
statistical analysis.
Directions: Please mark with an X in the parenthesis to the answer of your choice. There is an
amount of 17 questions.
Yes ( ) No ( )
2. Are there rules clearly stated for classroom management in the class?
Yes ( ) No ( )
3. Do you contribute with classroom management?
Yes ( ) No ( )
119
4. Does your teacher have good classroom management?
Yes ( ) No ( )
5. Does your teacher monitor students’ work?
Yes ( ) No (
6. Do you consider discipline problems affect learning performance?
Yes ( ) No ( )
7. Are there external factors that influence discipline in class?
Yes ( ) No ( )
8. Do you consider that schedule influences disruptive behavior?
Yes ( ) No ( )
9. Do you consider high temperature affects learning performance?
Yes ( ) No ( )
10. Is there a good physical classroom environment?
Yes ( ) No ( )
11. Does your teacher provide you with interesting material?
Yes ( ) No ( )
12. Does your teacher look prepared and secure when performing the class?
Yes ( ) No ( )
13. Do you consider having good relationship with the teacher influences on discipline?
Yes ( ) No ( )
120
14. Can physical environment influence disruptive behavior?
Yes ( ) No ( )
15. Do you consider that classroom arrangement can affect classroom management?
Yes ( ) No ( )
16. Do you consider that putting chairs in circles or semicircles can help to avoid discipline
problems?
Yes ( ) No ( )
17. Do you consider that classroom management is important to learn?
Yes ( ) No ( )
Variable No 1
 Teacher’s classroom management strategies
Variable No 2
 Discipline
Variable No 3
 Students and teacher’s beliefs
Variable No 1 Variable No 2 Variable No 3
121
Questionnaire
Campus Guápiles
Thesis to obtain the Licentiate Degree in English Teaching
Proponent: Lizbeth Gómez Brenes
This questionnaire is part of an investigation to obtain the Licentiate Degree in English

Teaching at Universidad Latina de Costa Rica. The purpose of this instrument is to collect data
about the impact classroom management has in the teaching learning process at Liceo Capitán
Ramón Rivas in tenth grade group. Dirección Regional Limón, Circuito 02, in 2017.
Your answers will be treated as completely confidential and will only be used as part of a
statistical analysis.
Directions: Please mark with an X in the parenthesis to the answer of your choice. There is an
amount of 17 questions.
Questionnaire for teachers
Yes ( ) No ( )
2. Are there rules clearly stated for classroom management in your class?
Yes ( ) No ( )
3. Do students contribute with classroom management?
Yes ( ) No ( )
122
4. Do you consider you have good classroom management?
Yes ( ) No ( )
5. Do you monitor students’ work?
Yes ( ) No ( )
6. Do you consider disruptive behavior affects learning performance?
Yes ( ) No ( )
7. Are there external factors that influence disruptive behavior?
Yes ( ) No ( )
8. Do you consider that schedule influences students’ disruptive behavior?
Yes ( ) No ( )
9. Do you consider high temperature affects students’ learning performance?
Yes ( ) No ( )
10. Is there a good physical classroom environment to perform your class?
Yes ( ) No ( )
11. Do you plan your class?
Yes ( ) No ( )
12. Do you provide students with interesting material?
Yes ( ) No ( )
13. Do you consider having good relationship with students, influences on their discipline?
Yes ( ) No ( )
123
14. Can physical environment influences students’ disruptive behavior?
Yes ( ) No ( )
15. Do you consider that classroom arrangement can affect classroom management?
Yes ( ) No ( )
16. Do you consider that putting school desks in circles or semicircles can help to manage the
classroom?
Yes ( ) No ( )
17. Do you consider classroom management as a key element?
Yes ( ) No ( )
Variable No 1
 Teacher’s classroom management strategies
Variable No 2
 Discipline
Variable No 3
 Students and teacher’s beliefs
Variable No 1 Variable No 2 Variable No 3
124
QUESTIONNAIRE FOR STUDENTS
Question Answer
# Students TOTAL
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
YES 1 1 1 1 1 1 6
1
No 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 21
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 26
2
No 1 1
VARIABLE YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25
3
#1 No 1 1 2
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 22
4
No 1 1 1 1 1 5
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 21
5
No 1 1 1 1 1 1 6
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17
6
No 1 1 1 1 1 1 1 1 1 1 10
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 21
7
No 1 1 1 1 1 1 6
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24
8
No 1 1 1 3
VARIABLE YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 27
9
#2 No 0
YES 1 1 1 1 4
10
No 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16
11
No 1 1 1 1 1 1 1 1 1 1 1 11
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23
12
No 1 1 1 1 4
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24
13
No 1 1 1 3
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 21
14
No 1 1 1 1 1 1 6
VARIABLE YES 1 1 1 1 1 1 1 1 8
15
#3 No 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23
16
No 1 1 1 1 4
YES 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 26
17
No 1 1
125
QUESTIONAIRE FOR TEACHERS
YES 1 1 YES 1 1
Question Answer TOTAL 6 13
No 0 No 0
YES 1 1
1
No 0 YES 1 1 YES 1 1
7 14
No 0 No 0
YES 1 1
2
No 0 YES 1 1 VARIABLE YES 1 1
8 15
No 0 #3 No 0
VARIABLE YES 1 1
3
#1 No 0 VARIABLE YES 1 1 YES 1 1
9 16
#2 No 0 No 0
YES 1 1
4
No 0 YES 1 1 YES 1 1
10 17
No 0 No 0
YES 1 1
5
No 0 YES 1 1
11
No 0
YES 1 1
12
No 0
126

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Universidad Latina de Costa Rica

Licentiate Degree in English Teaching

Final Graduation Thesis

“The Efficiency of Classroom Management to

Guápiles, January 13th, 2018

mentioned below as a requirement to obtain the Licentiate’s Degree in English Teaching in

Universidad Latina de Costa Rica.

MSc. Carlos Mayorga Gutierrez Licda. Swad Ulate González

Thesis Tutor Career Coordinator

our declaration is false.

This is declared in Guápiles, Pococí, Limón, December 15th, 2017.

I acknowledge to all my English teachers of Universidad Latina that helped me to be here

cooperation, assistance and by sharing their knowledge.

person who always seeks to help his students.

questionnaires and I am so grateful.

beliefs because it is a way to understand what is considered by students as important when a

learning the English language.

Key words: classroom management, discipline, strategies, beliefs, classroom environment,

El objetivo de esta investigación es explicar la importancia del manejo de clase y los

finalidad de descubrir cuáles de ellos influyen directamente en la disciplina de los estudiantes de

de cómo manejar la clase de Inglés.

se aprende el lenguaje del Inglés.

Palabras claves: manejo de clase, disciplina, estrategias, creencias, ambiente de clase,

Letter of Completion ...................................................................................................................... iii

Abstract ......................................................................................................................................... vii

List of Tables ................................................................................................................................ xii

List of Figures .............................................................................................................................. xiii

1.2. Background of the Problem ..................................................................................................... 6

1.3 Justification ............................................................................................................................... 9

1.4. Statement of the Problem ....................................................................................................... 11

1.5 Research Question .................................................................................................................. 13

1.7 Objectives ............................................................................................................................... 13

1.7.1. General objectives ........................................................................................................... 13

1.7.2. Specific objectives .......................................................................................................... 13

1.9. Restrictions and/or Limitations .............................................................................................. 14

Theoretical Framework ................................................................................................................. 16

2.2 Theoretical Framework ........................................................................................................... 20

2.2.1. Importance of implementing effective classroom management. ........................................ 20

2.2.1.1. Classroom management. ............................................................................................. 20

2.2.1.2. Importance of Classroom management. ...................................................................... 21

process in the EFL classroom. ...................................................................................................... 28

2.2.2.1. Main causes of students discipline problems in class. ................................................. 35

learning process in EFL classrooms. ............................................................................................ 48

2.2.3.1. Classroom environment. .............................................................................................. 51

2.3. Conceptual Framework .......................................................................................................... 56

Chapter III ................................................................................................................................... 61

Methodological Framework .......................................................................................................... 61

3.1. Type of Research and Research of Focus .............................................................................. 62

3.2. Subjects and Sources of Information ..................................................................................... 64

3.2.1. Subjects. ......................................................................................................................... 64

3.2.2. Sources of information. ................................................................................................... 65

3.3. Variables ............................................................................................................................ 66

3.4. Population of Study................................................................................................................ 67

3.5. Sampling Procedure and Sampling Size ................................................................................ 67

3.6. Instruments and Techniques for Data Collection................................................................... 69

3.7.1. Reliability ........................................................................................................................ 70

3.7.2. Validity. ......................................................................................................................... 71

Analysis and Interpretation of the Results .................................................................................... 72

4.1. Explanation ............................................................................................................................ 73

4.1.1 Appendix. 1. ..................................................................................................................... 74

4.1.2. Appendix. 2. .................................................................................................................... 84

4.1.3. Appendix. 3. .................................................................................................................... 96

Chapter V .................................................................................................................................. 106

Conclusions and Recommendations ........................................................................................... 106