Samarkand state insitute of foreign languages english faculty II

2.2 The efficient methods to prevent difficulties
The organizing the learning method is to meet a specific educational goal. Programmed teaching, lectures, and practical display are considered as examples ofteaching methods. Teaching method is different from the concept of “educational medium” (a means of exposingthestudents toa data source, such astextbooks, TV, PC, or the teacher and other students). In fact severaldifferentteaching methods may be used. [16; 47]
Inaneducational medium (such as programmed teaching, lectures, and practical display on TV) or a specificteaching method inseveraldifferent educational mediums (Such asthe use ofprogrammed teaching intextbooksorTV). Teaching method is a set of procedures and experimentalactivitiesperformedto achievea certain goal. The best methodis the one which spends the leasttimeandwiththe resources available, andthusachieves thehighestreturns.Teachingmethod is a set of activitiesthatare carried outaccording to
Theconditionsand possibilities to provide themost favorablearea for the effective anddesirable teaching.Learning is any constant changein behavior which comes from the experience. Itmust be consideredthat teaching does not mean learning and any teaching necessarilyleadto learning
Four categoriesof phonetic and sound systems which affect.
THE PROCESS OF LANGUAGELEARNING ANDTEACHING
1. Factorsrelated to thespeaker: number of speakers, theirspeedandvariety ofaccents
2. Factorsrelated to the listener: roleof listener, understandingtheresponse, Interestratesrelativetothe subject.
3. Content(text): thecomplexity of thedatastructure, grammar and vocabulary.
4. SuppliesandSupport: inpictures, graphs and othervisual andauditory instruments.
But we have to admit that a particularculture of language learning should be formed. Andnottoprovide alearning platform, students do not growinthis area,because students forget the knowledge and language. They learn thisprocessiscompletely naturalandit is true inothercourses. Nowadays there is need tolearna foreign language due to theincrease of growingmedia andcommunication equipment, such as networkand Internet. [17;50]
Traditionally, teachers are encouraged to believe that the learning environment must be orderly and quiet. For some principals, a quietclassroom means effective teaching. With thegrowing movement toward cooperative learning,however, more teachers are using activities inwhich students take an active role. Sharing ideasand information with various activities occurringat the same time can make for noisy classrooms.But it would be a mistake to conclude that insuch classrooms students are not learning.
The classroom management and masteringorder inside the classroom are the most important factors in educational process and basic requirements. They are considered the basic problems which face the teacher since teachers complain about mastering the order inside the class-room, and it consumes much effort and time, andthey are considered as sensitive, important andcritical factors for the teacher’ s success or failure in his tasks.
The concept “classroom order” point to the learners’ behavior discipline according to thefollowed systems and rules which facilitate theprocess of classroom interaction towards achieving the planned goals states that the behavioral problems may appear as a result of: inappropriateskills which students learn, choosing in appropriate time for learning, and the restricted learningopportunities offered to students.
Teachers do not generally want to give control to their students. They are instructed thatthe mark of a good teacher is the teacher who controls the class. The amount ofcontrol that teachers have in the class is oftenseen by the administration as a measurement ofthe quality of a teacher. Administrators are usually happy if a teacher never sends a student tothe office and interpret this as proof that theteacher is in control and must be doing a goodjob.
The school behavioral problems consideredthe most dangerous ones, which face the components of the educational process (teachers, principals, parents, and supervisors) .The disorder,theft, properties vandalism, violence againstteachers and student, are the matters that maythreaten the educational process.
Students that practice disruptivebehavior causes disciplinary problems in the classroom and have negative efforts on student, itmay also lead to low achievement. [18; 5]
There are many academic and behavioral problems regarding students that face teacher inthe classroom and has a direct impact on the teaching – learning process such as: forgetting school tools, frequent absence, lack of attention, hyperactivity, inappropriate talk in the classroom vandalism, disobedience, aggressiveness, refused to do tasks and school works.
There is no instruction without any problems, as long the classroom has different achievement factors, and different personality. The reasons of academic and behavioral problems could be classified as follows.
It plays an essential role in classroom discipline since the dictator-ship and un-actual laws and instructions of aschool administration may push students to challenge those laws and instructions and no commitment with them, which finally reduces theopportunities of discipline and increases the behavioral problems inside the classroom.
Teachers: They play a role in the classroomproblems when they do not make their objectivesclear, and when they do not plan their teachingmethods earlier. When teachers follow traditionalmethods in teaching, this leads to students get-ting bored, and stressed. This triggers the probability of classroom management problems. Ateacher who insists on a classroom full of activity, and quietness by keeping the students busy,working all the time without any break or anychanges in the activities, leads to humiliationworking and activity for the students will makethe probability of classroom problems due to classroom discipline.
Family: The family lifestyle and environmentwill put its mark on controlling the behaviors ofstudents. Some students’ behavior can be unacceptable at school. Also, the level of behaviorthat is acceptable and allowed in the family, theway the family acts with one another, leads thestudent to unacceptable performance in theschool. Parents indirectly share in creating problems when they insist on their kids’ grades, andachievements to be always high. These lead to feeling of anger, and worry, and create studentbehavioral problems inside the classroom. [19; 210]
Student’s Mental Abilities: Teachers face inthe classroom a group of students who suffer fromthe slowdown, faltering and failure in learningand they need more time than their colleaguesneed to accomplish any learning task. Such students are characterized by a number of characteristics, including problems of language, oralexpression, and unable to pay attention, memoryproblems and the dispersal of attention.
In addition, teachers face anotherkind of problem in the classroom of gifted students. They are a source of annoyance for theteacher and students in the classroom since theytalk without permission, and the ordinary studentsare always jealous of them.
Finally, such problems and behaviors couldbe treated through varying educational programsoffered by the school, giving attention to activities, which assuage the school curriculum, expanding communication with parents to under-stand the economic, social, health and psycho-logical conditions of the students and to promote the social behavior, and to encourage the sociallife among them in later stages. The internationaldisregard of the bad behavior by the teacher andthe non- verbal interference through gestures andsignals, and approaching riotous students’ seatsmay decrease the behavioral problems.
The importance of the study emerged fromthe fact that the above literature indicated thatclassroom problems face the teachers, and try toinvestigate those problems in order to come upwith solutions.
Nowadays, teachers face many challengessuch as: the spread of behavioral and academicproblems that threaten the educational system inmost of the schools. These problems have direct influence on the learning process. The researcher implements this study to review theclassroom behavioral problems and academicproblems that face school teachers.
The purpose of this study was aimed to investigate the classroom problems faced schools teachers, and the proposed solutions.
The researcher hopes that this study will serveschool principals to identify the behavioral andacademic problems that faced teachers in theclassroom, in order to find solutions to decrease the effect of these problems on the level of teacherparticipation and student achievement. It alsoserves the educational administrations to makedecision to face the classroom problems throughteacher training programs.
The starting point for successful behavior management and, dealing withthe problems of classroom management efficiently and with professionalism, depends onthe ability of the teacher to judge that the behavior that carries out into the classroom can bedescribed as a problem and must be dealt withthrough a number of criteria which teacher candetermine. Several studies were conducted in thefield of behavioral problems faced by teachersin schools, including:
Students of thesample responded in their class to the questionnaire developed. Data regarding students’ schoolachievements were obtain from official records. [20; 78]
The result indicates that quarrels, beating otherstudents, cheating in exams and reports, andmorning school delay were the most frequentlymentioned behavioral problems. The most frequently used procedure to control students wasbeating by the teacher.
Hamasha’s study aimed to find out theadministrative problems that face newly appointed teachers of the first three grades at schools and define the problems in terms of sexand qualification.
The results of the study show thatthe extent to which teachers faced general problems was low. Major general problems whichface teachers of the first three classes were: tomaintain students attention and involvement inlearning process, the ability of the teacher to pre-vent and stop unwanted behavior, and the cooperation of teachers and school administration todevelop a number of school rules which controlstudents’ behaviors in the classroom and theschool and to find the physical environmentwhich is suitable for learning to take place, anddeveloping positive relationship between teachers and school administration.
The most important reasons which take part in the occurrence ofproblems from the teachers’ point of view are:the large numbers of students in the classroom,the effect of economic and social circumstancesof students on pursuing their school work, and the large number of family members and its negative effect on the ability of parents to bring uptheir children. [21; 33]
Clunies-Rossel investigated therelationship between primary school teachers’self-reported and actual use of classroom management strategies.