Classroom management can be summarized as the combination of classroom organization, prevention of and intervention in disciplinary matters, and the setting of the “tone” of the classroom (Laut, 2009, p. 1) with the ultimate goal to create effective learning. This action research paper explores two EFL teachers’ challenges in classroom management/disruptive behavior at a Taiwan university. A key purpose of action research is for teachers to inquire into an aspect of their practice in order to improve teaching and/or learning. In this study, the teachers seek to better understand the nature of encountered disruptive classroom behavior, examine its effects on classroom learning and assessment, and examine the effectiveness of responses to the disruptions.
|Keywords:||Action Research, Disruptive Behavior, Classroom-based Assessment, Communicative Approach, Student-centered, Classroom Management|
Lecturer, Department of International Business, Ling Tung University, Taichung, Taiwan
Lecturer, Ling Tung University, Taichung, Taiwan
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