Samarkand state insitute of foreign languages english faculty I

1.2 The modern classroom problems faced by teachers
According to the linguists, basic skills in mastering English are as follows:
1.
Listening
2.
Speaking
3.
Reading
4.
Writing
In instances where English is taught as a foreign language, there may be no possibility to use the competencies in the classroom.
English language might be required to get a degree at the high school or university front exam.
In that case, English language may be taken into consideration as a topic inclusive of arithmetic and science. For those beginners the idea of wishes outdoor the school room has little or no significance. [6; 53]
The gift decade and the beyond century are exceptional from what is understood to the records. Very deep and large adjustments that have in no way been visible with inside the beyond have affected all human sports and coaching isn't anything any greater primarily based totally at the switch of consistent data to passive college students.
Minds packed with Inflexible fabric can not determine out the existing and future complexity and dynamic.
Teaching English detached international locations have faced with many problems and Iran isn't anything any exception. Although most teachers and college students spent many hours in lecture rooms to educate and examine the language, they have got now no longer had fulfillment on this area.
Despite a amazing revel in, maximum instructors nevertheless have now no longer simply determined what's critical in language coaching and mastering with inside the school room they commonly forget about the maximum critical detail of any schooling consultation that consists of presenting a treasured mastering revel in which has a significant contribution in the development of second language overall performance.
It have to be stated that instructors educate a hard and fast of people and any coaching technique need to enhance the feelings of each scholar and trainer.
The findings indicated that trainer self-reports accurately replicate real practice, that relatively minor kinds of scholar misbehaviors are a not unusual place difficulty for instructors, and that instructors are spending a large amount of time on behaviors control issues. Also, the findings revealed that using predominantly reactive management techniques has a sizeable relation-deliver with expanded trainer strain and reduced scholar on task-conduct.
The examine aimed to investigate the connection among antisocial lbehavior throughout youth and excessive school social weather and a longitudinal and multilevel method changed into used.
Students` disruptive behaviors have been assessed yearly from 6 to twelve years of age.
High school social weather changed into assessed via way of means of instructors, and college students suggested on their violent and non violent antisocial conduct at the same time as in excessive college.
The multilevel analyses found out a big distinction among the chances of variance defined inside colleges, 97% as compared with among colleges 3%, instructors` reviews of magnificence-room conduct troubles provide an explanation for among college variations in scholar suggested delinquent conduct, after controlling for college students` own circle of relatives adversity and records of conduct troubles during elementary college.
The examine aimed to pick out styles of manipulate applied by the school room instructors for you to hold area with inside the school room.
The examine tested behavioral reinforcement profiles of college refusal conduct.
I amassed data from the college social employees on college refusal conduct for ninety nine upper-fundamental and middle school college students. The end result of the examine showed that: 17.2 % overlooked college to keep away from worry or tension-generating situations, break out from adverse social or evaluative situations, 60.6 % missed school to benefit parental interest and 22.2 % had no profile. [7; 123]
A examine investigated the connection among hassle behaviors and educational variables in lecture rooms. Functional behavioral checks performed with fourth grades.
Two conduct support interventions have been advanced for every participant. One intervention changed into designed the use of a competing pathways version that mixed behavioral and educational supports, and related the intervention additives to the purposeful evaluation outcomes.
A second intervention changed into drawn from the literature. Results of the examine indicated that the function-primarily based totally educational interventions led to considerably fewer problem behaviors than have been found throughout non-function-primarily based totally interventions.
The outcomes lend sup-port to the concept that interventions for problem behaviors that arise with inside the school room context will be maximum a success if primarily based totally on purposeful behavioral checks.
I took benefit from all there viewed research to construct the instrument, and to support the statistical analysis.
The reason of this examine is to research the classroom troubles confronted via way of means of colleges instructors and the proposed solutions. To make it handy to reveal the end result of the examine, the outcomes have been categorized, via way of means of research questions of the examine:
The First Question:
What are the behavioral problems going through college instructors?
Research query changed into approximately determining the stage of the behavioral troubles confronted by schools instructors. Means and standard deviations have been used to perform this objective.
It provides approach and standard deviations for every object organized successively from the very best suggest fee to the bottom value of the behavioral troubles domain. Higher me-an values suggest a better stage of behavioral problems, while decrease approach suggest lower level of behavioral troubles. [8; 204]
This might be due to the fact some students demonstrated their knowledge. It may lead to the shortage of affection and interest, and the large quantity of complaint to college students which may cause pushing them to positive behaviors of violence closer to others to verify their presence in the school room or due to the instability of emotional situation, tension skilled by the college students contemplated with inside the shape of acts of hostility. Some proficient college students accurate the academics` answers, this conduct might also additionally cause a instructors` embarrassment, and undermine self belief of his college students.
Item which states “Speak loud throughout the collective solution to the query” has a mean changed into the second one to the better-stage.
This can be because of the lack of information of the student rules, rules and commands of the classroom or the scholar has a experience of jealousy of the prevalence of a fellow with inside the college or in social status.
In addition to the war of legal guidelines with inside the school room there may be the contradiction among trainer and pupils.
Problems confronted via way of means of instructors
• Show maturity and draw interest to a few college students.
• Speak loud throughout the collective solution to the questions.
• Overcrowded lecture rooms with college students.
• Lack of difficulty within side the overall performance of instructional sports and homework
• Releasing of sounds throughout preoccupation in coaching and clarification of the lesson.
• The excessive response of the trainer to hold his dignity.
• Not collaborating within side the company mastering companies throughout the reply to the magnificence questions
• Teacher requested college students to act naturally , with out specifying the requirements of school room conduct
• A loss of verbal exchange and interplay among instructors and college students throughout the magnificence.
• The common tries of dishonest throughout examinations.
• Students forget about the academics commands, orders and their comment
• Harassment and abuse different college students.
• The hard advanced behaviors via way of means of instructors.
• Dispersion of the college students` interest to his worry, and uncertainty.
• The ineffectiveness of the academics` conduct of the implementation of college area.
Teachers believe that education, which is builton punishment, might lead students to hate education, themselves and their country. The atmosphere of violence leads to un-free-learnersand the consequences of physical punishmentby teachers in front of children always leave badmemories.
Next states “Teacher biaswhen dealing with students” has a mean was a second, which was a low score.
The researcher believes that it is not easy for mankindto be neutral in his educational interactions. Thismay be due to the teachers’ belief that the biasleads to the lack of objectivity and fairness. Sohe believes that a successful institution is whereall members are equal. Without bias behavior,there will be friendship, love, trust, and increasesthe students interaction with the teacher, and witheach other. It will create an environment of supportive climate in the classroom.
All of this dueto the values held by the teacher whether it isphysical or positive values, a society withoutdouble standards, free of ethnicity, linguistic orreligious impact on it. This result goes with thestudy of Waymanwho stated that, student alienation from school is a major cause ofdropping out of high school and poor teacher-student relationships are often cited in describing student alienation. An under-studied aspectof poor teacher-student relationships is the student perception of teachers treating some students differently according to their ethnicity.
There are also some problems:

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  Playing and using mobiles during the class.
  

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  The weakness incorporation in prerequisites classes.
  
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  Low level of academic achievement of students.
  
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  The quantity of the educational material presenting to students.
  
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  The lack of preparation prior to the class.
  
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  Lack of attention during the explanation.
  
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  Weakness and capacity to express themselves.
  
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  Failure to do homework.
  
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  Learning difficulties among some of the students.
  
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  Lack of appropriate subjects to levels of students.
  
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  Lack of thrill and excitement in education activities.
  
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  The sensation of the teacher is fixed and stationary in the classroom activities.
  
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  Lack of objectivity when assessing the works of the students.
  
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  Pace of the teacher to give educational material without proving break for a student.
  
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  Informal arrangement of materials, devices and means by teachers.
  
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  The teachers’ emphasis on memorizing and filling the minds of students with information.
  
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  The teachers’ failure to deliver information to the students. [10;52]
  

Some schools will reflectshortage in accomplishing the objectives of thecurriculum, therefore there is some educationalcompetency the student miss it. In some class-room or study stage, all these competencies arenot taken care of in later stages from the teachers’ side, due to the overload or some belief that it is not his responsibility.
Level of academic achievement of students has amean. Itwas second to higher-level. This result goes withresearch studies which show that pre-learningcomes as a result of learning non-relevant skillsor experience or as result of choosing incorrectly for learning which leads to behavioral problems among students. Perhaps theweak foundation is due to missing school, educational competence of students in the previousstages, there were no qualified teachers who werecapable of teaching students, and sometimes curriculum was difficult and also, instability of theteachers in the teaching profession.
“Quantity of the educational material given to students”. Thecurriculum included a number of educationalactivities, which require the student implementation based on the existing educational facilities in the school such as: computers, Internet,the school library resources, and the local environment. Since most schools do not have suchfacilities, this will make teaching profession complicated, and difficult. Teachers feel that curriculum is filled with activities, which requireadditional effort to implement.
The lowest three items in the domain of academic problems were:
“Informal arrangement of materials de-vices and means by teachers which was the low score indescending order. May be this result refer to theteacher perception that the classroom arrangement and design led to better management, andhigher efficiency.
“Teachers focus on the memorizing and filling the minds of students with information” may be this referred to the change of teacher role from traditional to facilitator, and guide for the teaching and learning process. In constructivist class-rooms, the strategy is to consider the role ofmanagement classroom process as a potentiallearning experience, rather than an administrative task, by keeping students actively engaged in the rule-setting process.
“The teacher failure to deliver information to the students”, due to some teachers who teach the student their educational background inas a minimum, and are qualified academically to teach the student their extensive training on the communication strategy , pre- ser-vice and during service. This finding goes with studies have demonstrated that the conceptions of teaching held by higher education teachers are related to approach their teaching.
“The rehabilitation of the student’s attention from time to time”, as the most important item. [11; 24]
“Cooperation with parents insolving behavioral problems of their children”
Probably this is due to the fact that the change in the classroom environment from time to time and the requirement of educational techno-logy that will help the teacher to activate the classroom and the involvement of students in recreational activities in the school. All of these variables will contribute to increase the motivation.

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  The rehabilitation of the student’s attention from time to time.
  
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  Cooperation with parents in solving behavioral problems of their children.
  
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  Involvement of students in recreational activities at schools.
  
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  The requirement of educational technology that will help the teacher toactivate the classroom
  
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  Teacher training to employ of modern educational techniques.
  
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  Trust and confidence relationship between teachers and students.
  
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  Satisfy the various needs of students (Cognitive, Emotional, Skills).
  
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  Training teachers to use modern educational technologies in teaching.
  
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  Reduce the number of students in class.
  
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  Explaining educational laws and regulations to the students.
  
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  Encourage students engage in educational teaching and learning time.
  
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  Reward the students physically and spiritually by the teacher.
  
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  Accuracy and objectivity in evaluating the performance of students.
  
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  Strengthening the role of counseling and guidance at school.
  
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  Training pre-service teacher on classroom management techniques.
  
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  Making a relaxed classroom environment available, help teachers to interactive the classroom activity.
  
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  Diversification of the tasks for the students during the class.
  
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  Diversification of teaching strategies used by teacher.
  
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  The intensification of class visits by the supervisors.
  
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  The use of physical punishment to control behavior of students. [12; 232]
  

All of these behaviors will reduce the behavioralproblems in the classroom.
The lowest items in the domain of proposedsolutions were:
“The use of physical punishment tocontrol students’ behavior”. It could be as result of the punishment leads to fear, and worry to the learner, from the teacherand learning material, other educational materials, and school atmosphere in general. The imposition of punishment sometimes has presentedlittle effect, when the punishment is absent, thepunished student will return to his first behavior,perhaps in stubbornness or a reaction act of hispunishment.
Finally, the atmospheres full ofpunishment, rarely educates free learners and ifthere is no freedom for learners, it is difficult to expect from them creativity, innovation, openthinking, critical thinking, pursuit of change, andachievement. The intensification of class visitsby the supervisors lead to outside control for thestudent behavior, when it does not treat the student behavior problems.
The results showedthat thereareno significant differences among gender , levelof school, education degree and teaching experience, but there are significant differences among interaction gender, school level, and teaching experience in the behavior problems, that faced teachers in schools, inthe domain of behavior problems. To find outwho benefits of the significant difference.