The Qualification Work is preliminary discussed in the English Department.Protocol No. 12 issued on May 12, 2014

According to Gordon , “Helping students meet their own needs is of utmost importance to enhance their learning opportunities and to maintain our own longevity in the classroom”  He discusses motivation and group dynamics. This discipline is afield in the social sciences focusing on understanding the behavior of humanism in various small group contexts. The principles of group dynamics are highly relevant to   the study of institutional teaching and learning as contemporary education takes place in groups of various sizes. The idea of group dynamics is that the motivation of individual learners is affected by the various groups they are part of. He points out that the social unit of the classroom is crucial in developing and supporting the motivation of the individual.[16, P.47].

Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Graves, rules give students concrete direction to ensure that our expectation becomes a reality.[17, P.43].

They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to beholistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts.[6] By creating this type of environment, students are much more likely to want to do well. Ideally, this transforms a classroom into a community of well-behaved and self-directed learners.

 

The Importance of Classroom Management

      Teaching is a very complex task as it has a lot of dimensions and challenges.

One of the biggest challenges that teachers face is classroom management. It is

difficult for teachers, particularly novice ones.

In order to teach, teachers must have control over their classroom. Effective teaching and learning cannot take place in a poorly managed class. If teachers teach without establishing control, then the quality of teaching will suffer. Therefore, there is a hidden area of successful teaching. This secret is in classroom management. For many years researchers and teachers themselves have tried to find the secrets of successful teaching. Without the ability to manage a group effectively, any other qualities teachers have may be neutralized” . Hence, successful class management is one of the most important strategies that lead to successful language classes. 

        Some literature indicates that there is a close relation between classroom

management and culture. Some aspects of classroom management may be quite culture-dependent” . Some management problems may arise due to some cultural issues. The culture of both students and teachers may affect classroom management problems and strategies. He points out that teachers may find a need to reevaluate their skills once they begin to deal with groups of different levels of motivation and cultural backgrounds.

             The relation between classroom management and culture. He points out that “some classroom management problems … may also arise due to classroom expectations from the students' culture being unfulfilled in the host ESL culture”

        Akar and Yildirim maintain that students' culture affects classroom

management in that it affects “the way learners can interact with peers, relate to the

teacher, and experience the subject matter” Hue studied the effect of Chinese culture on secondary school students in Hong Kong. He points out that the social behavior of students and their teachers are affected by culture. Therefore, some classroom management problems may arise from a mismatch between students' cultural values and norms and their teachers' behavior especially in the language classroom. They point out that management problems may happen when “culture norms and values area play, of which the teacher may simply be unaware”. [8,P.459].

Obviously, we cannot separate classroom management from other learning

activities. Snyder , for instance, states that “classroom management is not a

separate process divorced from the daily learning activities” . In addition, Zukas and Malcolm discuss some perspectives on teaching excellence in higher education and the role of the educator as a disciplinary actor; they claim that discipline is integral to pedagogy, as they are inseparable. Classroom management is seen by many stakeholders as a measure of a teacher’s success. Tassel points out that administrators are happy if the teacher never sends a student to the social worker or the office and consider this as proof that the teacher is in control and doing a good job.  Much literature indicates the crucial importance of classroom management.

Weinstein , for instance, points out that classroom management has two main purposes: to establish and sustain an orderly environment so that learning can be effective and to enhance students' social and emotional growth. She considers seven underlying assumptions about classroom management . [34, P.81].

1  Successful classroom management fosters self-discipline and personal

responsibility.

2  Most problems of disorder in classrooms can be avoided if teachers foster

positive student-teacher relationships, implement engaging instruction, and use

good preventive management strategies.

3  The way teachers think about management strongly influences what they do.

Teachers who view classroom management as a process of guiding and

structuring classroom events tend to be more effective than teachers who stress

their disciplinary role or who see classroom management as a product of personal

charm.

4  The need for order must not supersede the need for meaningful instruction.

5  The tasks of classroom management vary across different classroom situations.

6  Managing today’s diverse classrooms requires the knowledge, skills and

predispositions to work with students from diverse racial, ethnic, language, and

social class background. In other words, teachers must become “culturally

responsive classroom managers”.

7  Becoming an effective classroom manager requires reflection, hard work and

time.

           Sanders  discusses the rationale for a management system. He points out that classroom management is essential for four reasons. First, he states, “Little or no learning can occur in a classroom bereft of effective management and discipline”. Second, it helps to teach students responsibility and self-control. Third,

liability issues can loom if there is no control. Fourth, Gordon states, “Successful

classroom management can set the stage for optimal learning, as well as reduce stress on teachers”[28,P.83].

              To sum up, successful teachers are often effective managers of classroom

management. Effective classroom management encourages positive social contact,

creating a relaxing atmosphere, active engagement, and raising extrinsic and

intrinsic motivation. Any learning community cannot be successful without order

and discipline. Maintaining order in the classroom is an important part of classroom management as the students will focus on instructional tasks and there will be little disruption as well.

           Webb, Metha, and Jordan point out that “the progressivist teacher would foster a classroom environment that practices democracy and emphasizes citizenship” . They, also, describe two general principals that guide the behaviorist teacher in classroom management: first, identify expected student behavior, and second, translate expectations into procedures and routines.[33,P.129].

In addition, Webb, Metha, and Jordan discuss social reconstructionism in which “the social reconstructionist would strive to organize the classroom in a classless, nonsexist, and nonracist manner. There would be less emphasis on management and control, and more focus on community building” . Moreover, they discuss the postmodernist classroom environment, which would be “nonthreatening, supportive, and open to discussions of many controversial subjects and topics” . This environment would encourage self-discipline and reinforce individual choice and responsibility. In addition, beneficial classroom management can be achieved by shifting its emphasis from controlling students' behavior to creating learning centered classrooms that foster students' engagement, autonomy, and sense of community by giving them progressively more responsibility under the teacher’s careful guidance.  [33,P.119].

           Webb, suggests the “solution focused approach” in which the teacher does not solve the problems for students. Instead, the teacher lets the students’ competencies guide them to solutions. He points out that “this approach lends itself to a more collaborative relationship that often results in a student feeling as if the teacher is on his/her side” . He adds that what makes this approach different from the traditional behavior modification approach is that “the teacher does not compliment, just when the student does well, as if only to praise or reinforce him, she compliments the student from a stance of amazement, curiosity, and discovery” Webb, gives some examples of the difference of the two approaches: a behavior-modification approach and a solution-focused approach.

     Students  homework grades are low but your tests are passing. You must bring up your homework grade to pass this semester” homework assignments the first six weeks of this semester. What were you doing then that helped you to turn in the assignments? What were we doing in class that helped you to complete them?

Martin, Yin and, Mayall define classroom management style as a

“multi–faceted construct” that includes three dimensions: instructional

management, people management, and behavior management. Instructional

management includes aspects such as monitoring seat work, structuring daily routines, and allocating materials. They point out that this dimension contributes to the general classroom atmosphere and classroom management style. The second dimension is people management which pertains to what teachers believe about students as persons and what teachers do to develop the teacher-student relationship. They point out that “a large body of literature indicates that academic achievement and productive behavior are influenced by the quality of the teacher-student relationship” .Behavior management is the third dimension which focuses on pre-planned means of preventing misbehavior rather than the teacher’s reaction to it. This facet includes setting rules, establishing a reward structure, and providing opportunities for student input. In addition, Martin, Yin, and Mayall discuss three approach of control to classroom interaction based on a combination of psychological interpretations: non-intervention list, interventionist, and interactionalist. The non-interventionist believes that “the child has an inner drive that needs to find its expression in the real world” The interventionist emphasizes what the outer environment does to the human organism to cause it to develop in its particular way. They point out that “the non-interventionist is the least directive and controlling, while the interventionist is most controlling” Interactionalists come in the middle as they focus on what the individual does to modify the external environment, as well as what the environment does to shape the individual. They point out that “Interactionalists strive to find solutions satisfactory to both teacher and students, employing some of the same techniques as non-interventionists and interventionists” .[22,P.113].

           Webb, points out, “Classroom management is concerned with four main strands of classroom life—space, time, participation, and engagement” . He maintains that the effect of ignoring space and time is profound and instructors may consider these two elements in dealing with their classrooms and lesson plans. Concerning participation, Wright points out that classrooms are social discourse worlds or communities of practice and there should be effective participation inside the classroom community as “the social life of a learning group is initiated, maintained, and extended by the multitude of interactions that take place between the members during lessons and outside the classroom too” . Regarding engagement, Webb, points out that “Engagement is a precondition of learning and helps define the strengths of motivation and individuals approaches to leaning” .He claims that how participants engage with each other and the learning activities is a central process of the classrooms and leads to effective classroom management. To, conclude, the literature introduces a number of classroom management theories. The humanistic approach suggests creating a warm, supportive environment and applying student-centered techniques whereas, Assertive Discipline teaches students to accept the consequences of their actions. The Solution-Focused Approach guides students to have collaborative relationships with their teachers and makes students feel as if their teachers are on their side. A teacher can select a philosophical model of classroom management and discipline that can meet his/her environment.[33, P.69].

 

 

 

 

 

 

2.2  Classroom Management skills and  Strategies

            Being a Fluent English Teacher: In response to statement , “Being a fluent accurate English teacher is a great help, but this alone does not make me into a successful teacher,” both male and female teachers showed strong agreement. 88% (90/114) of male teachers and 87% (83/96) of female teachers asserted that although being fluent is one useful teacher's

      One participant in an interview said, “To be honest, many people in the UAE like the accurate and fluent teacher, but as I see it fluency is not everything…. I think teaching skills and management believed that students should be exposed to a full native language environment. He asserted, Students must be found in a more elaborated environment, in which they don't listen to anything except English. I mean a pure American or British environment including their teachers who will be able to familiarize students with this environment. There is a close relation between classroom management and motivation.

            Teachers who are good managers create environments of motivation to arouse students' interests, guide them to behave well, and encourage them to learn

effectively. Snyder, points out that “one of a manager's most important concerns is the motivation of workers, or for our purposes, students” He adds that unmotivated students do poor work or no work, learn very little, and often behave in irresponsible or disruptive ways while motivated students behave responsibly, do quality work, and learn well.   [31,P.28].

            Before dealing with classroom management strategies, a clear understanding

of the term motivation, its types, and its relation to second language acquisition is

essential. The term motivation is a broad concept that cannot be easily defined.

Furthermore, researchers often discuss the concept of motivation from different

perspectives; whether it is affective, cognitive, and behavioral or something else.

“Motivation”notes that in psychology, motivation refers to initiation, direction, intensity, and persistence of behavior. In other words, motivation is a

temporal and dynamic state that should not be confused with personality or emotion. Simply, motivation is having the desire to do something. A motivated person can be reaching for a long-term goal such as becoming a professional language learner or a short-term goal like learning how to spell a particular word. In general, motivation definitions are based on the desire to do something.  From a behaviorist perspective, motivation is simply seen as the anticipation of reward. In cognitive terms, motivation places more emphasis on the individuals' decisions. It is defined as the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in that respect. A constructivist view of motivation places even further emphasis on social context as well as individual personal choices. Richards, points out that motivation in second language acquisition has three components: effort, desire to achieve a goal, and attitudes. He notes that effort is made up of several components such as the desire to please a teacher or parent. The desire to achieve a goal is the place at which an integrative orientation is important while attitudes are thought of as the sustaining base. [27,P.53].

      Socio-educational model in second language acquisition defines

motivation as the learner's orientation with regard to the goal for learning a second

language. Two types of motivation are intrinsic and extrinsic. They are additive and could be combined to produce the highest level of motivation. Intrinsic motivation is internal motivation, which is evident when people do an activity for its own sake, without some obvious external reward. A typical example of this type is a hobby.

         Numerous studies have found that intrinsic motivation is associated with high

educational achievement and enjoyment by students. The idea of a reward for

achievement is absent from this model since rewards are an extrinsic factor. 

Rudolph asserts, “Our goal as educators is to foster an intrinsic motivation for lifelong learning in our students”  .First, teachers can draw on student curiosity as a means to motivate. Second, teachers can sue mental challenges as a means to motivate. For example, they can use cross-word puzzles, mysteries, and in congruities to motivate their students intrinsically. Lastly, teachers can appeal to students’ needs for personal competence. 

             There are two types of rewards: tangible rewards such as payments, promotion, or grades and intangible rewards such as praise or public commendation.  Motivation divides into another two basic types: integrative and instrumental. Integrative motivation is characterized by the learners' positive attitudes towards the target language group and the desire to integrate into the target language community. In this case, Saville-Troike points out that emotional or affective factors are dominant. Some examples of integrative motivation are romantic reasons and migration. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring to a more functional reason for language learning such as increasing occupational or business opportunities, enhancing prestige and power, accessing scientific and technical information, or just passing a course in school. 

               Most language teachers think that motivation is a key factor for success in

language learning. Saville-Troike points out that individual motivation

explains to a large extent why some L2 learners are more successful than others. It

largely determines the level of effort which learners expend at various stages in their L2 development and it is often a key to ultimate level of proficiency. Lightbown and Spada state that “there is ample evidence that positive motivation is associated with a willingness to keep learning” . Without sufficient motivation, individuals with the most remarkable abilities cannot accomplish long-term goals. 

Although a lot of research has been conducted on exploring the construct of

language learning motivation, there has been little discussion about what language

learning motivation is. Dоrnyei states, “Although the study of language

learning motivation has undoubtedly been one of the most developed areas within

SLA research, it has virtually no links with other SLA research traditions, resulting in what appears to be a total lack of integration of motivation research into the

traditional domain of applied linguistics” . However, much literature indicates that motivation is crucial in language learning. There seems to be a general agreement that motivation plays a major role in second language learning. Dоrnyei indicates that it is easy to see why motivation is of great importance in SLA. It provides the primary motive to initiate L2 learning and later the driving force to sustain the long and often tedious learning process.

      The second strategy is generating initial motivation in which there is a chance

to enhance the learners' L2 related values and attitudes to increase the learners'

expectancy of success, to increase the learners’ goal orientedness, and to create

realistic learner belief about promoting self-motivation. Maintaining and protecting

motivation is the third strategy, which includes making learning, stimulating,

presenting tasks in a motivating way, setting specific learner goals, and allowing

learners to maintain a positive social image. The last strategy is encouraging positive retrospective self-evaluation, which includes promoting motivational attributions, providing motivational feedback, increasing learner satisfaction, and offering rewards and grades in a motivating manner.

          Effective classroom management is closely related to students’ motivation. The more motivation students have, the more effective classroom management is. Students can be motivated by many factors including physical, emotional, and social needs. Teachers should try hard to motivate their students by satisfying their needs and interests. Classroom Management Skills and Strategies Teachers should have a mixture of abilities, skills, and talents to deal with their classes successfully.          

            First, teachers should know themselves well. They should think about the language they introduce and the students they teach. Knowing something about students' backgrounds facilitates understanding their likes and interests, and then teachers can arouse students' interests. Underwood points out that “it is helpful to know something about your students’ backgrounds. Language classes give teachers many more opportunities to discover details about their students’ lives than most other classes” .

              Building good relationships with the students—as groups, as well as

individuals—is a key factor to classroom management. Shub and DeWeerd

point out that “teachers who devote the time and attention to establishing a strong

supportive connection with each of their students in the beginning of the year find

they have fewer discipline and learning challenges” .They note that teachers

need to understand better how to motivate their students, reach each students, and

focus on the general classroom atmosphere. Ridnouer claims that “adolescent students like to be authorities over their own behaviour, and they behave or misbehave to send whatever message they feel like sending at that moment” (p. 49). She suggests developing a positive relationship with students and they will usually change their misbehavior when the teacher points out its negative impact on the class. She argues that this technique is better than giving direct commands like “That’s enough” or “Wake up.” Weinstein argues that “classroom management is fundamentally about interpersonal relationships—about connecting with students, conveying a sense of caring, and building community” . She points out that, for sure, there are specific classroom management strategies to be learned and implemented, but effective classroom management requires positive teacher-student and student-student relationships. She maintains that “when students perceive their teachers to be supportive and caring, they are more likely to engage in cooperative, responsible behavior and adhere to classroom rules and norms” .

In order to create a good relationship with students, Underwood suggests that teachers can discuss language problems with their students in their own language if necessary. If students feel the enthusiasm and the skill of their teachers, their relationships and their attitudes may be affected positively. Underwood points out, “The enthusiasm and skill of the teacher has an enormous effect on the attitudes of learners” . It is the skill of the teacher to provide students with things that interest and motivate them. Moreover, Weinstein maintains that when students find academic activities meaningful and stimulating, they are less inclined to daydream or disrupt. [34,P.81].