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27OVERCOMING BEHAVIOUR PROBLEMS IN TEACHING
PROCESS
1 2 Akamova N.M. , Umaraliev Z.B.
1Akamova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES; 2Umaraliev Zokhidjohn Bakhodirjohn o 'g 'li - Student, FACULTY OF MANAGEMENT OF PRODUCTION, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion discusses overcoming behaviour problems in teaching process. The author of the article suggests several ways of solving the problems, which help teachers to understand the issue and create a friendly atmosphere in the classroom. Keywords: teaching, misbehaviour, environment, effectively, indicated, important, surveys, experience, negative.
For many teachers, dealing with student misbehaviour in the classroom takes up a considerable proportion of teaching time, which in turn affects the quality of the student's learning experience. Surveys have generally indicated that behaviour problems have become progressively more important to schools.
In order to solve the student behavioural problems in the classroom, it is essential to discuss the causes first— just where does it come from? Some social scientists argue that student misbehaviour has less to do with the characteristics of students and more to do with the behaviour of teachers. It is true that students' behaviour can be provoked by teachers' actions, but it is not the whole reason. Most of the causes of student misbehaviour in the classroom can be traced back to three main sources: the children, the teachers and society.
As pointed out by Cooper, the need to gain and hold the attention of others appears to be a general human characteristic. Some children try to gain the attention of others, such as parents or teachers, by being natural and friendly when they grow up in positive environments; on the other hand, some children find they can gain the attention of others by anti-social behaviour (e.g., being impatient or angry) rather than by social behaviour. For example, a little girl is very good to help her mother to make some pancakes, but she cannot understand why her naughty younger brother who is always a "trouble-maker" gains the privilege of being given the first pancake by her mother, while she doesn't receive any praise [1, p.67-70].
Fontana states that as a child grows older and starts school, the situation is made worse by the fact that he or she may have anti-social behaviour patterns further reinforced rather than discouraged. This is because the teacher may have little time to watch carefully and respond with attention and praise for the child who produces correct behaviour. Instead of praising the "good behaviour", the teacher will spend most of time "catching the child behaving badly", and attempt to instruct him or her against unacceptable behaviour. The reactions of the teacher will probably "encourage" a large amount of misbehaviour in the classroom that is only because of students' attention-seeking [2, p.93].
Before talking about the relationship between a teacher's performance and student misbehaviour in the classroom, please allow me to give an example from the very beginning of my teaching experience. I began my teaching experience during internship at the Pedagogical college during my third year at the institute. Firstly I thought it could be very easy for me to teach Economics to 17-year-old students, because I did not think I would meet any academic problems, and also I was sure I could build a very good relationship with the children because I believed myself a kind person. But after two days I realised teaching was far more difficult than I assumed. The problem I met was that my kind smile did not play a good role in the teaching process because I could not draw the students' attention
when I taught with a kind smile. Some of them even talked with each other occasionally when I was teaching. After two days failure, I tried to change my teaching style to make my teaching more effective. I tried to be a little strict as other experienced teachers were, and made an effort to use very simple words to explain slowly and clearly. Several days later I found the outcome was quite satisfactory. The misbehaviour in the classroom was becoming much less and the knowledge I taught seemed to be understood by a majority of the students. It is obvious that I made two mistakes in the class at the beginning that caused the misbehaviour: one is I misjudged the relationship between teachers and students, the other is the way I presented the lesson was not suitable for the children's ability, age and interests.
There is some truth in the assertion that children's misbehaviour in the classroom is a reaction to the teachers' behaviour towards them, which is "unacceptable" to the students; in another words, teachers' actions can provoke students' misbehaviour. Smith highlighted four types of teacher behaviour which student's particularly felt "provoked" them into misbehaviour:
• teachers who are boring
• teachers who could not teach
• teachers whose discipline was weak
• teachers who made unfair comparisons [1, p.76-78]
In conclusion all mentioned above reasons of misbehaviour of the learners should be taken into consideration which can be of a great help to teachers in teaching.
References
1. Cooper P., Smith C. Emotional and Behavioural Difficulties. London: Routledge. 1999.
Pp. 67-78.
2. Fontana D. Managing Classroom Behaviour. London: Routledge. 1995. Pp. 89-92.
THE ECLECTIC APPROACH IN LANGUAGE TEACHING
Polvonova D.T.
Polvanova Dilrabo Tagaymuratovna - Teacher, DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article gives some information about eclecticism method. The motivation to write this paper comes from the absence or lack of literature that explains the scope of the Eclectic Method to language teaching. This method is being very popular in modern language pedagogy. Reader can be acquainted with several definitions which were written by scientists, main principles and weaknesses of eclecticism. Keywords: language learning, eclecticism, eclectic approach.
Language learning is quite different from other types of learning. It demands teacher's ability and high qualification. In that case teachers can use several methods in order to get well result. Each of the well-known methods, for example, grammar-translation, reading, audio-lingual and communicative, has its own features, concerning language learning. Some of these approaches and methods are better or more effective than others yet they all have some weaknesses and some strength.
In teaching practice, many have to come to favor of eclecticism. There is a call nowadays to move towards eclecticism in language learning especially at the primary stage since it is the first stage in foreign language learning. This objective of teaching English for
