Thesis+9

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Running head: //Add the first few words of your title (Anywhere from five to seven words).//

Title of your paper.

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Note: The title page begins your thesis and should include a running head, the title of your paper, your name, institution, and date.

**Abstract**

Note: The abstract is on a separate page and is a 120-word summary of your thesis. That is, an abstract should include the problem, purpose, method, and findings of your research.

**Title** According to statistics four of five teachers of primary schools suffer of stress due to disciplinary problems. In the teaching environment there are many factors that can contribute to stress and it is easy for teachers to increase the level of it. Greenberg define stress as ‘the physical, mental, or emotional reaction resulting from an individual’s response to environmental tensions, conflicts, pressures, and other stimuli’ (1984, p. 2) as cited in Debra g. Gordon. The word stress is always thought as something negative; however, it could be positive or negative. When this condition increases during the activity creating stimulation and a feeling of euphoria is called eustress which can be considered as positive because it helps teachers to increase their feeling of doing better the work. On the other hand, the excess of stress makes teachers feel tension, fatigue and nervousness which cause those teachers desperate during the class. All teachers have a grade of stress caused for different reasons: students´ behaviors, attitudes, and lack of motivation for learning. At the beginning of teachers’ careers they work with great enthusiasm, expectations, and ideals; however through the time they find that their efforts have not brought about any changes in the students or been recognized which cause stress in them Schaufeli, Maslach, Marek as cited in Young, Yue ( 2007). The environment that teachers create in the classroom and all that is around students are crucial factors for children in order to be interested motivated and they change into positive attitudes. Because the teacher ‘stress caused to disciplinary problems in the classroom, teachers should learn how to manage the class using appropriate strategies and techniques to motivate students to learn a second language. The students´ bad behavior in the L2 classroom really affects the educational process. According to Seidman's quotation from Charles (1999), misbehavior is defined as "behavior that is considered inappropriate for setting or situation in which it occurs”, which means that misbehavior is when students do other things instead of paying attention when teacher speaks. According to Durmuscelebi, M.(2010)”the most common misbehaviors faced for teachers are: Complaint about friends, Talking without permission, Studying without a plan, not listening to the teacher, doing other things during the lesson, eating something during the lesson, and excluding friends, among others” (page 377). That means that students don´t show much interest for their classes. This situation gives a bad result in their grades and in some cases students finish hating the English classes. One of the most important strategies to control the discipline in the classroom is to know the causes of students ‘misbehavior. The students’ misbehavior can be caused for many factors. In public schools is common to find students with many problems that affect their performance in the classroom. Koenig, L. (2008) states that some of the most common problems that students present and that cause their bad behaviors are: the breakup of their families which provokes that they don´t know to follow rules and respect to the others. In other cases, the lack of parental involvement and support in and for the schools cause that students feel along and they try to draw attention not only of their parents but also all people around them. In some cases the main problem is the way in which the teacher manages the class, the lack or poor motivators they use, and the lack of teacher´s strategies. When English teachers know the causes of misbehavior, teachers can use the adequate strategies to increase students’ interest in the English classroom. The students’ bad behavior could be controlled but is better to prevent it. There are many effective strategies for Building a Positive Classroom Environment that helps teachers to prevent Behavior Problems. According to Ray, K. (2011 ), states that the modification of the environment is a good strategy to modify students behavior. To have success with this strategy the teacher has to maintain students busy, the teacher has to behave appropriately towards students, the rules of the class should be reminded, students with bad behavior should not be together, the teacher should pay attention to disruptions and disagreements "brewing" and separate those involved and the teacher must pay attention in the students good behavior rather than negative behavior. Following the steps of the previous strategy teachers will achieve that students feel interest in the class and they will feel less stress by students´ misbehavior. The extinction is a useful strategy to control discipline in the classroom. Taking about the extinction strategy Ray, K. ( 2011 ), says that “Extinction is a procedure in which the reinforcement that has been maintaining or increasing an inappropriate behavior is withheld entirely. A common practice of the extinction procedure is ignoring behavior that is reinforced by attention. It is much more effective when utilized with differential reinforcement”. For having success using this strategy teacher should refuse to argue with students, teacher should turn the head to avoid eye contact and also don´t show anger. The use of this strategy will help teachers to eliminate students bad behavior and it will give the teacher the opportunity to don´t feel frustration during the class because the students bad behavior and as a result teacher will take advantage of the students avoiding the stress Motivation helps teachers and students in the teaching and learning process. According to Aderman, 1999; Maslow, 1954; Murray, Poole, & Jones (2006), “Motivation is defined as a drive to fulfill a need. Motivation gives the conditions responsible for the way in which a person acts”. Without motivation, people could not have interest to do anything in their existence. Simple acts such as eating are motivated by hunger. Education is motivated by the desire for knowledge. According to Ali, R.,Akhter, A., Najma, S., Ramzan, M.(2011), Motivation has positive impact within the learning process, students well motivated don´t need to much help of their teachers; they are capable of doing many higher degree of complicated work independently. To provoke this condition, teachers should be well prepared; they have to avoid stress in the classroom using different strategies to help them to get student´s interest. Motivation helps students to have success when learning a second language. Regarding motivation in a second language according to Gardner (1985), as cited in Liuolienė, A., Metiūnienė R. is seen as “referring to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity”(p.94). Motivation involves a factor around each student when learning a second language. Every student has to feel any kind of motivation for learning a second language. When students are well motivated they feel capable of doing everything in the classroom and they are more interested in all what teachers explain during the class. This condition causes that students take more advantage of all the contents that teacher exposes in class. Motivation is classified in two levels, goal or oriented motivation and core motivation. According to Gardner (1993), “The motivation at the goal level includes the learner’s core motivation, the learner’s orientation to language learning, and the learner’s attitudes towards the learning situation” as cited in Liuolienė, A., Metiūnienė R. (pag 93). Garner describes core second language learning motivation as a concept built of three features: the attitudes towards learning a language (affect), the desire to learn the language (want) and motivational intensity (effort). Garner (1985), The Gardnerian theory of L2 learning motivation is based on the definition as the degree in which a person works to learn a language because of the desire to do it and to feel satisfaction (Liuolienė, A., Metiūnienė R. pag 94), this definition makes reference to goal- directed; the students´ immediate goal to learn. Garner stated that to know students orientation is important for teachers which to understand the students´ purpose for learning a language. The author defined two different orientations for learning a language: integrative and instrumental. The integrative and instrumental motivations are the main factors to learn a second language. A student instrumentally motivated wants to learn the L2 in order to fulfill a particular objective. Other authors called this intrinsic motivation because it is something that comes from inside of every person. On the other hand, a learner with integrative orientation has a genuine interest in the L2 community. The student wants to learn the L2 to communicate with people who speak that language and to understand their culture. In other words, Integrative motivation or what some other authors called extrinsic motivation include other factor which helps the learner to take some decisions. The same activity can be intrinsically or extrinsically motivating for different people. Garder (1985),“Positive attitudes and motivation are related to success in second language learning” as cited in Demir, K. (2011). It is common to appreciate in the classroom that students who always get good grades, who are always involved in activities inside the school are well-motivated students which makes them move and achieve goals. Through the time, stress has been a big problem around the word. People have tried to manage stress for different reasons: for reducing mental illness and improving health and effectiveness at work. Stress is considered as “ a psycho-physiological process, which results from the interaction of the individual with the environment (Luthans, 1998) and results in disturbances caused to the physiological, psychological and social systems, depending upon individual characteristics and psychological processes” (as cited in Akhlaq, Amjad, Mehmood, et al). All that is around the person is a factor that can modify the behavior in a positive or negative way; depending on the person it is going to be the reaction. There are different perspectives about this term; some authors say that the stress is positive or negative and others say that it is neutral; however, whatever it be, it needs to be controlled in order to can achieve people´s objectives or improve people´s health. In the teaching practice there are many factors that contribute teacher stress. Morris and Morris (1980) identified four stress domains related to student teaching; the first one is controlling student’s behavior, motivating students, and catching student’s attention during an assignment. For most teachers to change students bad behavior into positive results very exhausted and in much cases difficult to do it. The second domain includes the relationships with supervisors which demand teachers to have high level of performance. The third domain includes “the sense of self-efficacy, such as the ability to develop lesson plans, to use a variety of instructional strategies, and to employ effective classroom management skills” Morris and Morris (1980) as cited in Rieg S., Paquette, K., Chen, I. In the fourth domain includes the ability of identifying and adapting to the different learning styles and mastery and application of the content knowledge. The factor that creates stress varies from one person to another because each person has different perceptions and reactions into a situation. The effects of stress can be presented in different number of areas. Physical problems; “prolonged exposure to stress can result in essential hypertension, high cholesterol level, ulcer, arthritis, heart disease and even cancer” (Luthans, 1998) as cited in Akhlaq,M. ,Muhammad, B.,Mehmood, K. et al. Also psychological problems: The psychological problems produces some changes in the teachers´ behavior producing anger, anxiety, nervous tension, depression, irritability and boredom may accompany high levels of stress, which affect causing poor job performance and low self-esteem, it is because teachers cannot concentrate and they feel dissatisfaction with their job. Moreover, Behavioral Problems are presented through teachers habits like under-eating or overeating among others. The stress causes many problems that affect people in many ways, and for English teachers is it easier to be affected in the previous areas which are reflected in their job performance. Teacher´s stress also affect students. “When teachers are stressed, their behavior will be different with students, and they will perform differently with them.” Naue, R. (2011). The teacher- students and students-teacher interaction are crucial factors to have success as teacher because they need to be in contact and in constant communication with them, so when teachers are affected their way of communicating with students is affected and it causes problems in student’s improvements. In addition, due to some effects of teachers´ stress like lack of concentration, distraction, less enthusiasm and tension provokes that students do not be motivated to learn in the classroom. Because teachers are the main factors that provoke students learning enthusiasm, teachers should learn how to balance the stress. Useful Methods to eliminate job stress**. “**Stressors are always present in the profession of teaching, which suggests teachers should learn techniques to manage stress to remain an effective teacher” Mrozek, K.. The ABC method suggests teachers to have knowledge of the stress, change the behavior with students and have good communication with them and other staff. Also is more convenient to be a proactive teacher rather than reactive. One method for being proactive teacher is to have a healthy physical state, doing regular exercise, having a nutritional diet and good sleep. Another method is to maintain a strong mental state: intellectually, emotionally and spiritually. On the other hand, establish clear classroom expectations applying methods of instruction, methods of assessment/grading, a code of conduct, having parental involvement and social support and finally, control the word environment. The use of different methods and techniques will help teachers to eliminate stress and have better students´ improvements. In schools teachers have to face with different problems that affect their teaching practice but when the problem is related to their emotions it becomes a time bomb. The most common problem in the teaching practice is the stress that teachers suffer due to disciplinary problems in the classroom caused by students´ behaviors, attitudes, and lack of motivation for learning. The purpose of this research is to know the sources of stress associated with disciplinary problems, how they affect teachers and to know different methods teachers can apply to manage stress in the class. To know all the previous aspects through the investigation the researcher looks for giving answers to the following questions: What are the particular stressors associated with disciplinary problems? How do the stressors of disciplinary problems affect teachers in the EFL classroom? How can teachers manage stress of disciplinary problems in the EFL classroom?
 * Maintaining discipline in the classroom motivates students to learn.**
 * Strategies to control discipline**
 * Motivation in teachers and students**
 * Types of motivation**
 * The teacher‘s stress affects the teaching and the learning process.**
 * Causes of stress**
 * Effects of stress**

**Method** A qualitative method will be used to explore the particular stressors associated with disciplinary problems, how they affect teachers and to find some adequate methods to manage the stress in teachers of L2. To carry out the research, 8 teachers from different schools will be chosen to collect the information; the teachers are going to be of different genders because this aspect is not going to be the main factor for the investigation. In contrast, the experience that teachers have in the teaching practice is going to be an important factor for the research. In addition, the teachers are going to be from public schools because in this kind of schools the stress in L2 teachers is more common because the different characteristics that they present. The instruments which are going to be used are 15 Likert-type items to know if teachers are really stressed and what are the main sources of stress in those teachers. The responses included five levels from 1, denoting no strength, to 5, suggesting major strength. The 15 Likert-type items were taken from a previous research called occupational tress among school teachers in Hong Kong and the author of the items is Chao (1995). Also an interview is going to be applied to 2 or 3 teachers. The interviews contain 13 questions and the answers are going to be recorded for better results.the questions are going to presented in English because the interviewers are going to be familiar with the language. The procedure to apply the instruments is going to be in the order in which previously the instruments were mentioned. First of all, 15 Likert-type items are going to be applied to the different teachers in order to know the teachers that are stressed and the most stressed ones. After knowing the teachers answers 2 or 3 teachers are going to be chosen ( the most stressed teachers) to apply an interview to each one. With the interview the researcher pretends to have more objective results in the investigation. Data Collection Schedule
 * Research Design**
 * March 20th – March 23th || I will visit the schools to ask for permission to apply the questionnaires ||
 * March 26th – March 30th || I will apply the questionnaires ||
 * March 31st – April 3rd || I will analyze the results to choose the teachers to apply interviews. ||
 * April 4th –April 11th || I will apply the interviews ||
 * April 12th –April 13th || I will analyze the results ||

**Results and Discussion** The results are the findings of your research. The discussion is your conclusion of your findings. Make sure you have a good mix between results and discussion – not too much of one while sacrificing the other. Provide visuals when doing so makes it easier to understand the data (e.g., graphs, tables, etc.).

**References** A. Liuolienė, R. Metiūnienė(2006). Second language learning motivation. //Filologija, Edukologija//, 14(2),93–98 __**Alphabetize last name first.**__ Ali, R.,Akhter, A., Najma, S., Ramzan, M.(2011). The impact of motivation on students’ academic achievement in mathematics in problem based learning environment. //International journal of academic research//, 3(1),306-309 Demir, K. (2011) Teachers’ intrinsic and extrinsic motivation as predictors of student engagement. //E-Journal of New World Sciences Academy//, 6(2),1306-3111 Durmuscelebi, M.(2010 ). Investigating students misbehavior in classroom Management in state and private primary schools with a comparative approach. //Education//, 130(3),377-383. Jones, F. (2008).Discipline management as an integrated system. Retrieved from [] Koenig, L. (2008). //Smart discipline for the classroom//. United States of America: Corwin press Ray, K., &.D. PH (2011). Effective behavior techniques and strategies in the classroom retrieved from []

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**Appendix B**

**Appendix C**