Teaching Strategies in Managing Students' Disruptive Behaviors in The Post-Covid Pandemic Era: An Observational Study in English Classroom

Abstract

This study identifies teaching strategies the teacher used to overcome disruptive behaviors by students in the post-covid pandemic era. The researcher examines teaching strategies to examine disruptive behaviors in the vocational high school environment after the pandemic era. This is an observational study. Primary data was obtained from observations of two English classes. The teacher and students from vocational high schools were selected as participants in this study. The researcher used the concept teaching strategies from Deblleri and Ishanova (2019): using classroom rules, no punishment, increasing volume, and being positive. Then

the concept of disruptive behaviors from Richards and Renandya (2002): the back- row distractor, the non-participants, and over-exuberants. Based on the

observation the researcher found other strategies that teacher used to overcome behaviors such as: being assertive, calling their name, wait time, the teacher walking around, and giving solutions. Even though some of the strategies provided by the teacher are quite effective, students still engage in disruptive behavior. Therefore, more in-depth research regarding teacher strategies to reduce disruptive actions is needed.