| dc.description.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. | en_US |
