Teachers’ Strategies for Managing Disruptive Behaviour in Nepalese ELT Classrooms

Abstract

Disruptive classroom behaviour of students is one of the key concerns for instructors that may prominently disturb language instruction and learning procedures. Dealing with such behaviour in a language class is a challenging job for teachers to sustain in their classrooms. Their job is to identify acceptable ways to help pupils sustain the code. This paper aims to identify disruptive students' behaviour in the class and explore teacher strategies for managing such behaviour in English language teaching (ELT) classrooms in Nepal. I collected data through the narrative inquiry method. Four secondary school instructors were selected as the contributors for the study purposively. I used a semi-structured interview as the tool for data collection.This study revealed some typical disruptive behaviours such as ignoring classroom instructions, cheating, the use of mobile phones, and the mother tongue in English classes. This indicated that establishing behaviour expectations, providing instructions, and creating a learning-centered environment are practical strategies in handling this kind of behaviour.