This study focused on identifying factors that affect classroom management in layma Tsala highschool and tried to give suggestions for the identified problems. The data were collected from layma Tsala High School grade twelve,students, and teachers who teach grade twelve . The sample consisted of fourteen students, and six teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, and questionnaires are used. Questionnaire's were open-ended and closeended questionnaries and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom. Abstract This study focused on identifying factors that affect classroom management in layma Tsala secondary school and tried to give suggestions for the identified problems. The data were collected from layma Tsala secondary School grade twelve students, and teachers who teach grade twelve . The sample consisted of fourteen students, and four four teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, questionnaires/openended and close-ended/ and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom. Keywords: Classroom; Management; Misbehave Introduction When thinking about teaching –learning process, classroom management cannot be ignored. Small class generally provides more opportunities for feedback and discussion than large class. Large class is usually measured in terms of the number of students per teacher (student-teacher ratio). According to Harmer (1991),25-30 students per teacher is considered large, while in some countries this is seen to be normal or even quite small. On the other hand, teachers’ perception on large class may vary for different reasons. These are, due to large number of students there will be no space for teachers to walk around students, students are unable to see the blackboard, and a lot of noises distract some students during group work. It is true that class size and problems related with managing class can in one way or another, inference classroom management. Men Weyelet M. /2005/notes that classroom management couldn’t be effective in large classes. He emphasizes that if the class size is not suitable or proportional with the number of students, it is impossible to manage the classroom activities. Smaller classes in other words, are found more effective when the lesson involves higher –level cognitive skills including application analysis and synthesis. Therefore, the lessons which are given at high school level need higher level of cognitive skills. That is the reason why smaller classes are more effective than the large ones. Atkins et al. (1995) say that classroom management is a crucial issue in English Language Teaching (ELT) Class in Ethiopian school where the average class size likely to be between 60 and 90. That means when the class size is not proportional with number of students, it is difficult to manage classroom activities .The same is true of layma Tsala secondary School, especially in grade nine where there are 65 students assigned to each selection ,it is very difficult to manage class room activities in classes . So, this problem needs immediate solution after conducting a study statement of the problem Nowadays, classroom management seems to be the crucial issue in many parts of the world, especially, in developing countries. Atkins (1995) notes that creating healthy conditions of learning in large classes is a serious challenge for the teachers of English as Foreign Language. In addition, Harmer (1950:235) notes the following: Classroom management includes the role of teachers, student grouping in and disruptive behaviour. This will show that classroom management skills are important since to ensure the success of the teacher and the activities that used. The best effective activities can be made almost users if the teacher does not organize them properly and disruptive behaviour can spoil the best classes if it is not checked. Similarly, the researcher has observed and experienced from his long teaching experiences when students misbehaved and disrespect their teacher while he or she teaches, especially, where a large numbers of students exist. This makes classroom management too complex to manage. When we think of the classroom situation in local schools in Ethiopia, classroom management demands the application of effective strategies which create conducive and healthy environment since a number student in each class in average 60 or more than that. Thus, study tries to address the major factors that hinder classroom management at Gore High School, and attempts to answer the following basic questions: what are the major factors that affect classroom management in English classes in Grade Nine? what should English teachers do to manage classroom activities effectively? what should be done to solve the basic problems of classroom management in English classes? general objectives of the study The purpose this study t is to identify the major factors that cause difficulties in classroom management in classes, with special focus on grade nine in layma Tsala High School. Specific Objectives The study attempts to; dig out factors that affect class room management identify sources of factors that hinder classroom management give some possible solutions for the problems. Research Design In this study, the researcher used descriptive survey in which both qualitative and quantitative methods were applied. Subjects of the Study. The subjects of the study were grade nine students and grade nine teachers at layma Tsala High School. Among the total number of 710 students, 14 students were taken by non random sampling technique. In addition, out of grade nine teachers, four of them who have many experiences were included in the study. The data Collection instruments. The study employed three kinds of data gathering methods. These were questionnaire, interview and observation. Questionnaire was administered to both students and teachers. The questions were designed using simple language. Open ended and close ended questions were included in questionnaire. Interview was used to collect necessary information from teachers. It was also used to crosscheck whether what teachers and students’ said in the questionnaire was the same or not. The guideline was prepared based on the literature. Observation was an additional method the researcher used to collect data. It was relevant and reliable since the researcher proved some problems through his observation. The researcher used checklist during his observation. This checklist was prepared based on the literature. The researcher observed six different sections and four grade nine English teachers while teaching different sections. In this way six sections continuously observed for months. Data Collecting Procedure To collect data, the researcher prepared questionnaires for students and teachers. Then he arranged the questionnaires sequentialy from close-ended to open ended way. After aranging, the researcher distributed the questionnaires for sample students and teachers. Next he continued gathering data through observation and interview. Finally, the researcher brought the collected data altogether to organize and analyse. Data Organization and Analysis After collecting, aranging and organizing the data, the researcher analysed and checked the questionnaires for completeness. Finally, the organized and analysed data were presented in the form of percentages in tables, and were followed by textual descriptions. ይይ ይይይ ይይይይ ይይይ ይይ ይይይይይ ይይይይ ይይይይይይ ይይ ይይይይ ይይይይይ ይይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይይ ይይይይ ይይይይይይይ ይይይ ይይ ይይይይ ይይይ ይ/ይይ ይይይይ ይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይ ይይይይይይይ ይይይይይ ይይይ ይይይይ ይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይይይይይ ይይይይ ይይይ. ይይይይ ይይይይ ይይይይይ ይይይይይይ ይይይይ ይይ ይይይይ ይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይ ይይይይይ ይይይ ይይ ይይይይይ ይይይይ ይይይ ይይይ ይይ ይይይይ ይይይይይ ይይይ ይይ ይይ ይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይይይ ይይይይ ይይይይይይ, ይይይይ ይይይይ, ይይይይይይ ይይ ይይይይ ይይይይይይ. ይይይይይ ይይይይ ይይይይ ይይይ ይይ ይይይይ ይይይይይይ ይይይይ ይይይ ይይይይይይ ይይይይይ ይይይ ይይይይይይ ይይይ ይይይይ ይይይ ይይ ይይይይይይ ይይ ይይይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይይይይ ይይይይ ይይይ ይይ ይይይይይ ይይይ ይይ ይይይይ ይይይይ ይይይይይይይይ ይይይይይይይይ ይይይይይይ. ይይይይይ ይይይይ ይይይይይ ይይይይይይ ይይይይይ ይይ ይይይይይይይ ይይ ይይይይይ ይይይይይይ ይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይይይይ ይይይ ይይይይይይ; ይይይይ ይይይ ይይ ይይ ይይይ ይይይ ይይይይይ ይይይይይ ይይ ይይይይ ይይይይይይይ ይይይይይ ይይይይይይይ ይይ ይይይ ይይይይ ይይይ ይይ 2ይ ይይይ ይ/ይይ ይይይይ ይይይይይይይ ይይይይ ይይይይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይይይ ይይይይይ ይይይይይ ይይይይይ ይይይይይ ይይይይ ይይይይይይይ ይይይ ይይ 2ይ ይይይ ይ/ይይ ይይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይ ይይይይይይይ ይይይይይ ይይይ ይይይይ ይይይ ይይይ ይይይይይይ ይይ ይይይ ይይይ ይይይይይይ ይይይይ ይይይ. ይይይይ ይይይይ ይይይይይ ይይይይይይ ይይይይ ይይ ይይይይ ይይ ይይይይ ይይይ ይይይይይ ይይይይይ ይይይይይ/ይይይይይ ይይ ይይይይ/ ይይ ይይ ይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይ ይይ ይይይይይ ይይይይይይ, ይይይይ ይይይይ, ይይይይይይ ይይ ይይይይ ይይይይይይ. ይይይይይ ይይይይ ይይይይ ይይይ ይይ ይይይይ ይይይይይይ ይይይይ ይይይ ይይይይይይ ይይይይይ ይይይ ይይይይይይ ይይይ ይይይይ ይይይ ይይ ይይይይይይ ይይ ይይይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይይይ ይይ ይይይይ ይይይ ይይይይይይ ይይይይ ይይይ ይይ ይይይይይ ይይይ ይይ ይይይይ ይይይይ ይይይይይይይይ ይይይይይይይይ ይይይይይይ. ይይይይይ ይይይይ ይይይይይ ይይይይይይ ይይይይይ ይይ ይይይይይይይ ይይ ይይይይይ ይይይይይይ ይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይይይይ ይይይ ይይይይይይ; ይይይይ ይይይ ይይ ይይ ይይይ ይይይ ይይይይይ ይይይይይ ይይ ይይይይ ይይይይይይይ ይይይይይ ይይይ ይይይ: ይይይ; ይይይይይይ; ይይይ ይይይይ ይይይይ ይይ ይይይይይ -ይይይይ ይይይ ይይይይይይይ ይይ ይይይይ ይይይይይይይ ይይ ይይይ ይይይይይይ ይይይይይ ይይይ ይይይይይይ ይይይይ ይይይ ይይይ ይይይይይይይ ይይ ይይይይይ ይይ ይይይይይ ይይይይይ ይይይ ይይይ ይይይይይ ይይይይ ይይይይይ ይይይ (ይይይይ-ይይይይ ይይይይ) ይይይ ይይይ ይይይይ (1991)ይ ይይይይ ይይይይ ይ25-30 ይይይይይ ይይይ ይይይ ይይይይይይ ይይይይይይ ይይይይ ይይ ይይ ይይይይይ ይይይ ይይይይ ይይ ይይይይይ ይይይ ይይይ ይይይይይ ይይይይ ይይይ ይይይይ ይይይይ ይይይይይ ይይይይይይ ይይይይ ይይይይ. ይይይይይ ይይይይይይ ይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይ ይይይይይይይይ ይይ ይይይይይይይ ይይይይይ ይይይ ይይይይይ ይይይ ይይይይይይ ይይ ይይ ይይይ ይይይይይይ ይይይይ ይይይይይይ ይይይ ይይይይይ ይይይይይይ ይይይይ ይይይይ ይይ ይይይይ ይይይ ይይ ይይይይ ይይይይይይ ይይ ይይይይይ ይይይይ ይይይይይ ይይ ይይይ ይይይይ ይይይይ ይይይይይይይ ይይይ ይይይ ይይይይይ ይይይይይMen Weyelet M. /2005/ ይይይይ ይይይይይይ ይይይይይ ይይይይ ይይይ ይይይይ ይይይ ይይይይይይይ ይይይይይይይ ይይይይ ይይይ ይይይይ ይይይይ ይይይ ይይይይይ ይይይ ይይ ይይይይይ ይይይይ ይይይይ ይይይ ይይይይይይይይይ ይይይይይይ ይይይይይ ይይይይ ይይይይይ ይይይይ. ይይይይ ይይይይ ይይይ ይይይይይይ ይይይይይ ይይይይይይይ ይይይይ ይይ ይይይይይ ይይይ ይይይይ-ይይይ ይይይይይ ይይይይይይ ይይይይይ ይይይይ ይይይይ ይይይይይ ይይይይይ ይይይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይይይይ ይይይይ ይይይይይ ይይይይ ይይይይይይይይይ ይይይይ ይይ ይይይይ ይይይይ ይይይይይ ይይይይ ይይይይ ይይይይ ይይይይ. ይይይይይ ይይ ይይይ. (1995) ይይይይይይ ይይይይይ ይይ ይይይይይ ይይይ ይይይይይይ ይይይይይይይ ይይይ ይይይይይ (ELT) ይይይ ይይይ ይይይ ይይይይ ይይይይ ይይይ ይ60 ይይ 90 ይይይይ ይይይ ይይይይ ይይይ ይይይ ይይይይ ይይይ ይይይይይይይይይ ይይይይይይ ይይይይይ ይይ.ይይይይይ ይይይይይ ይይይ ይይይ ይይይይይይይ ይይይ 65 ይይይይይ ይይይይይይይ ይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይ ይይይይይ ይይ. ይይይይ ይይ ይይይ ይይይ ይይይይይ ይይይ ይይይይ ይይይይ ይይይይይይይ ይይይይ ይይይይ ይይይይ ይይ ይይይይ ይይይይይይ ይይይ ይይይይ ይይይይ ይይይይይ ይይይይ ይይ ይይ ይይይይ ይይይ ይይይ ይይይ ይይይይይይ ይይይይይ (1995) ይይይይይ ይይይይ ይይይ ይይይ ይይይይ ይይይይይይ ይይይይ ይይይይይይይ ይይይ ይይይ ይይይ ይይይይይይይ ይይይ ይይይ ይይይይይ ይይይይይይ ይይይይይይ ይይይይ (1950ይ235) ይይይይይይይ ይይይይይይይ ይይይይ ይይይይይይ ይይይይይይይ ይይይ ይይይይ ይይይይ ይይ ይይይ ይይይይ ይይይይይይይ ይይ ይይይይይይ ይይይይይይ ይይይ ይይ ይይይይይይይ ይይይይይ ይይይይይይ ይይይይ ይይይይይይ ይይይይ ይይይይይ ይይይይ ይይይ ይይይይ ይይይይይ ይይይይይይይ ይይ ይይይይ ይይይ ይይይይይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይይ ይይይ ይይይይ ይይይይይ ይይይይ ይይይ ይይይይይ ይይይይይይ ይይይ ይይይይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይይ ይይይይ ይይ ይይይይይይይ ይይይይይይይይይ ይይይ ይይይይይ ይይ ይይይይይ ይይይይ ይይይ ይይይይይይይ ይይ ይይይይ ይይይይይይይ ይይይይይይይ ይይይ ይይይይይይ ይይይይይይይ ይይይይይይ ይይይ ይይ ይይይይይ ይይይ ይይይ ይይይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይይ 60 ይይ ይይይ ይይይ ይይይ ይይይ ይይይ ይይይ ይይ ይይ ይይይ ይይይይ ይይይይይ ይይይይ ይይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይይ ይይይ ይይይ ይይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይይይይይ ይይይይይይይ ይይ ይይ ይይይይይ ይይይይይ ይይይይይ ይይ ይይይይይይይ ይይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይይይ ይይይ ይይይይይይይ ይይይ ይይይይ ይይይይይይ ይይ ይይይይ ይይይይይይ ይይ ይይ ይይይይ ይይይይ ይይይ? ይይይይይይይ ይይይይይይይ ይይይይ ይይይይይይይይይ ይይይይ ይይይይይይ ይይ ይይይይ ይይይይይ? ይይይይይይይ ይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይይ ይይ ይይይይ ይይይይ? ይይይይ ይይይይይ ይይይይይ ይይይ ይይይ ይይይ ይይይይ ይይይ ይይይይ ይይይ ይይይ ይይይይይ ይይ ይይ ይይይይይ ይይይይይ ይይ, ይይ ይይይይ ይይይ ይይ ይይይይ ይይይ ይይይይይ ይይ ይይይይ ይይይ ይይ. ይይይይይ ይይይይይ ይይይ ይይይይይ; ይይይ ይይይ ይይይይይይ ይይ ይይይይ ይይይይይይ ይይይ ይይይይ ይይይይይይይ ይይይይይይይ ይይይይይይይ ይይይይይ ይይይይ ይይይይይ ይይይይይ ይይይይይይይ ይይይ ይ ይይይይይ ይይይ ይይይ ይይይ ይይይይይይ ይይይይ ይይ ይይይይ ይይይይ ይይይይይይይይይ ይይይ ይይይ ይይይይይይ ይይይይ ይይይ ይይይይ. ይይይይ ይይይ ይይይ ይ9ይ ይይይ ይይይይይ ይይ ይ9ይ ይይይ ይይይይይ ይይይይ ይይ ይይይይ ይይይ ይይይይይ ይይ ይይይይይ ይይይይ ይይይይይይ ይ710 ይይይይይ ይይይይ 14 ይይይይይ ይይይይይ ይይይ ይይይይ ይይይይይይይ ይይይይይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይይ ይይ ይይይ ይይይይ ይይይይ ይይይ ይይይይይይ ይይይይ ይይይይይይ ይይይይይይ. ይይይ ይይይ ይይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይይይ ይይይይ ይይይይይ ይይ ይይይይ ይይ ይይይይ ይይይይ ይይይይ ይይይይይ ይይይይይ ይይ ይይይይይይይ ይይይይይይ ይይይይይ ይይይይይይ ይይይ ይይይይ ይይይይይ ይይይ ይይይይይ ይይ ይይይይይይ ይይይይይ ይይይይይ ይይይ ይይይይይ ይ ይይ ይይይይ ይይይይይይ ይይይይይይይ ይይይ ይይይይይይ ይይይ ይይ ይይይይ ይይይይይ ይይይይይ ይይ ይይይይይ ይይይይይ ይይ ይይይይይይ ይይይ ይይይ ይይ ይይይ ይይይይይ ይይይይይ ይይይይይ ይይይ ይይ ይይይይ ይይይይይ ይይይይይይ ይይይ-ይይይ ይይ ይይ. ይይይይ ይይይይይይ ይይይ ይይይይይይ ይይይይይይይ ይይይይ ይይ ይይይይ ይይይይይይ ይይይይይይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይ ይይ ይይይይይይ ይይይ. ይይይይይይ ይይይይይይይ ይይይ ይይይይይይ ይይይይ ይይይይይይ. ይይ ይይይይይይ ይይይይ ይይይይይይ ይይይይይ ይይይይ ይይይ ይይይይይይ ይይይይይ ይይይይይ ይይይይይይ ይይይይ ይይይይይ ይይይይ ይይ ይይይ ይይይ ይይይ ይይይይይይይ ይይይይይይ ይይይይይይይይ ይይይ ይይይይ ይይይይ ይይይይ ይይይይ ይይይይይይ ይይይይይይይ. ይይይይ ይይይይይ ይይይ ይይይይ ይይይይይይ, ይይይይይይ ይይይይይይ ይይ ይይይይይይይይ ይይይይይይ ይይይይይይ. ይይይይ ይይይይይይ ይይይይ ይይይይ ይይይይይ ይይይ ይይይ ይይይይ ይይይይይ ይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይይ ይይይይይ ይይ ይይይይይይይ ይይይይይይይ ይይይይይይ ይይይይይይ ይይይ ይይይይ ይይይ ይይይይይ ይይይይ ይይይይይይ ይይይይይይ ይይይይይይይይ ይይይ ይይይይይይ ይይ ይይይይይይ ይይይ ይይ ይይይይይ. ይይይይ ይይይይ ይይ ይይይይ ይይይይይ ይይይይይይይ ይይይይይይ ይይ ይይይይይይ ይይይይይይ ይይይይ ይይይይይይ ይይይይ ይይይይ ይይይይይይ, ይይይይይ ይይ ይይይይይይ ይይይይይ ይይይይይይይ ይይይ ይይይይ ይይይ ይይይይይ, ይይ ይይይይ ይይይይይይ ይይይይይይ.
