REFLECTIVE LESSONS FROM A CLASSROOM DISCIPLINE IN AN ENGLISH LANGUAGE CLASSROOM IN MOZAMBIQUE

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Published ID: IJNRD2608140

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Pedro Jose Cossa, PhD

classroom management; restorative discipline; narrative inquiry; reflective practice; teacher identity; inclusive education; English language teaching; novice teachers; Mozambique; student behaviour

Classroom discipline remains one of the greatest challenges confronting novice teachers worldwide. Although exclusionary disciplinary practices such as sending students out of the classroom have traditionally been used to restore order, increasing evidence suggests that such approaches may inadvertently reinforce disruptive behaviour, reduce instructional time, and weaken teacher–student relationships. This paper presents a reflective narrative inquiry based on a classroom incident that occurred during the author's teaching practice in a secondary school in Maputo City, Mozambique, in September 1986. While teaching a Grade 8 English class independently for the first time, the author encountered four students who repeatedly disrupted lessons by inviting friends from neighbouring classrooms to converse through the classroom window. Contrary to prevailing practice, the author chose not to remove the students from the classroom. Instead, he affirmed their intelligence and emphasised the importance of their continued participation in the lesson. The students subsequently apologised, explained that they had expected to be sent outside because doing so allowed them to socialise with friends, and promised to discontinue their behaviour. Using narrative inquiry, reflective practice, restorative education, classroom management theory, and contemporary research on exclusionary discipline, the paper analyses the incident from the perspective of nearly four decades of professional experience. The discussion demonstrates that the teacher's response unintentionally interrupted a cycle of behavioural reinforcement while simultaneously strengthening students' sense of belonging, responsibility, and academic identity. The paper argues that effective classroom management should prioritise inclusion, recognition, and relationship-building rather than routine exclusion. An original Inclusion-Recognition-Responsibility (IRR) Framework is proposed to explain how positive behavioural change can emerge through affirming students' dignity while maintaining high expectations. The study contributes to the literature on reflective teacher education, restorative classroom management, teacher identity, and inclusive pedagogy, particularly within the underrepresented context of Mozambican secondary education.

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Pedro Jose Cossa, PhD (August-2026). REFLECTIVE LESSONS FROM A CLASSROOM DISCIPLINE IN AN ENGLISH LANGUAGE CLASSROOM IN MOZAMBIQUE. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 11(8), b420-b433. https://ijnrd.org/papers/IJNRD2608140.pdf

Volume 11 Issue 8, August-2026

Pages : b420-b433

Paper Reg. ID: IJNRD_327755

Published Paper Id: IJNRD2608140

Research Area: Other area not in list

Author Type: Foreign Author

Country: Matola, Maputo, Mozambique

Published Paper PDF: https://ijnrd.org/papers/IJNRD2608140.pdf

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