Teachers’ Perspectives on Strategies for Supporting Diffident Students in Classroom Environment at Middle School Level

Abstract

Diffident is a difficulty experienced by many students. Students who are diffident will experience anxiety and want to avoid many educational situations. These students face many difficulties in the classroom that go unnoticed.  Therefore, this study was designed with objectives to highlight the effects of diffident students in teaching learning process, to find out the reasons why teachers neglect diffident student, and to asses’ activities to encourages and support diffident students in teaching. The data was collected using simple random sampling technique from 30 teachers on a questionnaires having close ended items with five points Likert Scale. The results of the present research provide insight to the difficulties experienced by diffident students that most of the students that are diffident face different problems such as achieving their goals, feel anxious and depressed in new environment, unable to accept challenges and start of new tasks because they think if they fail what the people or friends will think about them. It was also concluded that diffident students are not social and their attitude also affect their all performance as they are not ready to givAdd Contributore response to teachers or participate in any activities carried out in class.