HOW DO MY STUDENTS PERCEIVE MY CLASSROOM MANAGEMENT STRATEGIES?

Abstract

Classroom management is one of the most essential components of effective teaching and successful learning outcomes. The way teachers organize classroom activities, maintain discipline, motivate learners, and create interpersonal relationships directly influences students’ academic performance and emotional well-being. This study investigates how students perceive classroom management strategies implemented during English language lessons and examines the extent to which these strategies affect learner motivation, participation, and classroom engagement.

The research was conducted during teaching practice at Secondary School No. 12 and employed a mixed-method research design integrating both quantitative and qualitative approaches. Data were collected through student questionnaires, classroom observations, and informal interviews. The findings reveal that supportive teacher behavior, interactive activities, clear classroom rules, and positive communication significantly improve students’ attitudes toward learning and increase classroom participation. However, excessive teacher control, lack of student autonomy, and limited interaction negatively influence learner motivation and emotional comfort.

The study emphasizes the importance of student-centered classroom management approaches that encourage cooperation, respect, and active engagement. The results contribute to current discussions in educational psychology and language pedagogy while also providing practical recommendations for pre-service and in-service teachers.