Study on Teachers' Classroom Management Approaches and Experiences

ABSTRACT: For effective learning processes, classroom management is an important issue to

be discussed. Effective classroom management ; the physical environment for the classroom to
create an environment in which to learn. Includes rules , system planning and learning processes,
and organizing movements in the classroom. In this study, case studies for elementary classroom
teachers and branch teachers on classroom management practices to determine the needs of
teachers in classroom management. The study was conducted with 4 teachers. Data from this
qualitative study obtained through an interview. As a result of the qualitative analysis, teachers'
group management techniques vary according to some topics. These are: the physical
environment, classroom management, student progressing, students recognition and positive
reinforcement, Communicate with parent about a student's performance, Deal with undesirable
behaviors of student, discipline problem in the class, healthy community of student in class.

Keywords: classroom management, classroom applications, effective learning environments

Introduction:

Many responsibilities for teachers include lectures, classroom management, and student
development. However, classroom management skills are one of the main factors teachers must
take to create an effective learning and training environment (Acar, 2007 by Charles Charles,
1996 Langdon 1996, Lu Lewis, 1996 Tan Tintak Erin, 2002 W Wang, Hertel & Walberg, 1993) .
When it comes to classroom management, the first prerequisite is creating a healthy learning
environment that promotes effective education and ensures a high level of learning with the
participation of all students (Weinstein), 1996). Some researchers define classroom management
as conducting a group life as an orchestra (Lemlec, 1988). With this definition, it can be
concluded that the courses used with the constructivist teaching method correspond to the
expectations of the classroom management and the students preferred by teachers.

Teaching classroom management is classically defined as one of the most important variables for
understanding students' misconduct in classrooms (Doyle, 1986; Brophy, 1996). Classroom
management refers to the set of strategies used by the teacher to increase the collaboration and
participation of students and reduce the subversive behavior of students, thus maintaining an
appropriate learning environment (Postholm, 2013). This includes the management of space,
time and classroom activities, as well as the management of student behavior, taking into account
the characteristics, skills and competencies of teachers (Djigić and Stojiljković, 2011).
Classroom management also includes establishing clear rules and procedures to coordinate class
activities (Brophy, 1996). The purpose of these rules is to control the behaviors of students that
can alter classroom activities and their environment, while the procedures represent the
classroom actions that a teacher allows, that is, according to classroom activities and tasks (
Doyle, 1986).
Class management consists of many complex and interrelated dimensions that arise from
separation and the environment. As the classroom director, the teacher is expected to lead the
classroom environment. Another important aspect of classroom management is the creation of an
appropriate learning environment and the preparation of the physical conditions for the class.
The physical environment and a well-equipped system facilitate the learning and teaching
process and can improve student participation in the classroom. On the contrary, a dull, stressful,
classy environment, poorly prepared, and poorly prepared, adversely affects participation in
activities and learning. The environment also affects the quality of teacher-student
relationships.The teacher has to make various physical arrangements in the class according to the
instructional method and the content (Evertson, Emer, Clements, Worsham, 1997, Celep, 2002:
27).

In a literature review, Wang et al. (1993) found that the most important factor in student
achievement is classroom management. In an effectively managed classroom, student success
increases with more time devoted to learning activities and students' active participation in class
activities (Wilks, 1996). As a result, the importance of the student-centered classroom climate is
emphasized. Class management includes many decisions, such as how and with whom to sit,
how to prepare classes, how to organize materials, and how to ensure the participation of each
student (Emmerve Gerwels, 2005).

About quantitative study, teacher classroom behavior, student acquisition, curriculum,

assessment and assessment methods and school policies. It is difficult for students to learn in
malicious, sarcastic and poorly organized classrooms. To support the pursuit of higher education,
the student takes precautions against the behavior of the students, disrupting the classroom
environment and disturbing other students, ensuring classroom planning and stimulating student
learning activities. This is possible only if teachers are equipped with classroom management
skills as well as field and pedagogical knowledge. As a result, having effective classroom
management strategies that respond to individual needs while protecting the rights of all
students, is an important skill that every teacher is seeking (Landau, 2001).

Despite teacher intervention efforts to plan and implement their lessons, behavioral issues may
arise that focus on tackling and disrupting the curriculum. In research, separation environments
are the most annoying behaviors, which take the word without waiting for their request,
complain to their peers, neglect in class and lack of homework (Akak , Akar, & Sokiolo, 1995
(Itachi & Marie, 2001). This is due to inappropriate conditions in schools, such as crowded class
and lack of resources (Türnüklü and Galton, 2001). In fact, even the smallest words in the
classroom can distract teachers and feel the need to interfere with this behavior (Etsy and Marie,
2001).

Due to situations such as dealing with behavioral problems, the concept of classroom
management is often confused with discipline. In fact, classroom management is a concept that
has four dimensions (Wong and Wong, 1998). Discipline is only one of these dimensions (Jean-
Pierre, 2004 Martin & Baldwin, 1993 Stanford, Emer & Clement, 1983). Organizing physical
space, time and materials is another aspect of classroom management. Therefore, classroom
management courses are designed to determine course material, determine course length,
determine class roles, ensure student participation in classrooms, adhere to rules, and develop
educational activities (Brophy, 1996). When all of these elements are taken into account,
classroom management does not mean more than controlling the classroom on teachers (Termitz,
2001).

As a result, when it comes to classroom management, strategies such as discipline or teacher

intervention are the ultimate solution. In other words, the first requirement in classroom
management is to create a healthy environment that encourages learning to be effective and
ensures that all students participate in a high level of learning (Weinstein , 1996).

The contemporary class, which is concerned with the academic development of the community
as well as the emotional development of its students, is able to prevent disciplinary problems
and, most appropriately, by the effective use of time to meet the individual and individual needs
of their students.Can provide an effective educational and training environment for dealing with
problems. Teachers need management skills. Only teachers equipped with such equipment can
support the upbringing of students as responsible individuals, while protecting the rights of
others while respecting their rights. In this context, the purpose of this study is to course The
purpose of this course is to evaluate the experience of working with classroom teachers and
classroom teachers in kindergartens and elementary schools in a classroom with a qualification.
There are management strategies and as a preliminary study, the need is to define the needs of
teachers in class management. The reason that teachers working at different levels participated in
this study is that classroom management is the most challenging field for teachers' careers,
regardless of their experience (McCormick, 1997). ‫ ۔‬In other words, working teachers were
studied at different levels to determine the position of all teachers in relation to common
problems.

Amna riaz

Demographic profile: female, married, 28years old, doing Mphil Education. Class teacher in
private school in Lahore.source of account: authors conducted her through school principle ;
origin of data: face-to-face semi structured interview.

Classroom management

She said classroom management has been consistently linked to pupil achievement. Effectively
managing aspects of the classroom environment is therefore an important part of the teaching
and learning. She always pre-planning alternate activities for students who finish early and
become bored .She said these are the principle of classroom management, Use your students'
names. Establish simple classroom rules. Establish areas of your room for classroom supplies.
Identify common times for classroom disruptions. Prevent cheating. Get commitments from your
students. Choose participation carefully. Differentiate your teaching strategies. Keep your
passion alive. Keep yourself happy and healthy. Take time for yourself when you need it. She
believes that physical aspects of classroom should be managed by focusing attention on the
ways that a particular group might work together more productively..She said “ Flexibility,
openness, access to resources is important features of good learning environment”. She believes
that reduces poor behaviour and distractions so students are all focused on learning. Facilitates
social and emotional development. Promotes positive interactions between peers and decreases
bullying. Allows for more time to be focused on teaching and learning.

Step when a student not progressing satisfactorily in class

she analyz each situation and developing an understanding of the student's issues and using the
most appropriate method and resources to deal with the situation the outcome of your action. She
always use these strategies to promote growth mindset over fixed mindset. Develop meaningful
and respectful relationships with your students. Grow a community of learners in your
classroom. Establish high expectations and establish clear goals. Be inspirational

Building rapport in class

she develop rapport in class such as: a sense of humor, showing interest in the students
,availability encouragement relating lessons in everyday terms and using examples that are
relevant to the students

Students recognition and positive reinforcement

She believes that student's efforts as well as accomplishments the words and language we use,
awareness of body language, adapting the reinforcement to meet the , particular needs of the
student

Communicate with parent about a student's performance

She said she think that work together with parents to help and assist students to encourage
parents to provide the right support and environment for optimal learning to remain non-
defensive and positive

Handle discipline problem in the class

She always handle discipline problem through know school guidelines for discipline procedures.
Be fir, positive and consistent. Provide a list of standards and consequences to parents and
students. Keep your classroom orderly. Get to know your students. Being a good teacher she
always Set the classroom rules at the start of the year. Have consistent expectations. Set goals at
the beginning of class. Appropriate behavior should be reinforced. She always use these
strategies to set clear rules. Keep a bench vacant near The front door. Ignore them. warn if it is
the first time. talk to Parents if late coming persists. keep record of lateness. Do important tasks
at the beginning of the class.

Deal with undesirable behaviors of student

She Identify when a behavior poses a threat. Start with small gestures to interrupt problematic
behavior. Separate a student from the rest of the class. Distract a disruptive student. Noise can be
controlled by making your lesson very interesting. Noise is often associated with children.
Children learn better through play, games, collaboration, observation, activities and so on. With
these pedagogies, children would be actively engaged in a lesson, thus, mitigating noise in class.

Behavioral approach to classroom management

she think the main goal of classroom management is to reduce misbehavior in the classroom.
Effective classroom management gives the students little time to misbehave. Because the
expectations are clearly explained, the students know what they need to do.

Build a healthy community of student in a class

We should teach them how they should collaborate, because students don't know how
collaborate. She saw many times that students working in groups, but they were working
individual in reality. What is the best way to fix it? In my opinion teacher must do optimal
selection to group. We must juxtapose people who must and will be collaborate. The worst
solution is to allow students to self-selection into groups (obviously, if they don't know how
work together) To develop cooperation she always encourage polite, respectful behavior toward
others. I think praising hands can provide students with the kind of positive reinforcement that
builds on success, motivates them to learn, and increases their participation in class.

Ghazala Anwar:

Demographic profile: female, unmarried, 26years old, doing mphil in Education. Class teacher in
private school in Lahore.source of account: authors conducted her through school principle ;
origin of data: face-to-face semi structured interview.

Classroom management

According to her the basic principle is to Create an inclusive classroom in order to prevent
unnecessary conflict and reduce physical and emotional violence .Engage in hands-on,
experiential activities focused on prevention and intervention .Re-commit to the process and joy
of stimulating young minds and building positive long-term relationships with learners.She
strongly believe physical aspects of classroom should be managed that Horizontal rows are
useful for independent or pair work and encourage pupils to focus on the teacher however are not
as effective for group discussion. She believe that to minimize wasted time and improve
efficiency, a well-managed classroom has good time-management skills. The students know
which areas in the classroom are accessible to them, as well as where items are placed in the
classroom. she always use these styles to manage classroom Use polite language Maintain eye
contact Keep phones in your pockets Let one another speak uninterrupted Raise concerns about
one another’s statements in a respectful manner. Her opinion of good classroom environment is
the design of a building, especially an educational facility, should be a collaborative process
which incorporates the school community, teaching staff, the student body, Board members,
specialized architects, and of course extensive research. she agree with the structuring of
the learning environment is essential for teachers and students. In fact, studies show that the
physical arrangement of the classroom can affect both student and teacher behavior, and that a
well-structured classroom management plan of design has the ability to
improve learning and behavior.

Step when student not progressing satisfactorily in class

She provide some home works for the students. For example, you finished classes about word
processing in some course for computing literacy.

Building rapport in class

She believes that rapport should be managed by these tips Post and keep office hours. Get
online- use e-mail to increase accessibility to your students. Interact more, lecture less --
emphasize active learning. Reward student comments and questions with verbal praise; Be
enthusiastic about teaching and passionate about your subject matter.

Students recognition and positive reinforcement

She always use these positive reinforcement like activities or privileges such as playing a game,
sitting in a special place in the class, drawing, writing, colouring, going to recess or gym early,
having extra computer time

Communicate with a parent about a student's performance

She said Parents and teachers each want to see that the other will actually do what they say they
will do.

Handle discipline problem in the class

She said if my students to misbehave, they probably will. Come to class prepared with lessons
for the day. Reduce downtime for students to help maintain order. always do these ways Stay in
contact with parents.Use proximity to limit negative actions.Have defined student
expectations.Choose the best time to discipline.Try to empathize with the student.Build on
common ground. she always use Model appropriate behaviors Provide students with different
choices Remove objects in the environment that cause distractions Listen to students. When she
achieve cooperation in the class she reward students for such social skills as helping others,
giving and accepting praise, compromise. she frequently use these steps to motivate the students
Give students a sense of control. Define the objectives. Create a threat-free environment. Change
your scenery. Offer varied experiences. Use positive competition.Offer rewards. Give students
responsibility

Deal with undesirable behaviors of student

She always remind the student of classroom rules. Ignore the behavior if possible. Offer the
student a choice. Make the consequences clear. She can control the class through these type of
teaching. Classroom Games as Teaching Strategies. Relate Class Content to Their Lives. Make it
Interactive. Give Them Choices. Use Technology

Problems with behavioral approach to classroom management

She think that the behavioral approach to management focuses on human relations and employee
well-being. Rather than simply setting tasks and demanding that they be completed,
the behavioral-style manager helps create conditions that keep workers satisfied and motivated

Build a healthy community of student in a class

According to her to build student community in the class they teach. In order to do that they form
students into groups and give them a variety of assignments for a group work. However, in many
cases it is not enough students still remain to be lone riders. she think praising hand make it
private. Giving praise privately is more effective than doing it in front of the class By time on
task the student is making appropriate motor responses.

Muqaddas Ameen

Demographic profile: female, unmarried, 25years old, done masters in Physics and Class teacher
in private school in Lahore.source of account: authors conducted her through school principle ;
origin of data: face-to-face semi structured interview.

Classrooms management

She think the basic principle is to discover strategies to "create a space for listening" to increase
students' sense of belonging and connection. Help students re-evaluate their behaviors in relation
to their own goals. Understand the importance of conveying high expectations. Develop skills for
welcoming and sending positive invitations. Classroom environment refers to the whole range of
components and activities within which learning happens. According to her believe that the
classroom environment must be conducive to learning; however, classrooms can be crowded,
complex and potentially chaotic places. she strongly believe physical aspects of classroom
should be managed that pupils sit close together in a circle in the center of the room while the
rest of the pupils stand at the back of the classroom and observe the group discussion. The
seminar style often features a ‘U’ shape formation and is used in secondary, further and higher
education. It allows space for teacher and pupil presentations using interactive whiteboards, but
also provides opportunities for small group work by turning chairs around. she ftenly use
Proactive approaches may include students co-creating classroom rules, or having students create
and sign a learning contract at the beginning of the year. she agree with a
student's behavior can affect her ability to learn as well as other students' learning environment.
Students who behave disruptively by bullying other students, talking during lectures or by
requiring the teacher to interrupt lessons to discipline them can have a negative effect on an
entire classroom.

When student not progressing satisfactorily in class

She believe that teaching is ART. Therefore, her first advice is to be a first-class artist on your
stage (the classroom). It means, try to be different from others teachers in your environment, and
engage your students to actively participate in lecture. Use a constructivist approach rather than
objectivist in teaching. she always use these strategies for Motivating Student Become a role
model for student interest. Get to know your students. Use examples freely. Use a variety of
student-active teaching activities. Set realistic performance goals and help students achieve them
by encouraging them to set their own reasonable goals

Building rapport in class

She build rapport with class like Learn to call students by name. Learn something your students'
interests, hobbies, and aspirations. Create and use personally relevant class examples .Arrive to
class early and stay late -- and chat with your students. Explain your course policies -- and why
they are what they are.

Student recognition and positive reinforcement

To maintain motivation and interest she emphasis on positive reinforcement praise and nonverbal
communication (e.g., smile, nod, thumbs up) social attention (e.g., a conversation, special time
with the teacher or a peer) tangibles such as stickers, new pencils or washable tattoos. she oftenly
use Search for the root cause of the misbehavior Student dignity matters Create individual plans
for students use Praise

Communicate with a parent about a student's performance

According to her experiences she observe that adults make contact soon after a problem has been
identified, so a timely solution can be found. Waiting too long can create new problems, possibly
through the frustration of those involved.

Handle discipline problem in class

She managed discipline problem in the class by Set the classroom rules at the start of the year.
Have consistent expectations. Set goals at the beginning of class. Appropriate behavior should be
reinforced. Remain neutral during conflicts. Search for the root cause of the misbehavior. She
frequently use these methods Set Clear Expectations. Make it clear right up front that prompt
attendance is expected of them during their education. Be the Example. Start Class Powerfully.
Reward Early Arrivals. Late students sit in the Back. This is good the student is asking for
assistance in an acceptable manner.

Deal with undesirable behaviors of student

Tries to eliminate behaviors by removing any rewards ,such as removing attention by ignoring
the behavior. Engage the students in a participatory classes. she agree with a
student's behavior can affect her ability to learn as well as other students' learning environment.
Students who behave disruptively by bullying other students, talking during lectures or by
requiring the teacher to interrupt lessons to discipline them can have a negative effect on an
entire classroom.

Problems with behavioral approach to classroom management

She believes that a behavioral approach to classroom management focuses on establishing clear
expectations for appropriate behavior, monitoring behavior, and then reinforcing
appropriate behavior and redirecting inappropriate behavior.

Build a healthy community of student in a class

She agree with that students need to be taught how to collaborate, as collaboration does not come
naturally to all students, particularly if they have come to university from a competitive high
school environment. Firstly students need to be convinced of the benefits of collaboration, these
benefits need to be made explicit by the instructor. However, most importantly a respectful and
trusting environment needs to be created where students feel confident that all of their
contributions will be received in a positive manner. All contributions should be valued. To
achieve cooperation she always use these strategies like play games to encourage teamwork.
Take time to teach them how to problem solve. Allow for choices.

Naila Ali

Demographic profile: female, unmarried, 26years old, done masters in Education and Class
teacher in private school in Lahore. source of account: authors conducted her through school
principle ; origin of data: face-to-face semi structured interview.

Classroom mangement

She believe physical aspects of classroom should be managed that Cluster style seating
arrangements are effective for group discussion and encourage pupils’ interaction, allowing
pupils to talk to each other, share materials and work together on group tasks. She said that
classroom management includes various aspects, but one of the most vital is that the students are
engaged. A well-managed classroom will keep the students engaged at all times in the learning
process. Students are involved in the learning process, which helps foster higher-level thinking
skills in students. her classroom management style is Inspire the class Improve a student’s self-
esteem Reinforce rules and values you want to see. she believe that classroom environments are
typically constructivist in nature, engaging learners in "sense-making" or reasoning about
extensive resource sets. Everyone knows that successfully managing your classroom, you can
increase student success and create a productive and cooperative learning environment. Effective
behavior management plans allow students to get the most out of their time spent in school and
ensure that you maintain your sanity.

Step when student’s not progressing satisfactorily in class

She wanted to say that , teacher have to provoke with the right questions/tasks, to determine how
students have progressed and understand what you are teaches, as well to engage your students to
participate in lecturing actively. Everyone knows that successfully managing your classroom,
you can increase student success and create a productive and cooperative learning
environment. Effective behavior management plans allow students to get the most out of their
time spent in school and ensure that you maintain your sanity.

Building rapport in class

She always usethese strategies: Lighten up -- crack a joke now and then. Be humble and, when
appropriate, self-deprecating. Make eye contact with each student -- without staring, glaring, or
flaring. Be respectful. Don't forget to smile!

Student’s recognition and positive reinforcement

She highlighted the different secondary positive reinforcements (such as checkmarks, tokens or
money) for students to accumulate in order to acquire tangibles or be allowed to participate in
special activities. “Praise won't have meaning to your students if they don't deserve it”. to create
learning activities that are based on topics that are relevant to your students' lives. Provide
choices. Balance the challenge. Seek role models. Use peer models. Establish a sense of
belonging.

Communicate with a parent about a student's performance

She believe that Parents and teachers should have the information they need to help students, in a
form and language that makes sense to them.

Handle discipline problem in the class

She always use these strategies to handle the class that Do not raise your voice. Try to remain
calm and rational. Do not touch an agitated or angry student. Try to keep the student seated. In
many instances, this is impossible. You can only suggest the student remain seated so that he
might explain to you what is wrong. She said she always do Make it clear right up front that
prompt attendance is expected of them during their education. From admissions to orientation to
the first day in your classroom, be clear on what is expected of them. Always set high
expectations for your students, they will usually rise to the occasion. her style to handle the
classroom is Students show respect for the teacher Students are on task and engaged Less
disciplinary measures are needed Fewer suspension and expulsions Students see rules as fair
Attendance improves. By doing effective teaching and by engaging students in discussion

Deal with undesirable behaviors of student

Remain calm and positive. A student's anxiety can spread to you or others and spiral out of
control. According to her the importance of the time-on-task variable and realize that the time the
students spend engaged in meaningful activities must provide them with a high degree of
success. Develop appropriate rules, procedures, and routines for the classroom. Develop a model
discipline plan appropriate for the age of their students and one that is aligned with their
educational philosophy. Develop strategies for implementing the model discipline plan.

Problems with behavioral approach to classroom management

She believe that behavioral, cognitive, humanist approaches. Behavioral learning theorists
believe that learning has occurred when you can see changes in behavior.

Successful way to build a healthy community of student in a class

She said that classroom management is an important skill for classroom teachers that they
typically learn while completing their teacher preparation program. Traditional ways of teaching
classroom management skills, such as practicum and internship experiences, may not provide the
intensity of instruction needed for preservice teachers to develop the classroom management.
Plan the arrangement of the room for the upcoming group-oriented tasks. Arrange group seating
so that students will be close enough to each other to share materials and ideas. Be sure to leave
yourself a clear access lane to each group.

GENERAL DISSCUSSION

It was observed that classroom management dimensions for teachers apply "relationships
between teachers and students and communication", "identification of student characteristics and
their needs", "teaching and motivation processes. "," Preparation of the principles of separation
and application "," management of the classroom environment and physical structure "and the
negative and significant relationship between all dimensions. (By disrupting the teaching
process, students related to disciplinary behavior toward each other, towards teachers, by
violating disciplinary rules). "Towards violating disciplinary principles" is a positive and
important relationship between "spam behavior" and classroom dimensions for teachers
regarding the direction of disciplinary behavior of students. "The reason for this result is that the
more frequent violations of the disciplinary rules in the Likert Scale, which indicate repetition,
the more the teachers in the classroom manage to prevent this unwanted behavior.

As other dimensions related to classroom management skills are intended to prevent potential
disciplinary behavior, as it increases preventive behavior, the frequency of students' disciplinary
behavior decreases. Classroom dysfunction usually leads to unwanted behaviors. Classroom
management skills were considered effective for teachers to "identify students' characteristics
and needs" and "manage undesirable behavior" to "curb disciplinary behavior" in the teaching
process. Students of the same class have different characteristics. The needs, attention,
expectations, and skills of the student vary from student to student. Therefore, students work in
the classroom according to these qualities. Your students want to deal with students with
learning disabilities (Brophy, 1988) In this case, teachers have to deal with the characteristics of
the students. Classes should be arranged according to their needs. The way to overcome students'
unwanted behavior is to analyze the reasons for their unwanted behavior. Teachers need to know
the needs and behaviors associated with those needs. It should be understood (Jones, 1988 Cele
Selip, 2002) that it is difficult to control behavior without explaining the cause. Students who are
directed to their activities who meet their needs and interests, who are assigned, carry out their
activities with joy, and thus the teaching process becomes effective and relevant to the problem.

It is noted that classroom management skills for teachers regarding "recognizing student
characteristics and needs", "preparing and applying classroom rules" and "managing unwanted
behavior" are effective in preventing disciplinary behavior unwanted students "towards each
other". An effective classroom administrator can enable successful teaching and learning
activities by learning about the needs and characteristics of students and promoting teamwork
and cooperation among students with similar interests and abilities. Similarly, teachers facilitate
student participation in activities and work groups by avoiding conflicts between students who
are not aligned with each other for some reason. Teachers can cause students' relationships and
disciplinary problems to deteriorate with their incorrect posture in classroom management, such
as comparing students, making students compete with each other, or being unfair in granting and
punishing students or encouraging student complaints The complexity of classroom relationships
requires regulation by rules (Brophy, 1988). Establishing rules that students understand and
participate will contribute to student relationships with the teacher and with each other.

It was found that the teachers who participated in this study applied a more traditional approach
to classroom management. The traditional approach is the teacher, who is the true power of the
class, who controls the class, decides the disposition and flow in the class and applies the reward
and punishment method when necessary. As a result of the study, it turns out that the traditional
approach to classroom management, which is mainly understood due to the lack of physical
equipment and space, is reflected in the training and teaching practice.
It was discovered that teachers applied activities related to motivating students to study and
increasing their interest from the beginning of the semester to the year of the course. Motivation
is provided to students through social and academic activities. In the context of stimulating
academic activities, it was understood that teachers applied constructive activities such as
understanding the lesson, understanding the importance of the lesson and brainstorming, as well
as solving problems and linking classroom lessons with real life. It is seen that the application of
teachers to structural learning that is far from memorizing makes students more interested in the
lesson. However, it has been shown that these activities cannot be achieved at the required pace
in public schools due to lack of physical space.

In summary, this study is a qualitative investigation that attempts to discover classroom

management behaviors for teachers working at different levels of schools. Although this study
was conducted with a limited number of teachers, it is research that covers the literature and
reveals new problems and needs, which is a preliminary and awareness study to reach a larger
sample and conduct generalization studies. The most important results are that shortening the
class or space negatively affects the flow of the course, preferably the traditional curriculum. In
addition, it was found that the activities carried out in the press of the school year were mainly
directed towards cognitive development or academic achievement and did not include social
skills such as improving the sense of belonging that was emphasized in the literature. Behavior
problems in class overlap with those mentioned in the literature, but teachers have emphasized
students' social and cultural background as the causes of the problems. This decision is not
compatible with the provisions mentioned in the investigation. In this context, in this study, in-
depth studies on classroom learning and management in heterogeneous classroom environments
are needed.

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