Abstract:
This qualitative study aimed to develop a model of classroom management strategy for Iranian English as a foreign language learners. To tap into this matter, some face to face and focus group interviews as well as real observations were performed. Twenty-six students including various proficiency levels from four different provinces participated in the face to face and focus group interviews. Also, 10 observations of the real classes wherein teachers were teaching conversation courses were made. Transcribing and codifying the data according to Corbin and Strauss's (2014) systematic steps of open, axial and selective coding, the findings revealed a model of classroom management strategy encompassing three main themes (management, quality of life and classroom practices), nine categories and 39 subcategories. The findings suggest EFL teachers notonly should pay attention to classroom practices, but they should also work onbuilding up rapport and encouraging their students in order to achieve a class in which students are wholeheartedly willing to learn the language.
Machine summary:
The findings suggest EFL teachers notonly should pay attention to classroom practices, but they should also work onbuilding up rapport and encouraging their students in order to achieve a class in which students are wholeheartedly willing to learn the language.
Essentially, teachers employ management not to be in command of the actions of the students, instead, they intend to direct it in a positive way to pave the way for education (Stronge, Tucker{View the image of this page} Hindman, 2004).
Establishing a good rapport between the students and the teacher is a march toward a successful class (Barmaki, 2014), consequently preserving the teacher-student bond is important in classrooms to promote the positive development of the students (Bruney, 2012; Nguyen, 2007; Pianta, Hamre,{View the image of this page} Allen, 2012).
In addition, six students attended a focus group discussion/ interview as to the best classroom management strategies that can be ideal to a conversation class.
" Focus group discussion: S17 said, "The teacher should never disagree with the students who come up with new ideas in a way to discourage them, however, students may come up with ideas all the time, and if a teacher spends all his/her time just listening to the ideas the students may have, well soon the class will be out of his/her hand…" Attention management Paying more attention to weaker students to avoid misbehavior Not favoring active students over weaker ones Calling the students’ attention Attention to novel ideas(View the image of this page) Figure 1.
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