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UNIVERSITY OF GJAKOVA “FEHMI AGANI”
FACULTY OF PHILOLOGY
Department of English Language and Literature
DIPLOMA THESIS
"CLASROOM MANAGEMENT STRATEGIES”
Student: Professor:
Jeton Zekaj Prof. Ass. Dr. Shqipe Husaj
Gjakovë, 2020
2
TABLE OF CONTENTS
Copyright statement.................................................................................................................. III
Abstract..................................................................................................................................... IV
Acknowledgement.................................................................................................................... VI
List of abbreviations ............................................................................................................... IV
List of tables............................................................................................................................. VI
List of charts.............................................................................................................................VII
CHAPTER I 1. Introduction...........................................................................................................8
1.1. The purpose of the research................................................................................9
1.1.2. Aim and objectives of the study......................................................................9
1.2. Research Questions............................................................................................10
1.2.1. Hypotheses......................................................................................................10
1.3. Signifinance of the study...................................................................................10
CHAPTER II
2. Literature Review..................................................................................................11
2.1. The classroom management definition..............................................................11
2.2. Factors that are related to classroom management.............................................12
2.3. Classroom management goals............................................................................14
CHAPTER III
3. Methodology.....................................................................................................15
3.1. Participants.....................................................................................................15
3.2. Instruments.....................................................................................................16
3.3. Procedures......................................................................................................16
CHAPTER IV
4. Results...............................................................................................................17
4.1. Results from the teachers’ questionnaire........................................................17
CHAPTER V 5. Conclusion..........................................................................................................31
References.....................................................................................................................33
Appendix.......................................................................................................................34
3
Copyright statement
I declare that this paperwork was written by me and in my own words, except for quotations
from published and unpublished sources, which are indicated and acknowledged as such. I am
aware that the incorporation of material from other works or a paraphrase of such material
without acknowledgment will be treated as plagiarism, therefore, the source, published or
unpublished, of any material is indicated.
Signature: ___________________
Place: ______________________
Date: _______________________
4
Abstract
This study aims to find out the contemporary classroom management strategies used in the
"Vëllezërit Frashëri" high school in Deçan, so that students can easily understand and transmit
the knowledge gained, as well as recommend specific strategies that integrate knowledge and
skills from education to help teachers develop a strong management order based on the
development of individual relations with students to make education more productive.
This study is expected to help teachers develop efficient classroom management strategies and is
focused more on investigating how teachers overcome classroom management difficulties or
challenges while teaching EFL. Additionally the type of strategies used in class, criteria teachers
take into consideration when teaching EFL.
The study of this research focuses on developing and presenting effective classroom strategies
among high school teachers of English as a foreign language in Deçan. More precisely, the study
investigates the effectiveness of classroom management in the foreign language classroom in
"Vëllezërit Frashëri" high school in Deçan, and also to suggest possible solutions to resolving
these challenges and showing them as well.
The study uses both quantitative and qualitative methods. The quantitative data collection
includes the teachers’ questionnaire (in the electronic way/via email) where 12 teachers (six
English teachers and six Albanian language teachers) were involved from this high school
mentioned, also the questions were translated into Albanian for Albanian teachers who were part
of this study. The qualitative data phase includes the literature review presenting the data
gathered and how different authors have stated about the classroom management strategies and
its effectiveness.
The findings of this research are assumed to identify teachers perceptions about the main
challenges they face during the classroom management in this high school mentioned above, the
strategies they use, and also to find out some solutions that English teachers should take to
improve this situation.
Key words: classroom, management, strategies, teacher, challenges, effectiveness.
5
Abstrakt
Ky studim synon të zbulojë strategjitë bashkëkohore të menaxhimit të klasës të përdorura në
shkollën e mesme "Vëllezërit Frashëri" në Deçan, në mënyrë që nxënësit të kuptojnë lehtë dhe të
transmetojnë njohuritë e fituara, si dhe të rekomandojë strategji specifike që integrojnë njohuritë
dhe aftësitë nga të procesi i të mësuarit për të ndihmuar mësuesit të zhvillojnë një veprimtari të
fortë drejtimi të bazuar në zhvillimin e marrëdhënieve individuale me nxënësit për ta bërë
arsimin më produktiv.
Ky studim pritet të ndihmojë mësuesit të zhvillojnë strategji efikase të menaxhimit të klasës dhe
është përqendruar më shumë në hetimin se si mësuesit tejkalojnë vështirësitë apo sfidat e
menaxhimit të klasës gjatë mësimit të EFL. Përveç kësaj, lloji i strategjive të përdorura në klasë
si dhe kriteret që mësuesit marrin në konsideratë gjatë mësimdhënies së gjuhës angleze si gjuhë e
huaj.
Studimi i këtij hulumtimi përqendrohet në zhvillimin dhe prezantimin e strategjive efektive të
klasës mes mësuesve të shkollës së mesme të gjuhës angleze si gjuhë e huaj në Deçan. Më
saktësisht, studimi heton efektivitetin e menaxhimit të klasës në orën e gjuhës angleze në
shkollën e mesme "Vëllezërit Frashëri" në Deçan, dhe gjithashtu për të sugjeruar zgjidhje të
mundshme për zgjidhjen e këtyre sfidave dhe shfaqjen e tyre gjithashtu.
Studimi përdor si metodat sasiore ashtu edhe ato cilësore. Mbledhja e të dhënave sasiore përfshin
pyetësorin e mësuesve (në mënyrë elektronike) ku 12 mësues (gjashtë mësues të gjuhës angleze
dhe gjashtë mësues të gjuhës shqipe) janë të përfshirë nga kjo shkollë e mesme, gjithashtu pyetjet
u përkthyen në shqip për mësuesit e gjuhës shqipe të cilët ishin pjesë e këtij studimi. Faza e të
dhënave cilësore përfshin rishikimin e literaturës që paraqet të dhënat e mbledhura dhe sesi
autorë të ndryshëm kanë deklaruar në lidhje me strategjitë e menaxhimit të klasës dhe
efektivitetin e saj. Gjetjet e këtij hulumtimi supozohet se identifikojnë perceptimet e mësuesve në
lidhje me sfidat kryesore me të cilat përballen gjatë menaxhimit të klasës në këtë shkollë të
mesme të përmendur më lart, strategjitë që ata përdorin dhe gjithashtu për të gjetur disa zgjidhje
që mësuesit e gjuhës angleze duhet të marrin për të përmirësuar këtë situatë .
Fjalët kyçe: klasë, menaxhim, strategji, mësues, sfida, efikasitet.
6
ACKNOWLEDGMENT
I would like to thank first of all, my mentor, adviser and counselor for her strong support and
help in every single step of this research, so many thanks go to Prof. Ass. Dr. Shqipe Husaj.
Other people to thank are all Professors of “Fehmi Agani” University of Gjakova, also my family
and my close friends who stayed by me all along this process.
LIST OF ABBREVATIONS
EFL – English as a Foreign Language
CMS – Classroom Management Strategies
SSEL - Speaking Strategies for English Learners
(T)YLE: (Teaching) Young Learners English
EIP: English as an International Language Programme
ELT: English Language Teaching and/or Training
LIST OF TABLES
Table 1: Classroom management is a key component in creating an effective learning
environment……………………………………………………………………………………...19
Table 2: Why does classroom management matter......................................................................20
Table 3: Which are the main features of classroom management activities that have significant,
positive effects in skills and changes in classroom practice……………………………………..21
Table 4: Types of classroom management strategies used by teachers during the EFL
classroom.......................................................................................................................................22
Table 5: The low participation of teachers in classroom management training or activities based
on the school is also reflected in the teachers' attitudes….....……………………………………23
Table 6: Focusing attention on classroom management effectiveness will specifically encourage
teachers' professional development that will result in changing their classroom behaviors.........24
Table 7: Applying effective classroom management strategies plays an important role if, within
the program and strategies provided, it reflects motivation..........................................................25
Table 8: What do you think are the characteristics of effective classroom management…….....26
7
Table 9: What do you think are some of the conditions for the quality implementation of
effective classroom management………………………………………………………………...27
Table 10: What practices do you think the school should adopt to gain good results……..........28
Table 11: Addressing classroom management through teachers' professional development…...29
LIST OF CHARTS
Chart 1: Classroom management is a key component in creating an effective learning
environment……………………………………………………………………………………...20
Chart 2: Why does classroom management matter......................................................................21
Chart 3: Which are the main features of classroom management activities that have significant,
positive effects in skills and changes in classroom practice……………………………………..22
Chart 4: Types of classroom management strategies used by teachers during the EFL
classroom.......................................................................................................................................23
Chart 5: The low participation of teachers in classroom management training or activities based
on the school is also reflected in the teachers' attitudes….....……………………………………24
Chart 6: Focusing attention on classroom management effectiveness will specifically encourage
teachers' professional development that will result in changing their classroom behaviors.........25
Chart 7: Applying effective classroom management strategies plays an important role if, within
the program and strategies provided, it reflects motivation..........................................................26
Chart 8: What do you think are the characteristics of effective classroom
management…….....26
Chart 9: What do you think are some of the conditions for the quality implementation of
effective classroom management………………………………………………………………...28
Chart 10: What practices do you think the school should adopt to gain good results……..........29
Chart 11: Addressing classroom management through teachers' professional development…...30
8
CHAPTER I
1. Introduction
The purpose of the classroom management strategies is to achieve successful teaching, while
effective management is achieved when there is a correct use of strategies and is accomplished
when the aspirations and achievement of both students and teachers meet. It is more a group of
powerful strategies designed to form an atmosphere that is most favorable and helpful to
learning. Although classroom management does not guarantee effective teaching, it makes it
possible to create a learning environment that promotes successful teaching.
Inadequate professional preparation is one of the principal determinants that contribute to dealing
with inappropriate performance of students in the classroom. For certain reasons, especially for
English teachers, but also for other ones the need arises continuing training on "classroom
management". Hence, many English young teachers are not completely prepared for their
management role as a teacher. According to Walsdorf, K. L., & Lynn, S. K. (2002), during the
first 2 years of teaching, as many as 40% of instructors leave their profession. One factor that
contributes to this is teachers’ limited experience in classroom management, which may be due
to lack of:
• Mentorship;
• Inconsistency, and
• Consequences and/or disorganization (p.190-194). 1
According to Wong (2005), classroom management refers to the organization of “students,
space, time, and materials” so an excellent atmosphere learning can be practiced (p.84).2
Improving teachers' experience to efficiently manage the classroom needs a systematic focus on
teacher preparation and professional development, both of these are two critical aspects, without
which classroom management would always be a problem in reaching learning intentions.
Teachers need to concentrate on efficient teaching strategies to prevent academic and behavioral
difficulties and therefore facilitate student achievement.
1 Walsdorf, K. L., & Lynn, S. K. The early years: Mediating the organization environment. Clearing
House. ERIC Document Reproduction Service No. EJ 646 865; 2002, 190-194p.
2 Wong, H. K., & Wong, R. T. How to be an effective teacher: The first days of school. Mountain View,
CA: Harry K. Wong; 2005, 84p.
9
Additionally, enforcing rules is an important element of classroom organization and management
program. Rules set the context for classroom behavior, defining which behaviors are expected of
students, which behaviors need to be reinforced, and what are the results of inappropriate
behaviors. In addition to setting the rules, effective teachers also incorporate the usual norms into
their efforts to organize the classroom such as: performing tasks, engaging in activities, in small
and large groups, and so on.
1.1. The purpose of the research
The purpose of this study is to identify English teachers’ perceptions of classroom management
practices at "Vëllezërit Frashëri" high school in Deçan.
Also, to find out the classroom management strategies of teachers at the higher secondary level
and to find out the effectiveness of classroom management strategies teachers use.
1.2. Purpose of the paper:
• To identify types of classroom management strategies teachers use in class, and find out
if such kinds of strategies are effective;
• To examine the ways for developing teachers’ classroom management during EFL
teaching;
• To describe and explain the difficulties or challenges teachers face during their
classroom management.
1.3. Research questions
These four questions will help us throughout the research:
1. What are the classroom management strategies teachers use in class and are those
strategies effective?
2. What are the main difficulties teachers face to manage the classroom?
3. Are teachers able to manage the classroom appropriately ?
4. Do teachers use proper strategies/practices of managing the classroom effectively?
10
1.4. Hypotheses
H1: The teachers’ classroom management is not enough effective due to the inadequate teaching
strategies used in the EFL classroom;
H2: Teachers face many difficulties in managing the classroom;
H3: The teachers’ teaching success depends largely on the techniques they use;
H4: Teachers are not able to manage classroom constructively.
1.5. Overview of the structure
This thesis is composed of the following chapters:
Chapter I_ is an introduction to the thesis. It will present an introduction to the thesis and main
objectives and aim of the study. Research questions and hypothesis will be presented in this
chapter.
Chapter II_ presents the literature review. Literature review will help to understand the define the
classroom management strategies and challenges, and the methods improving its effectiveness,
as well as what authors of previous research about the topic of this study have to say and
comparing these findings with the results of this study. Chapter two explains the teachers' and
learners' perceptions about the effectiveness of classroom management strategies in the foreign
language classroom.
Chapter III_ discusses the research design and methodology. Methodology used for the purpose
of this research and the procedures with instruments and method of gathering data will be
presented. Also explanations of the methods used in this thesis are given, and descriptions about
how the participants were chosen and the process of collecting the data, the choice of Sampling
strategy, also teachers’ questionnaires.
Chapter IV_ presents the data analysis from the findings of teachers’ questionnaires of this high
school mentioned above. Questionnaires will be presented in graphic and tables as data collected
will be analyzed in % or graphics.
Chapter V_ comprises the conclusions and recommendations, what needs to be further done in
order to find out the teachers' and learners' perceptions about the effectiveness of classroom
management in the foreign language classroom and what needs to be done to improve its quality
at "Vëllezërit Frashëri" high school in Deçan.
11
CHAPTER II
2. Literature Review
This chapter presents a literature review. The literature review will help to understand and
determine the classroom management theories, strategies, and effectiveness.
Moreover, to find out the difficulties and challenges that teachers experience regarding the
classroom management process, and what the authors of previous research on the topic of this
study say or propose, and to compare these findings with the results of this study.
2.1. The classroom management definition.
Classroom management is about directing, organizing such learning activities to maximize the
productive involvement of the student in learning. It is important to note that classroom
management begins with developing trust-building and student relationships.
According to Wong, Rogers, & Brooks: “All the things that a teacher does to organize students,
space, time, and materials so that student learning can take place. It consists of a plan-a set of
procedures that structure the classroom so that students know what to do, how to do it, and when
to do it in a classroom; 2012, 67p.” 3 Classroom rules are often the first step a teacher takes in
classroom management. Teachers need to decide who will make the rules and how they will be
taught by the students, as well as considering how the rules will be perceived by the students.
Theoretical practice of classroom management, and reflection on effective methodology for
practical application in the classroom, are the basic requirements by which successful teaching
can be realized. Anderson, C, M, & Spaulding, S. A., state that: ‘Once the rules are set, teachers
should monitor students' behavior to make sure the rules are being followed; 2007, 16p. 4’ Many
teachers try to find a way to monitor student behavior.
3 Wong, R., Rogers, K., & Brooks, A [internet] (2012) Managing your classroom for success:
Organization in the first week is the foundation for a successful school year; (p.67). Available from
Science and Children website: https://link.galegroup.com/apps/doc/A294827621/AONE?sid=lms
4 Anderson, C, M, & Spaulding, S. A. (2007) Using positive behavior support to design effective
classrooms, Chicago; (p.16)
12
The most useful organizer for classroom management is the degree of control that the teacher
exercises over students and the classroom. Although behavioral management does not ensure
effective teaching, it makes it possible to create a learning environment that favors successful
teaching.
Managing inappropriate behaviors in the classroom involves inclusion in the learning process,
enabling students with learning difficulties to participate in learning.
Emmer, Sanford, Clements & Martin in their synthesis of research on classroom management,
noted that: “At all school grade levels, effective classroom management has been recognized as a
crucial element in effective teaching. If a teacher cannot obtain students’ cooperation and involve
them in instructional activities, it is unlikely that effective teaching will take place…In addition,
poor management wastes class time, reduces students’ time on task, and detracts for the quality
of the learning environment”. While, Wlodkowski asserted that for many teacher and in many
schools, the most widely and practiced interpretation of the word discipline/classroom
management is control; 1982, 211p.
The inability of teachers to effectively manage the classroom often contributes to low
achievement, especially for high-risk students. For young teachers, inadequate professional
preparation is one of the key factors contributing to students' inappropriate behavior in the
classroom. For these reasons, especially for new teachers, but also for those with experience,
there is a need for continuous training on "classroom management" This does not mean that
faculties that prepare teachers do not include in their curricula knowledge and skills of managing
inappropriate behaviors of students in the classroom.
2.2. Factors that are related to classroom management.
In the high schools, the number of students in the classrooms is very large. According to the
current situation, over 30 students study in each class, and there are even cases when a class has
up to 36 students. In these classes, it happens when the teacher encounters the destabilization of
the students, as a result of this great responsibility. For example, when the teacher is correcting a
student's activity, helping him or her, or giving him or her a suggestion on the subject, the rest of
the students may skip the previous stability, e.g. they start talking, whispering, bothering,
laughing, others may be drawn to looking out the windows, etc., where all this disorder may
come as a result of poor management by the teacher.
13
The teacher is also an important subjective factor in teaching work, who with his professional
ability and didactic-methodological preparation plans, organizes and realizes all the work with
students, as well as enables the creation of elementary conditions for successful performance of
work/teaching. Musai states that: ‘The two most important aspects related to learning beginnings
are punctuality and mental adjustment; 2003, 206p.’ It is very important and very effective for
students, if the teacher manages to start the learning process in time, even punctuality, in this
regard, would send messages to students how necessary, fair and rational, respecting time and
schedule of teaching.
Usually, the first minutes are a period of preparation, because, on the one hand, the teacher
marks the lesson, while on the other hand, the students prepare the material they need during that
lesson. After completing this procedure, the teacher should get up and place the material he
needs for the given teaching unit. I put it in front of the students and so with a comprehensive
"camera-shaped" look, I have to signal to the students that we are now ready to start.
Of course, the lesson starts according to the daily plan that the teacher has, and always to present
the purpose of the lesson he asks questions to the students, which relates the previous unit to the
present one. So these are aspects that assure the teacher that mental mobilization, by the students,
is already provided.
The basic attribute of the teacher is also the completion of the lesson, the set time, its reasonable
and reasonable use. Then, when the lesson ends, respectively when the bell rings, there is no
more teaching for the students, there is no interest and the continuation of the lesson after this
time would be irrational for the teacher and unfair for the students. However, the teacher must
program all the time activity and thus create space for the implementation of all his predictions.
It is necessary to make a repetition, summary or summary of the developed unit, thus activating
all students. When the lesson is over, all the teaching aids should be taken with them and the
students should be greeted with words of respect.
Other factors that are connected to classroom management are: The school, classroom, classroom
climate, teachers' effectiveness, etc. Xochellis, states that: ‘The school is a social institution,
which is organized to train the human beings of every society.
14
It is considered to be effective when their students show more progress in relation to their
former level; 2015, 46-48p. 5 Effective schools are considered to be the ones that have vision and
mission, safe environment, pluralistic perspective, success expectancy for all its students,
positive interaction between teachers and students, a capable director as well as teachers, a good
evaluation system and is open to the parents of their children and in general has an outward-
looking perspective to the whole community. There may be many factors that constitute in achieving
the EFL level from foreign learners. Learning strategies are seen as particular techniques or approaches
that EFL learners employ when trying to learn the second language so this could be achieved in different
ways by learning new words and trying to memorize them, repeating with their friends, etc.
According to Ellis: there are a variety of learning strategies in EFL acquisition:
• Cognitive strategies
• Metacognitive strategies and
• Social/ affective strategies. As we see, these strategies differ from each other; 1997, 76p. 6
The cognitive strategies are most focused in analysis, in bringing more details for the process of learning
and transformation of learning materials while learning EFL. The metacognitive strategies are those that
deal with planning, monitoring, and evaluating the process of learning. The last one which seems to be
more natural also with students and the case study I have conducted that this is the way or strategy where
EFL learners don’t understand the English speakers while interacting they choose to ask for more
clarification (e.g. asking for repetition, a paraphrase, describing it with other words or sometimes
drawing, etc.).
2.3. Classroom management goals.
There are at least three reasons why management is important:
1. More time for learning. Students will learn only what material they have the opportunity to
learn. If the lesson does not cover a part of the subject, it cannot be thought that the students will
learn it.
2. One of the important goals of classroom management is to increase the amount of minutes
devoted to learning. This, sometimes, is called the allowed time.
5 Xochellis D. P. (2015) Dictionary of pedagogy (2nd edition) Thessaloniki: Despoina Kyriakidi; 2015,
(p.46-48)
6 Ellis, Rod. (1997) Second Language Acquisition. Oxford Introductions to Language Study. Oxford,
New York: Oxford University Press; (p. 37)
15
3. Actively spent time, following specific teaching tasks, is often called the time engaged or as it
is sometimes called the time of the assignment. So the second goal of classroom management is
to improve the quality of time used by keeping students actively engaged; 2003, 224p. 7
Lesson management is the process of organizing and directing it in order to achieve learning
goals. In order to successfully manage the lesson, all the necessary predictions and procedures
must be made to maintain an environment that favors the achievement of learning objectives.
Such are:
• The first phase - preparations before the start of the school year
• The second stage - setting rules, procedures and presenting the expected
• Third phase - Work throughout the school year
Many foreign language learners can be very good learners, but some can get really easily stuck
and feel very useless. As soon as teachers get to understand this, their classrooms are divided
into black and white. Thus their lesson plans may be divided the same regardless of meeting
students’ needs. The teacher’s role, in this case, should be to identify their good learners.
Because good language learners are always willing to guess and are often accurate guessers, they
learn from communication, can handle many activities at once, are very polite, and allow
themselves to appear foolish if needed. They also obey language patterns, practice a lot, and
most importantly they pay attention to the communicative skills. Teachers should understand that
they have to design their lesson plans according to their students’ needs, preferences and learning
styles. The learner styles taken from the so-called ‘Apple Book’, “Teaching English as a Second
or Foreign Language.”(4th edition by M.C. Murcia, D.M. Britton, M.A. Snow, table 1. Common
Learner Styles, 2003, 536p.
There are different factors that play a big role in developing speaking skills e.g. teacher’s role
should be as a provider, consultant and assistant who increase the effectiveness in the learning
environment, in constructing a variety of speaking activities which would motivate the students
to learn, breaking students into small groups also lead them to achieve much more in learning a
foreign language and lastly students’ role should be changed from passive to active learners.
7 M. Bardhyl. (2003) Teaching Methodology, Albas: Tiranë; (p.224).
16
CHAPTER III
3. Methodology (Subjects and Methods or Materials and Methods)
This study aims at finding out the teachers and teachers’ perceptions about the effectiveness of
classroom management in the foreign language classroom at a high school of Deçan and
identifying the main concerns of these perceptions.
The high school that is involved in this study and pupils are selected purposefully from the
eleventh grades, furthermore by using the quantitative method I developed a questionnaire for
teachers in "Vëllezërit Frashëri" high school in Deçan, and after that interpreting and analysis of
gathered data.
This chapter elaborates respectively the research design, data gathering procedure, data
collection techniques, issues of reliability as well as data analysis and interpretation. For this
research study quantitative methods are used. So, this research tries to find out the appropriate
practices to manage the classroom appropriately in this school mentioned above.
This part consists of the number of participants/teachers in the study and the measures used for
collecting the data as well as the procedure I did to carry out this research. This research has used
quantitative research methods. The research consists of questionnaires and the results are
introduced in tables and graphics. The quantitative data collection includes questionnaires that
will inform teachers' thoughts and preferences.
3.1. Participants
For the purpose of this study, 12 high school teachers were chosen, were randomly from among
the teachers in "Vëllezërit Frashëri" high school in Deçan, and after that interpreting and analysis
of gathered data.
They received the questionnaire (via email) to find out their perceptions in the effectiveness of
classroom management in the foreign language classroom at high secondary level; teacher
questionnaire contained 11 questions/statements. The participants could choose the most
appropriate option to what they believed. They were given the questionnaire to investigate their
main difficulties they face in managing the classroom effectievely, the strategies they used
teaching English and also find out some solutions English teachers should take to improve this
situation.
17
3.2. Procedure
Teachers have been given enough time to accurately fill out the questionnaire, as well as teachers
finding the most appropriate time. As I mentioned earlier, we used a random selection strategy
for the purpose of the study from "Vëllezërit Frashëri" high school in Deçan. The teachers were
given enough information and very clear about the purpose of the work.
So, this study aimed at finding out the situation of the classroom management effectiveness
teachers have at the high school of Deçan, at identifying the main concerns of this problem, and
the problems they face.
3.3. Instruments
To get a realistic study, a questionnaire with teachers was taken. One has been given to the
teachers of "Vëllezërit Frashëri" high school in Deçan. The questionnaire was given to teachers
to give their views and opinions on the difficulties they face in managing the classroom during
the process of learning and teaching English, as well as their thoughts and suggestions for any
possible changes that teachers have found to be reasonable for improving this situation on
classroom management challenges.
18
CHAPTER IV
4. RESULTS
4.1. Analysis of the data collected from the teachers’ questionnaire
The general information obtained through the questionnaire provided essential insight into the
English teachers’ classroom management in particular, as well as Albanian langauge teachers’
classroom management effectiveness in general, to provide short and long term
recommendations for improvement, also to investigate the main difficulties they face during the
classroom management at the "Vëllezërit Frashëri" high school in Deçan.
The questionnaire was given to teachers to give their thoughts and views to present best practices
and models for the classroom management, as well as to provide short and long term
recommendations for improvement; find out the current situation of the teachers’ classroom
management in Deçan, as well as to investigate the main difficulties that teachers face during
their professional management.
4.1. RESULTS FROM THE TEACHERS’ QUESTIONNAIRE
Topic: -Cassroom Management Strategies: A quantitative study based on teachers’
questionnaires. Case study: "Vëllezërit Frashëri" high school in Deçan.
This study was done as part of the research paper for the bachelor studies at “Fehmi Agani”
University and one of the main goals of the study was to find out the teachers’ classroom
management strategies and perceptions in these high schools mentioned above, as an opportunity
to make a situation assessment and recommend practical solutions to improve the quality of the
classroom management in these high schools. Participation was voluntary and all the data that
was provided was anonymous and used for educational purposes.
19
1. Classroom management is a key component in creating an effective learning
environment.
Figure 1: Classroom management is a key component in creating an effective
learning environment.
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
As we see in Figure (1), all of the teachers 100% (25% strongly agree, 75% agree) that the the
classroom management is a key component to creating an effective learning environment for
students.
2. Why does classroom management matter?
• Classroom management is considered a very special process by which teachers
will be trained in the correct use of teaching practices;
• The classroom management strategies enable a teacher's personality and attitudes
to be reorganized. Therefore, their habits have been reformed and their
personality has been rebuilt through the use of effective classroom management
strategies;
• The classroom management can be considered as a process to increase the
practices, professional knowledge, skills, and attitudes of teachers so that they
improve pupil learning environment.
25%
75%
0% 0% 0%
Strongly Agree Agree Neutral Disagree Strongly Disagree
20
Figure 2: Why does classroom management matter?
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
As we can see in Table (2), most teachers 15% express their opinions that classroom
management can be considered as processes designed to increase practices, teachers' professional
knowledge, skills and attitudes so that they can improve student learning environment. 60 % of
teachers express their opinions that classroom management are considered as special points from
which teachers would be trained in the correct use of teaching practices, while 25% of them
considered the classroom management strategies enable a teacher's personality and attitudes to be
reorganized.
3. Which are the main features of classroom management activities that have
significant, positive effects in skills and changes in classroom practice?
• Focus on content knowledge
• Coherence with learning activities
• Opportunities for active learning
60%25%
15%
The classroom management is considered a very special process by which teachers will be trained inthe correct use of teaching practices
The classroom management strategies enable a teacher's personality and attitudes to be reorganized.Therefore, their habits have been reformed and their personality has been rebuilt through the use ofeffective classroom management strategies.
The classroom management can be considered as a process to increase the practices, professionalknowledge, skills, and attitudes of teachers so that they improve pupil learning environment.
21
Figure 3: Which are the main features of classroom management activities that have
significant, positive effects in skills and changes in classroom practice?
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
According to teachers, a large number of 50% claimed that focus in content knowledge may be
the most influential feature. As teachers' skills increase, teaching techniques improve in practice,
and to some extent student achievement increases. 33% of teachers stated 'opportunities for
active learning' as the main features of classroom management activities that have significant,
positive effects in skills and changes in classroom practice, while 17% coherence with other
learning activities.
50%
17%
33%
Focus on content knowledge
Coherence with other learning activities
Opportunities for active learning
22
4. Types of classroom management strategies used by teachers during EFL
classroom?
Figure 4: Types of classroom management strategies used during EFL classes?
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
Comment:
Teachers were asked to indicate whether or not they use in any of these activities mentioned above, so
they were able to indicate participation in some of the activities.
Most of the teachers 33% have considered being positive as the most frequent strategy used during EFL
classes, 25% using classroom rules, 17% body language and interaction or working in groups and just 8%
no punishment during English classes.
5. The low participation of teachers in classroom management training or activities
based on the school is also reflected in the teachers' attitudes for their
participation in the analysis of the needs for the classroom management
effectiveness on teacher training programs and in the design of any training
program for teachers.
25%
17%
17%
33%
Using classroom rules No punishment
Body language Being positive
Interaction
23
Figure 5: The low participation of teachers in classroom management training
or activities
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
According to the Figure (5), most of the teachers 29% strongly agree that the low participation of
teachers in different classroom management training or activites based on the school is also
reflected in the teachers' attitudes for their participation in the analysis of the needs for the
professional development of teachers, discussions on teacher training programs and in the design
of any training program for teachers. While 49% agree with this statement above, only 9%
disagree, 13% felt neutral.
29%
49%
13%
9%0%
Strongly Agree Agree Neutral Disagree Strongly Disagree
24
6. Focusing attention in the classroom management effectiveness will specifically
encourage teachers' professional development that will result in changing their
classroom behaviours.
Figure 6: Focusing attention in the classroom management effectiveness will specifically
encourage teachers' professional development that will result on changing their classroom
behaviours.
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
All the teachers agree (41% strongly agree, 59% agree) with the statement above that when
teachers focus or pay more attention in the classroom management effectiveness they will
specifically encourage their professional development that will result in changing their classroom
behaviours.
7. Applying effective classroom management strategies plays an important role if,
within the program and strategies provided, it reflects motivation.
Figure 7: Applying effective classroom management strategies play an important role if,
within the program and strategies provided, it reflects motivation.
41%
59%
0%0%0%0%
strongly agree agree neutral
disagree strongly disagree
73%
27%0%0%0%
Strongly Agree Agree
Neutral Disagree
25
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
As we can see in Figure (7), all the teachers agree with the statement that applying or using
effective classroom management strategies play an important role, within the program and
strategies provided when teachers have motivation. They stated that it is indisputable that
applying effective classroom management strategies play an important role in the work and
engagement of teachers in the schools where they work, are controlled by internal personal
motives that lead them to move forward with their achievements in certain areas.
8. What do you think are the characteristics of effective classroom management?
• Ability to make the teaching material interesting and stimulating;
• The ability to engage all students at their level of understanding;
• Willingness to provide clarity on what needs to be understood;
• Ability to adapt and improvise with new requirements;
• Promoting a high quality of feedback towards students;
• Promoting active and collaborative learning along with learning techniques and academic
tasks.
Figure 8: What do you think are the characteristics of effective classroom management?
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
24%
17%
17%8%
17%
17%
Ability to make the teaching material interesting and stimulating
The ability to engage all students at their level of understanding
Willingness to provide clarity on what needs to be understood
Ability to adapt and improvise with new requirements
Promoting a high quality of feedback towards students
Promoting active and collaborative learning along with learning techniques and academic tasks
26
Comment:
As we can see in the Figure (8), the characteristics of effective classroom management,
according to the teachers’ opinions are: Ability to make the teaching material interesting and
stimulating (24%); promoting active and collaborative learning along with learning techniques
and academic tasks (19%); ability to engage all students at their level of understanding (17%);
willingness to provide clarity on what needs to be understood (8%), while the ability to adapt and
improvise with new requirements and promoting a high quality of feedback towards students
(17%).
9. What do you think are some of the conditions for the quality implementation of
effective classroom management:
• Development of appropriate classroom management activities;
• Drafting a quality plan;
• Creating flexible groups;
• Focus teaching in the classroom on key concepts;
• High student activation;
• Continuous student assessment;
• The teacher must have clear intentions;
Figure 9: What do you think are some of the conditions for the quality implementation of
the effective classroom management?
21%
11%
20%
0%
37%
11%
Development of appropriate classroom management activities
Drafting a quality plan
Creating flexible groups
Focus teaching in the classroom on key concepts
High student activation
Continuous student assessment
27
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
According to the Figure (9), most of the teachers 37% think that ‘Development of appropriate
classroom management strategies or activities’ are some of the most necessary conditions for the
quality implementation of classroom management effectiveness followed by ‘Drafting a quality
plan with 11%’, ‘Creating flexible groups with 20%’, and 21% stated for ‘High student
activation’.
10. The “training and hope” approach in teacher professional development means that
teachers will successfully implement classroom management practices, the
knowledge and skills gained in the training sessions in which they have participated.
But to make this a reality, other schools or institutions that manage or provide
training should plan activities that focus on managing classroom behavior.
- To achieve this goal, what practices do you think the school should adopt to gain
good results?
• Identify positive behaviors at the class and school level
• Identify examples of positive behaviour for each expectation that replace inappropriate
behaviours
• Teaching and practicing expectations at the beginning of the school year but also
continuously
• Use of effective activities that encourage and reinforce social behavior
• Use of identified practices to discourage inappropriate behaviors
28
Figure 10: To achieve this goal, what practices do you think the school should adopt to gain
good results?
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
Comment:
As we can see in the Figure (10), most of the teachers surveyed (33%) said that to achieve this
goal, the school should adopt some practices that have produced results such as: 'Teaching and
practicing expectations at the beginning of the school year but also continuously. (26%)
'Identification of positive behaviors at class and school level'; (17%) 'Use of effective classroom
activities that encourage and reinforce social behavior', as well as (8%) for 'Identification of
positive behavioral examples for any expectations that replace inappropriate behaviors',' Use of
identified practices to discourage inappropriate behaviors' and 'Monitoring the implementation of
the school plan based on data'.
Moreover, teachers claimed that when the school environment is safe, positive, and cooperative,
supporting positive classroom behaviors on the one hand, but especially the prevention and
correction of negative classroom behaviors, would be easier.
26%
8%
33%
17%
8%8%
Identify positive behaviors at the class and school level
Identify examples of positive behaviour for each expectation that replace inappropriate behaviours
Teaching and practicing expectations at the beginning of the school year but also continuously
Use of effective activities that encourage and reinforce social behaviour
Use of identified practices to discourage inappropriate behaviors
Monitoring the implementation of the school plan on the basis of data
29
11. Addressing classroom management through teachers' professional development.
Improving teachers' ability to effectively manage the classroom requires systematic attention to
teacher preparation and professional development. Therefore what do you think are the best ways
to effectively manage your classroom?
• Providing practical guidance for classroom management through training sessions or
conducted practices that should be followed by feedback;
• Addressing the challenges faced in the classroom to create a positive, inclusive, and
collaborative learning environment;
• Creating a dynamic arrangement that facilitates movement in the classroom minimizes
student confusion and equips teachers with the ability to answer students 'questions and
better control students' behaviors;
• Appropriate communicative behaviors open to various classroom activities;
• Implementing common rules and management in the classroom.
Figure 11: Addressing classroom management through teachers' professional
development
25%
25%34%
8%8%
Providing practical guidance for classroom management through training sessions or conducted practices that should be
followed by feedback
Addressing the challenges faced in the classroom to create a positive, inclusive, and collaborative learning environment
Creating a dynamic arrangement that facilitates movement in the classroom minimizes student confusion and equips
teachers with the ability to answer students 'questions and better control students' behaviours.
Appropriate communicative behaviours open to various classroom activities.
Implementing common rules and management in the classroom
30
"Vëllezërit Frashëri" high school in Deçan, 01/18/2020.
Comment:
According to the Figure (11), most of the teachers agree with all the opinions presented in the
table, assuming that improving teachers' ability to effectively manage the classroom requires
systematic attention to teacher preparation and professional development.
Meanwhile, one of the best ways to effectively manage the classroom according to them is:
'Creating a physical adjustment that facilitates movement in the classroom, minimizes student
confusion, and equips teachers with the ability to answer students 'questions and better control
students' behaviors 34% ','Appropriate open communication behaviors for various classroom
activities and 'Implementation of common rules and classroom regulations 08%'.
While 25% estimated the opinion that declares 'Providing practical guidelines for classroom
management through training sessions or guided practices that should be accompanied by
feedback' and 'Addressing the challenges faced in the classroom to create a positive environment,
inclusive and collaborative learning’. Teachers also noted that professional development in the
field of classroom management is especially valuable for young teachers or those with little
experience in teaching. Furthermore, they considered that in teachers' professional development,
special attention should be paid to the preparation of trainers with competencies in classroom
management, capable of providing this expertise and skills to the teachers.
31
CHAPTER V
5. Conclusion
According to the results gained, most teachers agree that classroom management is a key
component in creating an effective learning environment for students. They stated that pupils
should be provided with a learning environment that offers a variety of experiences that will help
them develop socially, intellectually, physically and emotionally appropriately for their age and
level of development of them, all this, which according to them is realized through the effective
classroom management of teachers.
Classroom management can be considered as processes designed to increase practices, teachers'
professional knowledge, skills, and attitudes so that they can improve student learning
environment. Classroom management is also important and part of teacher training programs,
especially for those aspects of teaching that require more skills, but they also pointed out that
there are many other important aspects of teaching that can only be achieved by strategies and
professional experiences, that classroom management is considered as special points from which
teachers would be trained in the correct use of teaching practices. Through them, teachers gain
even better prepared and it enables a teacher's personality and attitudes to be reorganized.
Therefore, their habits have been reformed and their personality has been rebuilt through the use
of effective classroom management strategies.
According to teachers, a large focus on content knowledge may be the most influential feature.
As teachers' skills increase, teaching techniques improve in practice, and to some extent student
achievement increases. Opportunities for active learning are the main features of classroom
management activities that have significant, positive effects in skills and changes in classroom
practice. Most of the teachers have considered being positive as the most frequent strategy used
during EFL classes have considered the classroom rules, body language, and interaction or
working in groups.
32
The low participation of teachers in different classroom management training or activities based
on the school is also reflected in the teachers' attitudes for their participation in the analysis of
the needs for the professional development of teachers, discussions on teacher training programs
and in the design of any training program for teachers.
Focusing attention on the classroom management effectiveness will specifically encourage
teachers' professional development that will result in changing their classroom behaviors, so
when teachers focus or pay more attention in the classroom management effectiveness they will
specifically encourage their professional development that will result in changing their classroom
behaviors. Evaluation of teacher performance is reinforced by the main reason because very little
attention has been paid to what is happening in the classroom. In this way, the changes that
teachers will bring will lead to continuous improvement in the quality of learning.
Applying effective classroom management strategies play an important role if, within the
program and strategies provided, it reflects motivation, it is indisputable that applying effective
classroom management strategies play an important role in the work and engagement of teachers
in the schools where they work, are controlled by internal personal motives that lead them to
move forward with their achievements in certain areas, where they have ambitions and claim to
succeed. The involvement of teachers and school leaders in effective classroom management
programs brings a new quality and new motivation for teachers and pupils in the learning
process. From the content effective classroom management strategies, the pupils benefit firstly,
because after each quality strategy it is inevitable that there will be improvements and an
increase in the pupils' results.
The characteristics of effective classroom management, according to the teachers’ opinions are
the ability to make the teaching material interesting and stimulating; promoting active and
collaborative learning along with learning techniques and academic tasks; ability to engage all
students at their level of understanding; willingness to provide clarity on what needs to be
understood, while the ability to adapt and improvise with new requirements and promoting a
high quality of feedback towards students. Among the characteristics of effective classroom
management, the teachers stated that is the development of knowledge in the use of technology,
which serves as a facilitator of the learning process, respectively in their practical development.
33
References
Walsdorf, K. L., & Lynn, S. K. (2002).The early years: Mediating the organization environment.
Clearing House. ERIC Document Reproduction Service No. EJ 646 865; (p.190-194)
Wong, H. K., & Wong, R. T. (2005) How to be an effective teacher: The first days of school.
Mountain View, CA: Harry K. Wong; (p.84)
Wong, R., Rogers, K.,& Brooks, A. [internet]. (2012).Managing your classroom for success:
Organization in the first week is the foundation for a successful school year; (p.67). Available
from: https://link.galegroup.com/apps/doc/A294827621/AONE?sid=lms
Anderson, C, M, & Spaulding, S. (2007).Using positive behavior support to design effective
classrooms, Chicago; (p.16)
Xochellis D. P. (2015).Dictionary of pedagogy (2nd edition) Thessaloniki: Despoina Kyriakidi;
(p.46-48)
Ellis, Rod. (1997). Second Language Acquisition. Oxford Introductions to Language Study.
Oxford, New York: Oxford University Press; (p.37)
M. Bardhyl. (2003).Teaching Methodology, Albas: Tiranë; (p.224)
34
APPENDIX
Research Teacher Questionnaire
1. Classroom management is a key component in creating an effective learning
environment:
• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree
2. Why does classroom management matter?
• Classroom management is considered a very special process by which teachers will be
trained in the correct use of teaching practices;
• The classroom management strategies enable a teacher's personality and attitudes to be
reorganized. Therefore, their habits have been reformed and their personality has been rebuilt
through the use of effective classroom management strategies;
• The classroom management can be considered as a process to increase the practices,
professional knowledge, skills, and attitudes of teachers so that they improve pupil learning
environment.
35
3. Which are the main features of classroom management activities that have significant,
positive effects in skills and changes in classroom practice?
• Focus on content knowledge
• Coherence with learning activities
• Opportunities for active learning
4. Types of classroom management strategies used by teachers during the EFL
classroom?
• Using classroom rules
• No punishment
• Body language
• Being positive
• Interaction
5. The low participation of teachers in classroom management training or activities
based on the school is also reflected in the teachers' attitudes for their participation in the
analysis of the needs for the classroom management effectiveness on teacher training
programs and in the design of any training program for teachers.
• Strongly Agree
• Agree
• Disagree
• Strongly Disagree
36
6. Focusing attention on the classroom management effectiveness will specifically
encourage teachers' professional development that will result in changing their classroom
behaviors.
• Strongly Agree
• Agree
• Disagree
• Strongly Disagree
7. Applying effective classroom management strategies plays an important role if, within
the program and strategies provided, it reflects motivation.
• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree
8. What do you think are the characteristics of effective classroom management?
• Ability to make the teaching material interesting and stimulating;
• The ability to engage all students at their level of understanding;
• Willingness to provide clarity on what needs to be understood;
• Ability to adapt and improvise with new requirements;
37
• Promoting a high quality of feedback towards students;
• Promoting active and collaborative learning along with learning techniques and academic
tasks.
• The teacher must have clear intentions;
9. What do you think are some of the conditions for the quality implementation of
effective classroom management?
• Development of appropriate classroom management activities;
• Drafting a quality plan;
• Creating flexible groups;
• Focus teaching in the classroom on key concepts;
• High student activation;
• Continuous student assessment;
• The teacher must have clear intentions;
10. The “training and hope” approach in teacher professional development means that
teachers will successfully implement classroom management practices, the knowledge and
skills gained in the training sessions in which they have participated. But to make this a
reality, other schools or institutions that manage or provide training should plan activities
that focus on managing classroom behavior.
- To achieve this goal, what practices do you think the school should adopt to gain good
results?
38
• Identify positive behaviors at the class and school level
• Identify examples of positive behaviour for each expectation that replace inappropriate
behaviours
• Teaching and practicing expectations at the beginning of the school year but also
continuously
• Use of effective activities that encourage and reinforce social behavior
• Use of identified practices to discourage inappropriate behaviors
11. Addressing classroom management through teachers' professional development.
Improving teachers' ability to effectively manage the classroom requires systematic attention to
teacher preparation and professional development. Therefore what do you think are the best
ways to effectively manage your classroom?
• Providing practical guidance for classroom management through training sessions or
conducted practices that should be followed by feedback;
• Addressing the challenges faced in the classroom to create a positive, inclusive, and
collaborative learning environment;
• Creating a dynamic arrangement that facilitates movement in the classroom minimizes
student confusion and equips teachers with the ability to answer students 'questions and better
control students' behaviors;
• Appropriate communicative behaviors open to various classroom activities;
• Implementing common rules and man
39
A short biography of the candidate
(Curriculum Vitae)
My name is Jeton Zekaj. I was born on 18.03.1985 in Lëbushë, Deçan.
I accomplished my primary education in Isniq, at ‘Isa Boletini’ primary school and high
education at the 'Vëllezërit Frasheri' high school in Deçan.
I started my English Language and Literature studies at the University of Gjakova ‘Fehmi Agani’
in the 2013/14 academic year.
Today, in front of you I am defending the diploma thesis where I have completed my studies in
this field, respectively the university.
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