EXPLORING TEACHER ROLES IN MANAGING ENGLISH CLASSROOMS AT JUNIOR HIGH SCHOOL LEVEL
DOI:
https://doi.org/10.22460/eltin.v14i1.p41-54Abstract
Classroom management is essential in English teaching, particularly in secondary schools with diverse learning styles and behaviors. However, limited attention has been given to the roles teachers adopt in managing English classrooms in secondary schools. To address this gap, this study investigates the roles adopted by English teachers in classroom management and examines how these roles influence students’ learning experiences and outcomes. This study employed a qualitative method, with data collected through classroom observations and interviews involving one English teacher and 28 students at a secondary school. The results showed that the teacher applied multiple roles, including controller, organizer, assessor, feedback provider, prompter, participant, resource person, and motivator. These roles facilitated students in thinking more effectively, quickly, and enjoyably, enabling them to express their ideas and improve their English proficiency. Moreover, the teacher’s roles created opportunities for fostering positive personal relationships both among students and between students and the teacher. Therefore, this finding implies that English teachers should consciously adopt diverse pedagogical roles to create an engaging and supportive learning environment, and future research may further explore how these roles influence student outcomes across different educational contexts.
Classroom management is essential in English teaching, particularly in secondary schools with diverse learning styles and behaviors. However, limited attention has been given to the roles teachers adopt in managing English classrooms in secondary schools. To address this gap, this study investigates the roles adopted by English teachers in classroom management and examines how these roles influence students’ learning experiences and outcomes. This study employed a qualitative method, with data collected through classroom observations and interviews involving one English teacher and 28 students at a secondary school. The results showed that the teacher applied multiple roles, including controller, organizer, assessor, feedback provider, prompter, participant, resource person, and motivator. These roles facilitated students in thinking more effectively, quickly, and enjoyably, enabling them to express their ideas and improve their English proficiency. Moreover, the teacher’s roles created opportunities for fostering positive personal relationships both among students and between students and the teacher. Therefore, this finding implies that English teachers should consciously adopt diverse pedagogical roles to create an engaging and supportive learning environment, and future research may further explore how these roles influence student outcomes across different educational contexts.
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