Establishing an Effective Classroom Management for large EFL Classes

Abstract

The present research attempts to investigate how teachers would establish an effective classroom management for large EFL classes. The objective of this study is to identify practical strategies and techniques through which an effective classroom management is established. The hypotheses of this research emphasize that if student’s responsibility and involvement is highlighted throughout the process of classroom management, EFL teachers would establish and maintain an effective classroom management for large EFL classes. In order to test these hypotheses, two questionnaires have been administered; one to the teachers who have been teaching large EFL classes for a long time at the Department of English, Biskra University. The other questionnaire has been directed to first year Master students of English. The results have shown that involving students in classroom management would enhance their sense of belonging, their responsibility towards their behavior and, thereby, reduce disruptive behaviors. On the basis of these results, the hypotheses were confirmed in that students’ involvement should be highlighted within the process of organizing a positive and efficient educational environment, selecting appropriate instructional and assessment strategies, as well as reducing disruptive behavior. This study has certainly its limitations, but its findings revealed interesting implications. Thus, future research should be done experimentally to test the applicability of the findings to a larger population of subjects