An Efl High School Pre-service Teacher’s Classroom Management Practice: An Observational Study

Abstract

Classroom management is a crucial aspect of education that significantly impacts

student learning and teaching effectiveness. This study investigates how a pre- service teacher practice classroom management in EFL Classroom on a senior high

school level. The researcher uses a descriptive qualitative method consisting of a pre-service teacher as a participant. The data was collected by nonparticipatory classroom observation which examined how a pre-service teacher practice classroom management. The observation result was then analyzed and categorized through Marzano et al. (2005) classroom management theory. Based on the observation result, this current research proved that an EFL pre-service teacher could practice a decent classroom management at a high school level, alongside an advisory that such skills require to be strengthened through more practice.