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.