Classroom Management and Novice Language Teachers: Friend or Foe?

Main Article Content

Ana Clara Sánchez Solarte


This article describes the importance of classroom management for language teachers, particularly for novice L2 teachers since it can affect their permanence in the teaching profession. A definition of classroom management along with a description of its dimensions, a set of initial principles and practical ideas to approach teaching with more confidence are provided in this paper. It is expected that this information will contribute to equip inexperienced teachers with procedures and strategies that can be translated and adapted to their teaching situation and ease the transition from student-teacher to being in charge of a classroom on their own.

Article Details

How to Cite
Sánchez Solarte, A. C. (2019). Classroom Management and Novice Language Teachers: Friend or Foe?. HOW Journal, 26(1), 177-199.
Reflections and Revision of Themes
Author Biography

Ana Clara Sánchez Solarte, Universidad de Nariño

She holds an MA in TESOL/Linguistics from the University of Northern Iowa (USA). She is the director of the Lenguaje y Pedagogía research group. She is currently studying a PhD in Curriculum and Instruction: Foreign and Second Language Education at Florida State University (USA). Her interests include L2 methodology, teacher education and assessment.


Berliner (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212. DOI: 10.1177/0270467604265535

Borman, G., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–405.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Prentice Hall Regents.

Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.

Caner, A., & Tertemiz, N. (2015). Beliefs, attitudes and classroom management: A study on prospective teachers. Procedia. Social and Behavioral Sciences, 186, 155-160.

Classroom management. (November 25, 2015). The challenge of being a novice teacher in Colombia [Blog post]. Retrieved from

Castellanos, A. (2002). Management of children’s aggressiveness when playing competitive games in the English class. Profile Issues in Teachers’ Professional Development, 3(1), 72-77.

Cyril, A. V., & Raj, M. A. (2017). Classroom management and metacognition of high school teachers. Journal on School Educational Technology, 12(4), 24-34.

Englehart, J. M. (2012). Five half-truths about classroom management. The Clearinghouse, 85, 70-73.

Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46(3), 435-449.

Fowler, J., & Saraplı, O. (2010). Classroom management: What ELT students expect. Procedia. Social and Behavioral Sciences, 3, 94-97.

Harmer, J. (2007). The practice of English language teaching. Essex: Pearson Longman.

Hart, R. (2010). Classroom behaviour management: educational psychologists' views on effective practice. Emotional & Behavioural Difficulties, 15(4), 353-371. Doi:10.1080/13632752.2010.523257

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers. Review of Educational Research, 81(2), 201-233.

Jackson, R. R. (2009). Never work harder than your students & other principles of great teaching. Alexandria, VA: Association for Supervision & Curriculum Development.

Jensen, L. (2001). Planning lessons. In Celce-Murcia, M. (Ed.). Teaching English as a second or foreign language (pp. 403-413). Boston: Heinle & Heinle.

Johnson, D. D., Rice, M. P., Edgington, W. D., & Williams, P. (2005). For the uninitiated: How to succeed in classroom management. Kappa Delta Pi Record, 42(1), 28-32.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.

Latz, M. (1992). Preservice teachers’ perceptions and concerns about classroom management and discipline: A qualitative investigation. Journal of Science Teacher Education, 3, 1-4.

Landau, B. M. (2001, April). Teaching classroom management: A stand-alone necessity for preparing new teachers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Lewis, R. (2009). Understanding pupil behavior: Classroom management techniques for teachers. Oxon: Routledge.

Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile: Issues in Teachers Professional Development, 17(2), 81-99.

Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile: Issues in Teachers' Professional Development, 20(1), 153-166.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that works: Research-based strategies for every teacher. Alexandra, VA: ASCD.

Pineda, D., & Frodden, C. (2008). The development of a novice teacher's autonomy in the context of EFL in Colombia. Profile: Issues in Teachers Professional Development, (9), 143-162.

Quintero Corzo, J., & Ramírez Contreras, O. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. PROFILE Issues in Teachers’ Professional Development, 13(2), 59-72.

Rawlings, L. R., Bolton A. P., & Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 398-412.

Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 3, 12 - 34.

Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Rhoades, G. (2013). Minimizing the chaos through cooperative classroom management. English Teaching Forum, 4, 28-34.

Salkovsky, M., Romi, S., & Lewis, R. (2015). Teachers' coping styles and factors inhibiting teachers' preferred classroom management practice. Teaching and Teacher Education, 4856-4865. Doi:10.1016/j.tate.2015.01.016

Sánchez, A. C. (2011a, April). The Importance of classroom management for novice language teachers. Conference presented at VII Encuentro de Universidades Formadoras de Licenciados en Idiomas. Medellín: Universidad de Antioquia, Colombia.

Sánchez, A. C. (2011b). The importance of classroom management. ASOCOPI Newsletter, 4-5.

Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Oxford: Macmillan Education.

Sieberer-Nagler, K. (2016). Effective classroom management & positive thinking. English Language Teaching, 9(1), 163-172.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 4(3), 681-714.

Schmuck, R., & Schmuck, P. (2001). Group processes in the classroom (8th ed.). New York: McGraw Hill.

The importance of teaching. (2004). E-journal of the International Child and Youth Care Network. Retrieved from

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Ur, P. (2012). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Veldman, I., Admiraal, W., Mainhard, T., Wubbels, T., & Tartwijk, J. (2017). Measuring teachers' interpersonal self-efficacy: relationship with realized interpersonal aspirations, classroom management efficacy and age. Social Psychology of Education, 20(2), 411-426.

Wright, T. (2005). Classroom management in language education. New York: Palgrave Macmillan.

Wright, A. (2014). Creating a positive classroom culture: Minute by minute. Educational Horizons, 92, 12-15.

Yerli Usul, S. S., & Yerli, K. K. (2017). The differences between novice and experienced university prep-class teachers' classroom management, self-efficacy perceptions and students' academic achievement level. International Journal of Language Academy, (5)123-133. Doi:10.18033/ijla.3646