Abstract
Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students.
 Keywords: Classroom management, problems, teacher training, classroom management strategies.
Highlights
Classroom management is offered as a theoretical course in most of the faculties of education, it has been a difficult issue for the novice teachers to handle with the classroom management problems in practice (Hammerness, 2011)
While it is hard to cope with some specific classroom management problems speaking the native language of the students, it becomes harder in interactive language classes as the purpose of language classes is to maintain interaction between the students
For a significant majority of the participants, classroom management is how the teacher runs the classroom by forming an ideal class environment to facilitate learning while some of the participants relate the concept with motivation, teacher activities and discipline
Summary
Classroom management is offered as a theoretical course in most of the faculties of education, it has been a difficult issue for the novice teachers to handle with the classroom management problems in practice (Hammerness, 2011). Evertson and Weinstein (2006) report that classroom management is one of the most challenging issues for novice teachers. Evertson and Weinstein (2006) report that classroom management is one of the most challenging issues for novice teachers. Applying classroom management strategies becomes more challenging while the interaction is the purpose of the classes. This hard situation leads the novice teachers to employ new classroom management strategies. In language classes in which the students are active and student-centred methodologies are highly recommended, classroom management problems are more likely to occur. In such an environment, there are various suggested ways to respond to the unexpected situations and misbehaviours in a more effective and supportive way. Applying different classroom management strategies as effective as possible is the issue searched by the education researchers and the teachers for a long time
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