A study on classroom management techniques of English language teachers working in Turkish public schools according to their characteristics

The aim of this study is to seek for the views of English language teachers who work in Turkish public schools on classroom management techniques according to their demographic characteristics regarding their gender, age, experience, fields of study and the school type. The focus of this research is to obtain findings especially on five main subjects while managing an ELT classroom – planning critical moments, activities, classroom interaction, attention getting strategies, tools and techniques. The sample consists of 217 English teachers working in public schools in Çorum. Data are collected by a questionnaire including 24 questions. SPSS 21.0 (Statistical Package for Social Sciences) is used to present the quantitative data from the questionnaire. The results of the questionnaire are analyzed with Chi-Squared statistics in order to see whether there is any significant difference between teachers' techniques of classroom management in ELT. The findings of this study show that most of the participant teachers are consistent with the classroom management techniques placed in the questionnaire used in this study. It means that classroom management techniques are implemented by the teachers by a majority. The differences are especially seen in age and experience factors and in the sub-dimension of classroom interaction while the teachers are totally consistent with using the techniques in activities sub-dimension.