Classroom Management Challenges and Intervention Strategies in English Lessons

Abstract

Effective classroom management is one of the key conditions for achieving positive learning outcomes in primary
education. This article explores the challenges of classroom management observed in fourth-grade English lessons at Tbilisi
Public School and discusses practical intervention strategies to address them. Disruptive behaviours including shouting, physical
aggression, refusal to follow instructions, and lack of motivation were frequently reported, hindering both teaching and learning.
The study applied a mixed-methods approach, combining observations, interviews, focus groups, and questionnaires with
students, teachers, and parents. Based on the findings, a set of classroom interventions was designed and implemented, such as
the “Class Constitution,” “Thumbs Up/Down,” “Word Map,” “Learning by Doing,” and “Time of Games.” These strategies
encouraged students’ responsibility, enhanced discipline, and increased learning motivation. Results indicate that consistent
application of these methods not only reduced disruptive behaviours but also improved student engagement and strengthened
teacher–parent collaboration. The article highlights the importance of teachers’ active role in fostering intrinsic motivation and
applying age-appropriate strategies tailored to students’ developmental needs.