ABSTRACT
Classroom management has been suggested as the single variable with the strongest impact on student achievement, and it has positive correlations with student participation, learning satisfaction and dropout prevention (Evertson 2013; Evertson and Weinstein 2006; Marzano and Marzano 2003). This chapter discusses effective classroom management in the English for Young Learners (EYL) classroom. It demonstrates how the bulk of research on classroom management has been primarily drawn from Western classrooms where language education is not necessarily the focus. This chapter attempts to address this issue by bringing what the mainstream classroom management research has to offer to the EYL classroom. The chapter argues for a shift in EYL classroom management from a classroom-level approach to a whole school-level approach that makes young learner behaviour management a school-wide concern. Holistic classroom-based interventions prescribed by a whole school approach such as School-Wide Positive Behavioural Interventions and Supports (SWPBIS) may help reduce classroom disruptions to be minimal while increasing learners’ self-regulation, characterising Western methodologies that are widely implemented in EYL classrooms worldwide.
