This study aimed to investigate the classroom management of two senior-class homeroom teachers in elementary school in terms of their beliefs, beliefs forming context and strategies utilized as well as difficulties faced and the solutions. A qualitative case study was conducted. The data were collected and triangulated in following ways, interviews, observation and document analysis. According to the results, the conclusions are as follows:
The case study revealed that the formation of classroom management beliefs was deeply affected by the important events of life in the two senior-class homeroom teachers. These two teachers had formed their classroom management beliefs based on the memories of their experiences of life. Teacher Da Shan had centered on his students and become a role to lean on to solve students’ problems. The other teacher, Teacher Annie was willing to keep her students of puberty company, taking care of them both mentally and physically. She was a good listener to create every possibility for students to learn.
Their classroom management strategies were carried out thoroughly with great patience.
For the students, both teachers had demonstrated some characters in common such as attentiveness, consideration, carefulness to tackle with issues in a macro perspective. Also they let the students shoulder the responsibilities which they were supposed to. Their classroom management strategies were practical and individualized which brought the class an atmosphere of home.
For the parents, Teacher Da Shan made the best of the available resources to communicate with the parents and measure up the purposes. Moreover, he has earned the parents’ trust. Teacher Annie, as a mother, sympathized with the hardship which parents have to face creating a harmonious parent-teacher relation with mutual trust.
When facing obstacles, they were able to deal with them properly. Teahcher Da Shan tried to settle down the dispute between the school and parents at the cost of his own concession. After his emotion has been peacefully restored, he took care of the psychological situation of the student in return. Handling classroom management crisis with caring and love may be time-consuming, painstaking but touching as well as everlasting. Teacher Annie faced the difficulties with toleration and empathy. She tried her best to cope with the difficult situations. If it is still beyond her reach, she will ask for support from the school administration.
Based on love of education, teachers should pay reasonable respect to individual differences among students and become their role models. When dealing with students’ problems, patience and consideration are necessary. Moreover, as teachers, we should hold sound attitudes toward life-long learning, pursue professional development to broaden ones’ horizon of knowledge. Thus, we can guide the students to reach higher. It is good to teach, and better to educate.