A Study of Classroom Management Practices of Teachers at Elementary Level in Lahore, Pakistan


  • Sohail Mazhar Department of Education, Virtual University of Pakistan, Lahore, Pakistan
  • Muhammad Aslam Assistant Education Officer, School Education Department Punjab, Pakistan
  • Shamim Ullah Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Pakistan




Classroom Management, Practices, Teachers


Classroom management in schools includes the action of management’s plans and objectives by keeping students’ progress in mind. Classroom management supports two-way communication and mutual understanding between students and teachers. If a teacher wants to be successful, want their students to get good grades, want their student to learn much as they can from a particular course then the teacher must have to focus on classroom management. This study has focused on classroom management practices of teachers at the elementary level. The population for this particular study was the teachers of elementary schools in Lahore, Pakistan. The sample size for the study was 271 regardless of gender, the sample includes a specialist from all the subjects being taught at elementary level and the sample includes experienced teachers and fresh as well. The results of the study propose that teachers are using all the effective teaching practices in elementary level schools in Lahore to manage their classes effectively. Teachers are supporting the climate which is effective for learning. Teachers are also supporting the learning needs of students and are changing their pattern of teaching based on students’ needs. Teachers are focusing more on group assignments rather than individual work as teachers assume that students learn more while working with their classmates.





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How to Cite

Mazhar, S., Aslam, M., & Ullah, S. (2023). A Study of Classroom Management Practices of Teachers at Elementary Level in Lahore, Pakistan. Pakistan Languages and Humanities Review, 7(3), 417–428. https://doi.org/10.47205/plhr.2023(7-III)36

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