Classroom management in high school mathematics lessons: student and teacher perceptions

The aim of this study was to examine perceptions of high school mathematics teachers and high school students about classroom management strategies. Furthermore, the commonalities and the differences between the students‟ and the teachers‟ perceptions were explored. For this intention, both qualitative and quantitative data were collected. Firstly, mathematics lessons were observed in the 9th, 10th, and 11th grades. Then, Classroom Management Evaluation Questionnaire was applied to 123 high school students at the end of the observed lessons. Lastly, after the lessons, semi-structured interviews were conducted with six high school mathematics teachers. The perceptions were investigated in eight themes as starting the lesson, using eye contact, voice and body language, making transitions, maintaining group focus, managing the time, anticipating problem situations, giving praise and encouraging students and, applying classroom rules. The perceptions of teachers and students about the implementation of classroom management strategies were found mostly positive and parallel to each other. However, the differences of perceptions were explored in terms of maintaining group focus and giving praise. Even though most teachers indicated they couldn't keep all of their students active in the lesson, students claimed otherwise. Moreover, the perception of the students that the teachers use praise in the lesson was found to be lower in comparison with the other strategies. On the other hand, all the teachers thought that they used praise and encourage their students to the lessons.