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Using a mixed qualitative framework grounded in qualitative study and action research, the research investigates how management techniques shape the learning environment, interaction, and outcomes for young language learners in state and private schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Giannikas1  \n• This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.  \nKeywords: Classroom management and organisation; Young learners; Student-centred approaches; Classroom environment; Classroom layouts; Action research; Qualitative research  \n1 London Metropolitan University, Cyprus; [cng0007@londonmet.ac.uk](cng0007@londonmet.ac.uk)  \nPrednosti vodenja in organizacije razreda:  \nštudija primera poučevanja jezika mlajših učencev  \nChristina Nicole Giannikas  \n• Prispevek se osredinja na poučevanje tujega jezika v Grčiji na razredni stopnji, še posebej na pozitivne učinke vodenja razreda in organizacije pri poučevanju, kjer je v središču učenec. V grškem izobraževalnem sistemu se prav učitelje jezikov spodbuja, da za poučevanje izbirajo pristope, pri katerih so v središču učenci, vendar pa za tak način dela nisodobili nikakršnih smernic. Prav zato, ker učitelji jezikov niso usposobljeni za vodenje razreda in organizacijo, ki bi pripomogla k vzpostavitiučnega okolja, v katerem je v središču učenec, so nenaklonjeni opustitvipristopov, pri katerih je v ospredju učitelj.  \nKljučne besede: vodenje razreda in organizacija v razredu, mlajšiučenci, pristopi, pri katerih je v središču učenec, razredno okolje, ureditev razreda, akcijsko raziskovanje, kvalitativna raziskava  \nIntroduction  \nAlthough there has been significant research in the field of young learners of English, there has been little focus on classroom management, organisation and learner-centred classrooms within a Greek context. While the nature of classroom management and interaction has been a topic of extensive research in language learning and education in general, language lessons continue to be carried out ina rather traditional manner in Greek primary schools. A teacher-centred strategy prevails in most classrooms, based on the general beliefs and values of Greek language teachers, as it is considered to be conducive to student learning (Rixon, 1999).  \nA feeling of community can be argued to be imperative to successful language learning and learning in general. Educators are expected to create an environment advantageous to student learning where young language learners (YLLs) can feel sufficiently inspired to achieve their goals and leave the classroom feeling confident about themselves. In order for this to be accomplished, a certain procedure must be established. According to Paulsel (2004), teachers learn to establish routines, develop classroom rules to maintain order, and arrange the classroom in such a way as to facilitate the learning process. The teaching environment could be seen as comprising three components: social, physical and educational. Teaching intentions can be communicated to language learners by the way the environment is organised: it can reveal what it is they can anticipate from this experience.  \nWith the intention of accomplishing successful interaction and group activities, a teacher must be aware of the importance of appropriate management in the classroom. Providing a suitable atmosphere during the lesson is essential, so that students can feel secure and confident. Kaulfer (2006) believes in the significance of organised classroom management can be effective in all teaching situations, by supporting the notion that the principles of classroom management, efficient ordering of the languag","cbCairTmEb421LzT","https://ap.wps.com/l/cbCairTmEb421LzT","pdf",151879,18,"English","# Introduction\n## Research Methods","[{\"question\":\"What is the study’s main focus regarding young language learners in Greece?\",\"answer\":\"The study focuses on how classroom management and organisation affect student-centred language teaching for young learners in Greek classrooms.\"},{\"question\":\"Why are Greek language teachers reluctant to adopt student-centred approaches?\",\"answer\":\"They have not received guidance or training to apply classroom management and organisational techniques that would support a student-centred environment.\"},{\"question\":\"What research methods does the study use?\",\"answer\":\"The study integrates qualitative research with action research elements, supported by quantitative evidence, across both classroom study and action research activities.\"}]","The Benefits of Management and Organisation - A Case Study in Young Language Learners’ Classrooms | PDF",1792087792,45]