Research on effective strategies for classroom behavior management in lower grades of primary English classes from the ‘teacher’s perspective – A case study of an English education training school in Kunming

School of Education, University of Leeds, Leeds LS2 9JT, The United Kingdom

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Abstract

This study investigates behavior management in primary English classrooms through a case study of a Kunming training school. Using semi- structured interviews and thematic analysis, it identifies key challenges: student individual differences, emotional factors (internal/external), and classroom environment design. To address these, the study proposes the “4C teaching method” and “VAK multimodal teaching.” These approaches stimulate participation through group collaboration, dynamic task differentiation, and contextualized environment design. Supplemented by the “high-energy classroom” model for real-time interaction and enhanced teacher professional capacity, the strategies facilitate a shift from student passive compliance to active co-construction. Grounded in Humanistic Theory and Bandura’s Triadic Reciprocal Determinism, the findings indicate that effective classroom management requires a dynamic “emotional support - behavioral guidance - environmental optimization” system. Teachers should center strategies on student needs, dynamically adjusting through observational feedback to foster collaborative development in cognition, emotion, and social skills within interactive settings. While limited by sample size and potential methodological subjectivity, this study offers an innovative theory-practice integration for primary English classroom management. It advocates transcending traditional control-based logic in favor of student-centered systemic support networks, enhancing both instructional efficiency and individual growth.