摘要：Classroom management is one of the crucial topics to be discussed in education. Classroom
management refers to teaching and learning environments in which the physical setting is organized, procedures such
as classroom rules and routines are set to monitor student behavior, and it provides students with optimum learning
opportunities. This study is a qualitative study in which the researchers examined the classroom management
behaviors of K-8 teachers with different credentials. Nineteen voluntary teachers teaching in various private and
public schools in Ankara construct the sample of the study. Data reveal that teachers plan their classroom management
behaviors according to five themes, namely, the physical setting, planning the first days and motivation, rules and
routines, coping with misbehaviors, and establishing teacher-parent cooperation.
