Abstract
This case study is about an elementary school which offered its teachers a year-long training for their classroom management improvement. The program was structured according to the participants’ needs: there were sessions for the whole group and for sub groups so that every voice could be appreciated during the sessions. The school conducted surveys to tangibly assess each classroom group, then the teachers assessed classroom-level problems to solve as well as long-term teaching plans to practice. As a result the number of conductive classrooms increased and that of non-conductive classrooms decreased. Thus, this case proved that the year-long training contributed to the elementary school teachers’ improvement in classroom management skills.
