Investigating teacher’s beliefs of classroom management strategies in the English Class and English Club Classes at A Senior High School in Bandung

The problem faced by the EFL teachers is how to set up the classroom to handle the student's issues in the teaching-learning process. Furthermore, classroom management appears to be one of the most recurring teacher concerns, especially for beginning teachers. The issues can constitute challenges that all teachers must learn to handle in many settings in the specified time. This study explores a non-native English teacher's belief about classroom management strategies through qualitative research. The study also to understand the teachers' beliefs about teaching and learning by providing two classes, an English class and an English club, about how to manage effective strategies for classroom practices. The study employed two data collection instruments: interviews and observation data. The results show that both classes consist of various strategies and principles with the same routines they do every day in teaching-learning. The study offers three components for the complex relationship between the students, teachers, and classroom material practices. It also found the activities in the English club can be used for the compulsory English class. The goals are to stimulate the student's skills in English compulsory class. In conclusion, teachers have different beliefs about effective classroom management according to the teacher's experience and the challenges of each generation. After a long teaching experience, they learn about the right way of teaching and have different views about the profession. It turns out that effective classroom management is not only about the teacher delivering the material but also how the teachers provide meaningful learning to students