CLASSROOM MANAGEMENT AS A SHARED PROCESS IN TASK-BASED LEARNING

Abstract

This article presents classroom management as a two-way process, where effective learning depends not only on the teacher’s organization and guidance but also on students’ responsibility and participation. It discusses how shared rules, mutual respect, and open communication create a productive learning environment. Instead of seeing management as control, the paper argues for a cooperative model in which students become partners in maintaining discipline, engagement, and academic progress. When both sides actively contribute, classroom management becomes more balanced, more flexible, and ultimately more successful