<![CDATA[This study examines the classroom management practices for teaching English to young students at Mentari Primary School in Serang Regency. One English instructor and forty-six sixth-graders participated in classroom observations, interviews, and documentation as part of a qualitative descriptive design with a case study methodology. The five main facets of classroom management—organization, behavioral consideration, instructional tactics, social atmosphere, and physical arrangement—were the focus of the investigation, which followed Miles and Huberman analysis model. The results demonstrate the teacher's successful implementation of classroom management, with an overall average of 88.1%, classified as completely implemented. By using humor, clear guidelines, positive reinforcement, and a combination of Indonesian and English to promote comprehension, the instructor was able to establish a constructive, organized, and engaging learning environment. Direct interaction, differentiated assignments, and regular communication were used to address challenges including keeping students' attention and managing big class sizes. The study finds that effective classroom management for young students necessitates a combination of authority, empathy, and flexibility. These findings emphasize the need for collaborative rules, excellent teacher-student relationships, and engaging instructional methodologies to create a fun and disciplined English learning environment.]]>
