Teaching classes of language are complex trainings that include different groups from other disciplines surrounding it, with various limitations/deficiencies in the language, which is the main communication too between the learner and the teacher. Because the learner can start the process without having any knowledge about the target language or with very limited knowledge. If language is the main tool through which the teacher can give information and perform the teaching, it is a purpose beyond being a tool. The success of this complex process is directly proportional to the teacher's field, method, technical/technological and pedagogical knowledge that will exceed these limits. As in every teaching discipline, in teaching of language, there are many people and teaching elements in the classroom teaching of language. As a differentiating dimension in teaching of language, learners are members of different languages and cultures from the basic components of teaching of language, namely the target language and culture. This makes the process management of classroom situations, possible misunderstandings, crises, in short, more sensitive from a pedagogical point of view. Teachers need to have the necessary equipment to carry out this sensitive process successfully. The aforementioned requirements were analyzed by document analysis and reflected in the study. Based on the results, the things that teachers should pay attention to in classroom management and the qualifications that they should have were shared.