The major emphasis in the studies considered in this paper is on the role of the teacher as a professional with particular expertise and specific but limited responsibilities to students and parents, and with certain rights as the instructional leader and authority figure in the classroom. According to research studies, a comprehensive approach to classroom management would include: (1) attention to student characteristics and individual differences; (2) preparation of the classroom as an effective learning environment; (3) organization of instruction and support activities to maximize student engagement in productive tasks; (4) development of a workable set of housekeeping procedures and behavior rules; (5) techniques for group management during active instruction and motivating and shaping desired behavior; (6) techniques for conflict resolution and dealing with students' personal adjustment problems; and (7) orchestration of all these elements into an internally consistent and effective system. Recent research on these elements are cited and discussed in the context of a well-organized and well-managed classroom and the distinguishing differences between effective and ineffective teachers. Brief reviews are given of studies on effective techniques for establishing order and control at the beginning of the school year, supplemental group management techniques, and behavior modification techniques. The findings and suggestions arising from current research on counseling and therapy are also reviewed and discussed. (JD)