Classroom management is conceptualized as a set of teacher behaviors and activities that are directed at eliciting study involvement or engagement in classroom activities and preventing disruption. Research on classroom management and discipline is reviewed and integrated into a three phase model. The first phase occurs prior to the beginning of school and includes the formation of expectations about behavior and work requirements along with room and materials preparation. A second phase occurs at the beginning of the school year; in this phase the teacher needs to be concerned with socializing students into the classroom setting and establishing appropriate behavior. The third phase occurs throughout the year and is focused on maintaining appropriate behavior. Research related to each phase in the management process is summarized and discussed, with an emphasis on describing the teaching skills and principles associated with effective management. (Author)