A fresh approach to classroom management, which responds both to the present body of knowledge in this area and extends to beginning teachers a practical, flexible, and simple method of maintaining classroom control, is presented. Shortcomings of previous management theories (in particular, the Direct Instruction Model) are discussed, and the need for empirical verification of such theories is pointed out. Research is reviewed to illustrate a theory of classroom management that: (1) uses the fact that combinations of teaching behaviors mediate instructional effectiveness; and (2) offers a description of causal mechanisms that account for that mediation. A study of three invariant characteristics of teaching behavior (teaching behavior is time-bound, linear and sequential, and interdependent on other teaching behaviors) is made to interpret classroom interactions. The resource-allocation theory of classroom management, in which the teacher allots time across and within information-processing tasks, is then discussed in terms of effective management and information-processing resources needed by pupils. Propositions and hypotheses related to this resource-allocation theory are listed, as are guidelines for preparing the beginning teacher. (CJ)