An ongoing challenge that both classroom and physical education teachers face on a daily basis is how to organize and manage large groups of students. This is particularly true in many urban settings where classrooms and gymnasiums are typically understaffed and/or under equipped. Educators in these settings often struggle with how to minimize off-task and disruptive activity, and maximize positive social behavior. Physical educators are faced with additional challenges that can increase the potential for off-task and disruptive behaviors (Vogler & Bishop, 1990). Factors such as class size, proximal teacher/student distance, equipment that can be improperly (unsafely) used, and unfavorable weather are just a few of the variables that may contribute to discipline problems. Despite these challenges, physical educators have developed strategies designed to reduce off-task and disruptive activity, and increase positive social behavior in classroom settings. This article recommends strategies based on three research-supported instructional practices that can be helpful in respectively decreasing off-task and disruptive student activities and increasing positive social behavior among students. (Contains 1 table.)