Intended primarily for student teachers and beginning teachers, this paper provides a base from which teachers may develop their own approach to classroom management and suggests ways of fostering a classroom climate conducive to effective management and student self-discipline. The discussion begins by considering four factors influencing classroom practices in New South Wales, Australia: the school system, the school, the classroom, and the home. Managerial and disciplinarian approaches to controlling students are differentiated, and a list of questions designed to help teachers organize classrooms is provided. Three basic causes of misbehavior and four purposes of student attacking and defending behaviors are identified in a discussion indicating the hazards associated with using reward and punishment in instructional settings. Behaviorist, motivational, and Adlerian models for managing behavior are sketched, and various suggestions are offered about nonverbal messages, principles for effective management, ways of facilitating self-discipline, and teacher self-appraisal. Supplementary "Do's" and "Don'ts" and other hints are also offered. In conclusion, guidelines for student teachers and their cooperating teachers are offered. (RH)