This presentation provides an overview of research on classroom management, emphasizing results from a program of research conducted at the Research and Development Center for Teacher Education (University of Texas) during the last 5 years. These studies, along with others, provide a basis for describing important dimensions of teacher behavior that account for well-managed classrooms. Classroom management is viewed as the result of three phases of activity. During the pre-active phase (before students arrive), teachers form expectations for student behavior, plan rules and procedures, prepare the classroom setting, and identify activities for students. In the second phase, at the beginning of the year, teachers communicate expectations, students are socialized into the classroom setting, and procedures and routines for classroom activities are established. During the third phase, the remainder of the year, the classroom system is maintained by careful teacher monitoring, prompt handling of problems, and carefully designed and conducted activities. (TE)