Teacher behaviors and activities related to varying levels of student engagement and disruption were examined in 41 elementary school classrooms. Teachers and their classes were observed for eight weeks at the beginning of the school year and from January to March to determine: (1) the relationships between management behaviors and two student behavior criteria for effective management (student engagement and disruption); (2) patterns of relationships and whether they varied for the two criteria; and (3) context effects, such as grade level differences. Beginning-of-the-year observation data from classes of more and less effective managers were compared to gain information about beginning-of-the-year behaviors and management success throughout the school year. Results identified a number of significant predictors of management success, especially in the areas of establishing classroom procedures, use of consequences, consistency, clarity of communication, and prompt handling of inappropriate behavior. Excerpts from narrative records illustrate teaching strategies of more and less effective teachers. (Author/JD)