This report brings together empirically-based studies on classroom organization and management and outlines practices that facilitate creation of a classroom system that is both preventive and interventional. The nine sections focus on: using research to create a classroom management system (arranging the classroom, planning rules and procedures, and allocating time through rules and procedures); training teachers for classroom organization and management (systematic exposure to principles via specially designed workshops and professional development experiences); cultural differences in setting classroom routines (each cultural group represented in the classroom must be acquainted with the communication behaviors of the others); involving students in establishing classroom routines (students tend to respond to being trusted by suggesting rules that are similar to and sometimes stricter than, those advocated by teachers); preventing inappropriate student behavior (maintaining an environment conducive to student learning); handling inappropriate student behavior; punishment in intervention; behavior modification; and group management strategies. The paper concludes with a list of questions that can guide teachers' efforts in developing an effective classroom management system. It also presents four recommendations for promoting better organization and management in Pacific classrooms. (Contains 43 references.) (SM)