Classroom observation of 28 third-grade teachers illustrated the management and planning strategies that differentiate effective teachers from less effective teachers. Effective managers communicated a workable system of rules and procedures, monitored students carefully, and were consistent in treating inappropriate behavior. Less effective managers did not establish their credibility at the outset of the academic year and were unpredictable in both their feedback and discipline techniques. Discipline and organizational procedures were delineated during the first weeks of the school year by the more effective teachers. (LH)