Classroom management factors relating to group management of students and cooperation between the student and the teacher are discussed. The definition of classroom management is limited in this discussion to those managerial behaviors related to maintenance of on-task student behaviors and the reduction of off-task or disruptive behaviors. Classroom management is viewed from the perspectives of preparation for the school year, in-class activities, and teacher monitoring behaviors. Specific teacher behaviors and techniques are discussed within each of these categories. Recent research concerning classroom management by Jacob Kounin (1970) and Anderson, Evertson, and Emmer (1979) forms the basis for most of the discussion. Four alternative classroom management models (Redl's Model (1959), Canter's Assertive Discipline Model (1976), Dreikurs' Model (1980), Glasser's Model (1969)) are briefly described and implications for teacher education are discussed. (JD)