Classroom management has become, in recent years, more frustrating and difficult for teachers as the social problems of the outside world find their way into schools. This study surveyed primary teachers from two Bronx schools to identify types of classroom management currently being used. Findings indicated that, consistent with a more democratic management philosophy, about 90 percent of the classrooms either had no teacher desk or had the desk at the side or back of the classroom, and almost all arranged student desks in clusters, with about half adding tables in learning centers. Also reflecting a move away from a teacher-dominated classroom, teaching methodologies included whole class instruction, small group instruction, cooperative learning, individualized instruction, and learning centers. Specifically related to teacher attitudes toward classroom management and discipline, most teachers considered their students to be average in manageability and shared responsibility for classroom rule-making with them. In their management philosophy, about half emphasized classroom structure and routines and allowing student input into rule-making. Almost 30 percent focused on material selection, conflict resolution, role playing, and teacher-student discussion. About 30 percent emphasized clear expectations, consistent rules, assertive teacher management, and tangible rewards and punishment. Most teachers asserted that discipline should be balanced evenly between prevention and correction of behavior problems. In summary, commonly used classroom management techniques reflected increased student input and a more positive approach to discipline. However, teachers still relied mostly on behavioristic management strategies with discipline at the core of classroom management. (Contains 11 references.) (KDFB)