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Classroom management is a term used by many teachers to describe the process to ensure that classroom lessons run smoothly contempt of disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is probably the most difficult aspect of education for many teachers and test indeed problems in this area causes some to leave education entirely. In 1981 the USA educational National Association reported that 36 percent of teachers said that they come probably not in teaching if they had to decide again. An important reason was “attitudes and discipline negative student”. (Wolfgang and Glickman)

Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of discussion passionate among teachers; approaches are changing according to the belief of catches of a professor for educational psychology. Much of classroom traditional management involves behavior modification while many teachers see using only behavioral approaches such as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. They are also trying to be met by imposing these rules and procedures. Many argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are more new perspectives on classroom management who try to be holistic. An example is education that is trying to guide students toward success by helping them see how their effort pays off in the classroom. It then has to create an environment where students are successful because of their own efforts

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