The terms “classroom management” and “discipline” are often used interchangeably (Bellon, Bellon, & Blank, 1992). However, too often the term “discipline” focuses attention only on misbehavior, ill deeds, and punishments. The term discipline has two significant limitations. First, discipline highlights the individual (rather than the classroom), and secondly, it connotes negative behavior. Hence, Classroom management is more appropriate term that is being used to highlight all those positive behaviors and decisions a teacher make to facilitate the learning process of their student. It refers to all those activities necessary to create and maintain an orderly learning environment. Classroom management is more than disciplining misbehaviors since it encompasses teacher’s obligations to promote student learning which reflects the shift from historical paradigm of obedience. In line with that, it promotes responsibility to students for self-guidance in a way that they themselves monitor their own behavior during their period in class. A teacher functions as an “authoritative parent” that also addresses violence, irresponsibility and family instability which are all considered as societal issues. This can all be avoided through proper ways of teaching and ways in which students would participate attentively as if they are enjoying while learning Psychology has been applied to develop management systems since it presents ideas about motivating student behavior. It also identifies strategies for maintaining successful learning environment in which they think would help the teacher inspire students. Enough training and knowledge in handling student could at least be a helpful start for a teacher to manage a class. Under such broad definition includes activities such as planning and preparations of materials, organization, and certainly the establishment and