This paper reviews concepts and research findings on classroom management techniques and explores how these techniques are related to student discipline strategies. The first section surveys descriptive and experimental research recently accumulated on classroom management practice, concentrating on strategies for monitoring and guiding classroom activity systems. Classroom activities research confirms the relationship of different activity types, classroom physical characteristics, and student choice and mobility to student (mis)behavior and the classroom management demands made on teachers. Management is a cognitive activity based on a teacher's knowledge of classroom event trajectories and the way certain actions will affect situations. Specific management skills are useless without this basic understanding of classrooms. The second section focuses on classroom rules, procedures, and common discipline forms, particularly reprimands and other "desists" to keep order. Research suggests that classroom rules and procedures must be both announced and enforced, and that rule making involves complex interaction processes and negotiations of meaning. The third section examines punishment and supension's effectiveness as discipline strategies for serious classroom disruptions. Also discussed is the applicability of behavior modification procedures to classroom settings. The concluding section evaluates the state of classrooom management and discipline research and identifies implications for research and practice. (92 references) (mlh).