Th is review study is concerned with the systematisation of present knowledge on the concept of classroom management. Classroom management is the complex phenomenon of the creation of the conditions for teaching and learning, the facilitation of the learning process and the assessment of its course and results. Th e study structures a diverse range of fi nding in domestic and foreign specialist literature into three general dichotomies. Th e fi rst of these are the basic approaches to classroom management, which may be considered behaviourist or humanist. Th e second dichotomy arises in the areas of classroom management, defi ned as behavioural management and instructional management. Th e third dichotomy involves more concrete strategies of classroom management, which are described in terms of the proactive or reactive approaches of the teacher.