Classroom management is a necessary component that teachers must appreciate and apply to positively manage and adapt behavior within the learning environment. It is important for teachers to develop a solid sense of meaningful theories that will result in improved teaching and practices within the classroom (Lyons, Ford & Slee, 2014). Goal-centered theory, cognitive behavioral theory, and assertive discipline theory are three important management theories that will resist analysis. Therefore, consolidating the main elements underlying the theories will help develop positive classroom management practices. A key model of psychoeducational theory is Rudolf Dreikur's Goal-Centered Theory (GCT). Dreikurs based GCT on the assumption that all children want to belong and be accepted within a group. The theory focuses on creating a classroom atmosphere by directly responding to students' needs, carefully monitoring behavior by tailoring effective classroom rules and consequences so that learning can occur as intended (Charles, 2005). Furthermore, teachers educate students on correct behavior by specifying specific and visible rules such as “We raise our hands to speak”. Teachers use specific reinforcers such as recognition when rules are followed and punishers when rules are broken (Eggen & Kauchak, 2001). Therefore, the core principles of AD specify that children's behavioral limits and consequences require clarification (Lyons et al., 2014) and they are entitled to have these requirements taught by an assertive and caring teacher who works determinedly to encourage the best well-being of students. Likewise, teachers have the right to teach students, without interruption, based on a clear classroom discipline plan supported by the school and parents (Charles, 2005). Therefore, AD is a positively controlled, endorsed by, style of discipline