Classroom management is a necessary element that teachers must appreciate and apply to positively manage and adjust behaviors in the learning environment. It is important for teachers to develop a strong sense of important 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 stand up to analysis. Therefore, consolidating the main elements that underpin the theories will help develop positive classroom management practices. A key model of psychoeducational theory is Rudolf Dreikurs' goal-centered theory (GCT). Dreikurs based GCT on the assumption that all children want to be part of a group and to be accepted within a group. The theory focuses on establishing a classroom atmosphere by directly attending to students' needs, carefully controlling their behavior by adapting effective classroom rules and consequences so that learning can occur as intended (Charles, 2005). Additionally, teachers educate students on appropriate behavior by specifying rules such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishments for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of DA specify that children's behavioral limits and consequences must be clarified (Lyons et al., 2014) and have the right to have these requirements taught by an assertive and caring teacher who works with determination 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, DA is a school-approved positively controlled discipline style.