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0: INTRODUCTION A positive learning atmosphere that accommodate to students needs rely most on the teachers classroom management strategies. According to Martin and Sugarman (1993), classroom management refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur. Saphier and Grower (1997) emphasized that classroom management principles has implications for the learning progress of all students especially low-performing, poor , special education and racial/ethnic minority students. An important element of the classroom management process is the range of behaviours of the students and concern on the identification and implementation of appropriate strategies to handle these behaviours. Discipline and disruptive behaviour among the students are among the major issues that interfere with the teaching and learning process. Since that, few models of classroom discipline has been introduced to cope with these issues as well as to create positive students-teacher relationship and bring changes to the students behaviours. Jacob Kounin ; Rudolf Dreikurs and Linda Albert ; The Canter; Fred Jones; William Glasser; Marvin Marshall; Spencer Kagan,Patricia Kyle and Sally Scott and Barbara Coloroso are the figures that proposed some important approaches to be used in classroom discipline today. In this essay, I will narrow down the management strategies that can be implemented in Ms.Saks classroom based on the case entitled Interruptions. My analysis will be based on the models of discipline and related to the Malaysian classroom context.