Classroom management is one of the most perplexing problems facing teacher educators and teachers. Teacher educators promote sound theories of how to acquire and demonstrate various competencies of classroom management but unsuccessfully relate these theories to the realities of the classroom. It is helpful to approach the problem of classroom management from an eclectic viewpoint with the aim of developing an eclectic model for teacher training. Competence in classroom management begins with decisions and decision making. The first competency encompasses the ability to look within, to make some objective statement about self, and then project how this will affect teaching behavior. The next sequence of competencies relate to intervention strategies or actions that can be taken if student behavior does not conform to expectations. An additional set of competencies is needed which specifically addresses the emotional needs of the child, his self concept development, and his emotional self-expression. Training in each area should begin at the cognitive level. Following success at the cognitive level, each teacher should be able to assimilate the concepts into an integrated schema of classroom management. The third phase in the training sequence is implememtation. Each student should be provided with actual classroom experiences that allow for implementing with children each of the concepts taught. (SK)