Classroom management includes the actions of the teacher in order to create and maintain a supportive learning environment, through building meaningful relationships of interaction and cooperation with his students. The aim of this paper is to present theoretical approaches adopted, from time to time, to classroom management and to provide guidelines for its effective practice. From the review of the relevant international literature, it emerged that classroom management is a multifaceted process, in which the role of the teacher is pivotal, with the choice of strategies s/he applies and that classroom management approaches are shaped according to the prevailing pedagogical concepts and theories in course of the years. Through this study it became clear that successful classroom management is based on the readiness of the teacher, who effectively communicates with his students (communicative/interactive approach), plans and organizes the educational process well, according to their dynamics and needs, in a calm and safe environment, contributing to their learning and social-emotional development. Reading the article, the reader will realize that the formation, primarily, of authentic relationships with his/her students facilitates the teacher in effective classroom management.