Classroom management is a fundamental aspect of institutional management, as it directly impacts the teaching-learning environment, student engagement, and overall organizational effectiveness. Over time, several schools of thought have emerged, each offering unique perspectives on how classrooms should be structured, controlled, and guided. The major schools include the Traditional or Authoritarian School, the Humanistic School, the Behavioral School, and the Constructivist School. Each has its strengths and limitations when applied in institutional settings. The Traditional or Authoritarian School emphasizes discipline, order, and strict adherence to rules. Teachers are seen as authority figures, and students are expected to follow instructions without questioning. This approach is often characterized by structured routines, rigid seating arrangements, and a focus on maintaining control over student behavior. For example, in a typical high school setting, teachers using this method may enforce silence during lessons and rely heavily on punishment for misbehavior. While this school of thought ensures minimal disruption and clear expectations, it may suppress creativity, limit student participation, and foster dependence on teacher directives, making it less suitable for institutions promoting holistic education. The Humanistic School, in contrast, focuses on the emotional and social needs of students. It prioritizes student well-being, self-expression, and motivation. Teachers act as facilitators rather than controllers, fostering