That classroom management is a fundamental concern among pre-service, beginner and practicing teachers, and is a topical issue in professional practice literature, school staff rooms including in the media is undisputed (Mc Cormick, 1997).It is an essential ingredient in the attainment of maximum instructional time which has potential to positively impact the outcomes of learning. The effectiveness of instruction is contingent upon teachers' abilities to manage and organize the behavior of students. Substantial research suggest that one of the key challenges encountered by novice teachers in achieving the teaching objectives in the classroom is managing order (Cothrane et al'.,..) "Novice teachers experience struggles with classroom management that negatively impacts student learning" (Buckman, 2009, p.5) owing to the detachment between what they learn during training and what they actually experience in practice in line with maintaining order in the classroom. Koki (2000) states that beginning teachers particularly face difficulties in managing their classrooms and often struggle to apportion adequate instructional time as most of their attention is channeled at handling disruptive tendencies and behavior.It becomes necessary for teachers to work towards consciously organizing and maintaining an enabling learning atmosphere for all learners. Buckman (2009) argues that the process of managing the classroom should be altered and evaluated depending on the need. As such, the importance of teachers having forceful classroom management skills to enhance nurturing and successfully excel in their professions cannot be over emphasized, a minimal number of teachers are proficient in this domain.