AbstractClassroom management is a topic of interest because it varies from teacher to teacher, class to class, and yet it is an important piece of the underpinnings of how a classroom functions and instruction occurs. Teachers must always be self-assessing, before and after instruction, in order to come to the best results. In this research, the following question will be answered: Can teacher self-assessment be used to pinpoint effective classroom management techniques in a literacy classroom? The researcher will create a teacher survey that focuses on classroom management techniques they plan to use with their specific literacy classes of 5th and 6th graders. Another survey that mirrors the teacher survey will assess whether the teacher’s efforts are evident to the students. The survey data will be analyzed to see if the teacher and students agree or disagree on methods used. The researcher will then enter each of the surveyed classes and observe the teacher’s techniques and the students’ reactions to them to see if the survey’s results can also be systematically observed in practice. Upon completion of the data collection and analysis, results will be available to teachers in order to help inform their teaching. This method could be used on a larger scale by school districts to help teachers begin to self-assess more readily, making it an active part of their classroom management techniques.