Exploring Effective Classroom Management Strategies in Secondary Schools of Punjab: JRSP, Vol. 59, No 1 (Jan-March 2022) 76 Hafeez Ullah  Hafiz Muhammad Arshad  Exploring Effective Classroom Management Strategies in Secondary Schools of Punjab Abstract Role of effective classroom management strategies have been a topic of discussion among different stake holders such as educationists, teachers and principals. The answer to this question is still needed in various contexts, so the aim of the present study was to explore Effective Classroom Management Strategies in Secondary Schools of Punjab. In this qualitative study, twenty teachers from ten public secondary schools in district Okara were selected using purposive sampling technique. Data were collected through a self-developed semi-structured interview. Qualitative thematic analysis was done with the help of software, Nvivo-11. Analysis revealed that teachers have to face a large number of classroom management issues such as noise, overcrowded classrooms, STR, unsupportive seating arrangements, lack of teaching facilities, and disruptive behavior of students, latecomers, and improper uniform, less attention toward lesson, family background and conveyance problem for rural students. Findings suggested different classroom management strategies to tackle classroom management issues such as students’ academic engagement, content related questioning, activity base learning, proper seating arrangements, group work, observation, suitable teaching method, developing supportive classroom rules and finally teacher attitude towards students. Moreover, analysis revealed that most of the teachers used lecture method with different pedagogical practices such as questioning, discussion, diagramming and use of whiteboard as an effective visual aid. Less interaction was observed while teachers were busy in writing on whiteboard. Front students were seemed engaged but back benchers were passive. Group work, activity based teaching, storytelling and demonstration teaching methods were found most effective to maintain the discipline in the classroom. It was suggested that teaching methods should be according to the nature of content, learner, time and available resources. The present study recommended top-down change as teachers’ trainings, improving teacher education programs, providing basic facilities in the school, balancing students’ teacher ratio and conveyance especially for rural students. Keywords: Classroom Management, Classroom Management Strategies, Discipline and Secondary School Teachers (SSTs) Background of the Study All of the actions and approaches utilized by the teacher in the classroom to improve student academic performance and to achieve institutional aims should be included in classroom management (Umoren, 2010). Students, time, space, and resources may all be kept under control using classroom management (Wong and Wong, 2014). For better classroom management, teachers should use efficient verbal communication and pedagogical attitudes (James, 2018). Different researchers have different explanations for how to manage their classrooms for effective learning. In the view of Alber (2015), effective classroom management leads to effective learning. Classroom discussions, feedback, formal assessments, and a teacher's interpersonal skills and control over the students contribute to a successful classroom management. According to Heick (2014), an effective classroom management consists of students being encouraged to ask good questions based on some valid source of knowledge, a proper response by the teacher with the valued answer, the use of  Hafeez Ullah (PhD Scholar, University of Okara, Pakistan; hafeezisthebest@gmail.com)  Dr. Hafiz Muhammad Arshad (Assistant Professor University of Okara, Pakistan; hafiz.arshad@uo.edu.pk)