Classroom management and discipline constitute one of the most important teacher competencies, enabling the creation of an environment conducive to learning. In order for the teacher to deftly govern his or her class and impose classroom discipline, the teacher needs to possess certain managerial skills, develop positive relationships with pupils, and foster mutual understanding and respect. There are different kinds of teachers and classroom management styles, which depend on the personality of the teacher and how he or she asserts authority. Discipline can be thought of as a way to maintain order in the classroom, which is necessary to prevent the occurrence of certain problems. The classroom rules [u1] help teacher keep discipline in the classroom. To make their pupils abide by the rules, teachers mostly make use of rewards and punishments. Disagreements, fights and rows between pupils all periodically occur in a classroom. To solve a specific problem, it is recommended to adopt the restitution method, which involves the opportunity for the pupil who did something wrong to remedy the situation by independently thinking of a way to make amends with the pupil who has been wronged or hurt. This thesis presents a study conducted by means of an interview, whose sample consists of ten grade teachers. The objective of the research was to explore how teachers assess their mastery of classroom discipline, what helps them enforce discipline, and what rules, rewards and punishments they use in their classroom. Additionally, it was of interest to see how they solve certain disciplinary issues and whether they use restitution. The results demonstrate that the interviewed teachers positively evaluate their grasp on discipline, and that the greatest help in maintaining discipline are the rules established at the beginning of the school year. On average, the teachers devise seven classroom rules with their pupils, the most important of which is Raise your hand if you want to speak. The teachers use rewards and punishments, and consider them effective. The most frequent reward is giving verbal praise and approval, as well as material rewards (stickers, medals, badges, candy), whereas the most common punishment is assigning additional tasks (such as a worksheet or more homework). Apart from punishments, most teachers also use restitution.