Abstract
This study investigates the interaction between classroom management and student behavior through the lens of behavioral psychology. It is grounded in the theoretical framework of B. F. Skinner and A. Bandura, emphasizing strategies of teacher-student interaction and positive reinforcement. The research applied surveys, behavioral observation, and content analysis of classroom practice in schools from China and Kazakhstan. The results demonstrate that positive management techniques significantly improve students’ discipline and motivation. This research contributes to localized academic gaps in behavior management and supports the development of educational psychology. The findings offer practical implications for enhancing teacher training programs and shaping classroom governance policies.