The research is conducted for three main purposes: (1) To continue the field test and revision of author's writtings "Elementary School Classroom Management". (2) To investigate and develop an effective model of improving elementary school teachers' classroom management knowledge and practice. (3) To promote continuously the new research findings and to help teachers upgrade the classroom management abilities. Experimental research method is applied on research subjects who are eight teachers of a small scale countryside elementary school. Independent variable incluses a series of experimental treatments (Provide reference materials, Explain briefly, Observe and Discuss at classroom, Fill out checklist weekly). Dependent variables are "Improvement of classroom management knowledge" and "Improvement of classroom management practive". Basing on literature review, analysis and discussion of this experimental research's results and findings, several valuable conclusions are presented as following: (1) Many teachers comment contents of author's writtings are very abundant, detailed, concrete and systematic. The book is very useful to improve teachers' classroom management. (2) By providing reference materials and explain essence briefly, teachers can get some, but not significant increase on classroom management knowledge. It needs a semester - course study to get wider and deeper knowledge. Besides, more important thing is to have teachers do Demo, Practice, Discussion and Correction to get great improvement. (3) It is very difficult to change teaching behaviors. To routinize a new teaching behavior, the first is to master teaching skills; Next, practise, feedback and be coached continuously. To assist teachers to improve their classroom amangement practice, a possible effective model is recommended as below: Reference Materials + Explanation + Demo → Practice, Analysis, Discussion and Modification → Repeatedly Practice, Analysis, Discussion and Modification → Teaching Behavior Routinization. Moreover, it needs, following key components to facilitate and strengthen success of classroom management: A. Teachers must actively indentify what needs to be changed. B. Principals must pay great attention on classroom management. They are requested to attend, push and assist teachers' activities. C. Contents of strategies and skills are requested to be concrete and effective. D. Mutual tutoring, supports and encouragements are indispensible among teacher colleague. E. Change of strategies should be item by item and practise for a period. F. Teacher's attempt, endeavor and persistence are also key factors.