This study examined the extent of practice of common classroom management practices and their relationship with pupils’ discipline among Grade 6 teachers in public elementary schools in Diffun Districts I and II, Quirino Province, during School Year 2025–2026. In particular, the described study demographic profile of teachers in accordance with age, sex, civil status, highest educational attainment, present job, and years of teaching. It also established the degree to which the categories of classroom management practices were used in creating classroom rules, sustaining, uniformity in discipline, management of disruptive behaviours as well as conflict resolution. Moreover, the research determined the extent of school discipline among pupils according to the opinion of teachers, and the experiment of the perceived opinion was carried out, differences in classroom management practices where the teachers were grouped based on their profile variables, and tested the connection between classroom management practices and the pupil’s discipline. There was the use of a descriptive-correlational research design. Data were gathered using a validated researcher developed questionnaire that was given to eighty (80) Grade 6 teachers in public. Diffun Districts I and II elementary schools. The statistical tools used were frequency counts, percentages, median, MannWhitney U test, KruskalWallis test and Spearman rank correlation coefficient. Findings indicated that teachers had practiced classroom management practices in all aspects four domains. Pupils’ discipline was generally perceived positively. Tests of difference showed that significant differences existed in selected indicators of classroom management practices when teachers were grouped according to certain demographic variables. However, correlation analysis revealed that classroom management practices had no significant relationship with pupils’ discipline. The findings suggest that while teachers consistently implement classroom management practices, pupils’ discipline may also be influenced by external factors beyond classroom management strategies.