Introduction: To manage the classroom, teachers face many problems and challenges in the field of unique and diverse educational, behavioral and emotional needs of themselves and learners. The aim of this study is to identify these challenges and to make a discourse to intervene and formulate the components that affect classroom management. Methods: The present study is developmental and applied in terms of purpose, and in order to implement a qualitative overlap, the method of content analysis and documentary analysis were used. The unit of analysis was the "coherent text" with the judged keyword "class management" (including 7 PhD. theses, two master's theses, 33 articles and 200 abstracts of English articles and 20 Persian articles) and the meaning unit was "related words or phrases" with class management. "Basic themes" were defined and simplified, the classification of codes led to the summarization and formation of "organizational themes" as "sub-factors" and finally by compression, "inclusive themes" were formed as "factors". The validity of elements that received a CVR score above 49% in the Special Assembly with the presence of 18 experts in the field of education were confirmed. Results: A review of the analysis units led to the enumeration of 2000 initial semantic codes and, subsequently, the identification of 12 intertwined component, including; "Philosophy", "Curriculum", "Human Interactions", "management Principles", "Teacher Style", "Teacher Role", "Educational Programming", "Motivation", "Teacher Needed Knowledge", "Professional Development", "Teacher Characteristics" and "Learning Approaches" in the context and texture and their sub-factors. Conclusion: In order to optimally manage the classroom with the aim of informing, sensitizing and empowering the teacher, attention should be paid to the connection and coordination between the components, composition and accompaniment of the components with a holistic nature.