The purpose of the study was to use assertive discipline theory in the management of classroom disruptive behaviours among students, the study is pure literature. This study draws on the Assertive discipline theory proposed by the Canters. The Canters’ discipline theory is based on teacher needs, wants and feelings. The Canters believe that teachers have their rights which include the following; the right to establish classroom rules and procedures that produce the optimum learning environment, the right to insist on behavior from students that meets teachers’ needs, the right to receive help in disciplining from both parents and school administrators when support is needed. The Canters’ philosophy in this literature study is that teachers are there to teach and students are there to learn, misbehaviors should not interfere in this equation. The study reviews the following. Definition of classroom disruptive behaviour, Types of classroom disruptive behaviour, The effects of teasing (verbal bullying) on learning, Effects of students’ classroom noise on learning, Gender differences and its implication on classroom behaviour, Physical differences in gender on behaviour, social differences in gender on classroom behaviour, and how public and private basic schools address discipline issues. The study endorses that Parental support for teachers’ disciplinary efforts is equally important in the building of the student characters, and behaviours.