he purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA procedures indicated a lower frequency of misbehaviour, including off-task behaviour, talking without permission, moving without permission and aggression, in the affective lessons compared with the cognitive lessons. In addition, positive behaviour, including expression of thoughts, expression of feelings, self-awareness and peer support, was more frequent in the affective lessons compared with cognitive lessons. No age difference was revealed. The discussion focuses on the implications of affective teaching in classroom management.