Expression of classroom management principles by secondary schools’ teachers is the submission in this article. Six (6) secondary schools were randomly selected from western section of Owo, in Ondo State of Nigeria. Twelve (12) teachers selected using non- probability quota sampling technique, from the population, participated under observation in classrooms. Subjects that the teachers taught in Junior Secondary School (JSS) were Social Studies and English Language while Economics/Accounts/Commerce as a group and Geography/Government as another group, were taught in Senior Secondary School (SSS). A Summary of classroom management principles (SCMP) was used to record observation of each teacher. Also used was a form to obtain demographic data of each teacher after observation and a tape recorder which was put on from beginning to the end of a class. Analysis of data collected showed that only two and a half out of seven principles which centered on physical arrangement were adequately expressed; one teacher only demonstrated with-it-ness once, another teacher expressed pacing skill, while 11/12 of the teachers exhibited self- presentation; three teachers out of the twelve passed classroom management principles which directly hinged on teacher- learners’ inter-actions. Curriculum specialists especially those that are focused on effective teaching, have much work to do with respect to students as well as serving teachers to improve this situation so that effective teaching may be realizable.