This study aims at identifying the strategies that increase interactive classroom management (henceforth ICL), including the students talking time instead of teacher talking time by reducing teacher centrality in the class and setting up students in organized place to share ideas and participate in class tasks. Also using technology strategy that provides diversity on the part of both the teacher and the student in accomplishing syllabus goals. The Teachers Classroom Management Proficiency Questionnaire (TCMPQ) was used to the sample that was randomly chosen in certian private schools in Misan, Iraq. Findings have shown that the main two hinders that mark fruitful classroom management are the students’ needs and characteristics and the students’ seating organization. For the popular class strategies, teachers claim they have to offer awareness for educational and teaching settings. Teachers believe that interactive classroom management is the process of creating and upholding a positive leaning atmosphere which can direct learners to flourish in classroom and their characters in class touches student’s educational achievement.