The study on teachers’ practices in the classroom and the teacher/student relationship dynamics has been quite important for a better understanding of what happens in the school. Various researches have shown the impact of such practices in the results of the standardized evaluations. This study investigates teachers’ practices at a municipal school in Rio de Janeiro, whose results at external evaluation are above the average of the city’s school system. Data has been collected through a survey carried out with teachers, pupils and parents of 9º year, 2nd segment of Elementary school teacher’s answers to a questionnaire on their classroom practices. Moreover, classes were observed and teachers interviewed. The results have shown the relevance of establishing collective consensuses on discipline rules and the checking routines on homework. These practices of classroom management that turn out to be valuable to create a facilitating environment for learning were more frequent and consolidated in the group of teachers with more experience and that work in the school longer, who have considerable support of the school principal. These teachers are the ones that invest more in the relation with their classes as well, trying to involve the majority of the pupils in the management of the teaching-learning process and in the maintenance of the collective sociability rules and discipline, mobilizing thereby mechanisms that tend to facilitate the learning process.