Curriculum is one of the important factors to improve education quality. In Indonesia, the curriculum has already changed in some occasions. At this time, the government has implemented the 2013 curriculum (K-13) as the revision of School Level-Based Curriculum development. The main purpose of K-13 is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible for the citizens and positive contributors to civilization. Thus, the teachers should have good classroom management skill to manage the classroom well in every situation. In addition, to create an effective learning environment, a teacher needs to play some roles for classroom activities. Therefore, this study aims to describe the English teacher’s classroom management during the teaching and learning process at tenth grade of SMAN 7 Malang. The researcher uses three instruments to measure the implementation of classroom management by the teacher that are observation form, interview guide, and field notes. The observation form is adopted from Burden (1995) and Teaff (2007). Then, the interview guide of this study is adapted from Astuti (2015) the researcher has 15 questions related to classroom management. The field notes are used for collecting the data in the field. The subjects of the study are the English teacher and 35 students of X MIPA 4 class. Moreover, this study uses descriptive qualitative research. The result of this study showed that there are two aspects of classroom management are not fulfilled by the teacher, such as instructional strategies and social climates. However, the teacher succeeded to implement three aspects in his class, such as physical arrangement, instructional time and behavioral consideration. Hence, the implementation of classroom management was quite good to support the teaching and learning process