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Classroom Management 


Senior Member
My school district adopted PBIS about 5-6 years ago. It has not been successful at all. I’m curious about what negative consequences you or your school has. We give a warning, classroom timeout, then they go to time out in another room and if the behavior persists, they are written up and parents are called. They have to have a severe behavior to be sent to the office, but the kids say “it’s not like they are going to do anything” when they are sent to the office. For the extreme cases I’m thinking of, parental support is not going to happen. A teacher on my grade level told a student that she was going to call the student’s parents and the kid said,”want me to dial for you?” This is elementary school. We are not allowed to give silent lunch or take recess, so those are not options.

So when you have no support from home, no ability to give a negative consequence, how do you handle it?


Senior Member
I was in this situation at my previous school and it was an absolute nightmare. We weren't allowed to take anything away or do consequences of any kind. We were instructed to call home. 99% of the time, the parents either didn't care about the behavior/didn't see the behavior as a problem, or also had concerns at home but either couldn't or wouldn't address them.

Although they said we were a "PBIS school" we also didn't really have any rewards or tickets, etc. set up either. We weren't allowed to call the office unless a child was physically violent with someone. I once had a child screaming obscenities in someone else's face and knocking supplies off of their desk, and was chastised for calling the office. P said the problem was that my math lesson wasn't engaging enough :mad: Basically admin were idiots who had no idea how PBIS or management of any kind worked.

I tried to do things within my own classroom to deal with this. At one point, I was doing a 5 minute game at the end of each subject (the game would be academic focused, like a word bingo or some type of math facts game, etc. ) that students had to earn through good behavior in the lesson. Unfortunately we had very frequent walkthroughs and my admin found out and made me quit doing even that :(.

My current school does the PBIS/restorative justice stuff too, but admin does recognize that there is a point where you simply can't just do a "make it right." They also don't let a child's feelings/mood excuse terrible behavior. I remember one of the first days of last school year when new admin had started, AP was out talking to one of our "high flyers" in the hallway and he said something like, "I don't care if you don't like music class. You don't speak to any teacher like that" and I wanted to stand up and clap. Previous admin would have gone into a long conversation trying to figure out the feelings behind the child's dislike of music class :rolleyes:.

Our consequences include:
-Recess academy- students practice whatever routine they need to work on, such as walking in the hallway, sitting quietly, raising their hand, etc. In more severe cases this is with admin.
-Any aggression, property destruction, or unauthorized leaving the room/building is an automatic suspension. Students may not return to school without a "reentry" meeting with their parents where a plan for home and school behavior is discussed.
-Taking away field trips, field day, special assemblies, other "fun" activities
-Not receiving our "smart tickets" which are required for certain activities and privileges
-Admin does work diligently to make sure that the most extreme cases are moved to self-contained affective needs settings. Earlier this year, I had a kid that to make a long story short, had insane behaviors. Admin bypassed all of the hoops to get him moved by telling all of the district bigwigs that we needed help and that they needed to come observe/tell her what she needed to be doing better with this child. They came and we received an email within an hour stating he would be moved.

I'm in a very low SES school and I will say behavior is still a big issue that we're all dealing with on a daily basis. However, at least I feel that current admin is actually supporting us and working alongside us with the behavior rather than just implying that teachers need better management.


Senior Member
First, I try to stay away from reactionary management. PBIS and programs like it are based on punishment or reacting after the fact. The basic mind-set is "What should happen to ______ for doing _____ ?" It's a typical program like ones I grew up with when I was in school: a hierarchy of negative consequences from small to large in hope the student will be scared into righteousness.

I spend my time and energy trying to prevent problems from happening. I take the mind-set, "What can I do or not do that will prevent ______ (behavior) from occurring so I won't have to write-up students, call parents or use other forms of negative sanctions?" More specifically, in 28 years of teaching I can count on one hand the number of discipline problems that were not a direct result of something I did or did not do. Although students generally started a problem, it was my reaction (or lack of) that got the kid sent to the office.

I went to classroom management training where we got on our feet and practiced what to do in different discipline scenarios. Before this, I had zero training coming out of my Ed' courses from college. After initial training we (a group of teachers and principal) practiced one day a week after school for a year. It was at these "continuation" meetings where we fine-tuned our skills. Each teacher would bring a "discipline problem" to the meeting. We would role-play and walk through the problem with coaching and feedback. Discipline problems fell by average of 80%. Yes, a parent might be called and the principal might get involved. However, instead of being daily events these became rare, if ever, events. In short, one might have to visit negative sanctions, but one doesn't want to live there.


Senior Member
I agree completely! This is my 25th year in teaching and I have not sent many kids to the office. The issue we are having with PBIS is that there are ONLY positive consequences. Nothing negative. I agree 10000 times with being proactive.

When you did the training after school, was there a book you read or a method you used that I could research?