Schools face a different set of challenges today than they did years ago. In the inclusive classroom, teachers rate behavior as one of the most significant issues they face. This article examines the widespread behavior management systems found in elementary schools across the Unites States, and offers a critique of these systems in order to help create more inclusive educational contexts. We utilize current research to examine the social and emotional consequences of punishments and rewards. We provide a new set of behavioral strategies for both the classroom and individual students. These strategies are intended to minimize the deleterious effects of more traditional practices while positively supporting classroom community, desired behavior, and improving the whole school culture.