Seven Important components to consider if you find youself challenged by the behavior of a student. The first component deals with having a schoolwide system in place that is consistently implemented.
Typically there are school-wide expectations that are defined in common areas by whole staff/kids (What does safe look like in the cafeteria? Hallway? Bus?) Teachers SHOULD then have autonomy to tailor what the expectations look like in their classroom . Students can help define! Here is a tool to assist: https://www.dropbox.com/s/jomr366nezu11rs/Beechview%20CHAMPS.doc ;
Teachers, students and administration should know which kinds of behaviors are handled in class by the teacher and which ones are handled by administration. This is the part that needs consistency. Here is an example of a way to create a consistent system:
https://www.dropbox.com/s/i0epblvwawc5i2x/GeneralProcedureFlowChart_v2.1.pdf ; The details can change. The important part is that everyone is consistent. Many teachers become frustrated when the system is unclear and inconsistently implemented. Kids find the holes and it becomes a game. They know who and where they can and cannot "get away" with pushing the limits. Not fair to them!
A common misconception here is that the consequences administration chooses for infractions must always be the same. Not so! There is room for individualization! The important part is that the system is followed. Consequences are only a small part! It matters most that the system is implemented and less about which "hammer" you use.
Another misconception is that all teachers must respond a certain way to each behavior (there's those consequences again). Not so! They just need to know what they are expected to handle and when to make an office referral!
The hammer you use is less important than the notion of using it consistently.