Many educators across the country are implementing positive behavioral interventions and supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral expectations. Most teachers view consequences as punitive reactions to misbehavior. However, there are ways to deliver consequences that are supportive in nature and result in positively redirecting students to engaging in desirable behavior, thereby eliminating the necessity of punitive responses. This column discusses the problems associated with commonly used punitive consequences to address challenging behaviors in classrooms and provides an alternative approach that is more in line with PBIS frameworks. This entails the use of a hierarchy of supportive consequences, which is explained in detail.