Setting Limits in the Classroom: How to Move Beyond the Dance of Discipline in Today's Classrooms

by Robert J. MacKenzie

Disruptive behavior, power struggles, lack of motivation, attention deficit disorder—at times the list of obstacles to teaching seems endless. That’s why thousands of teachers and child-care providers have turned to the solutions in Setting Limits in the Classroom. This fully updated and expanded third edition offers the most up-to-date alternatives to punishment and permissiveness—moving beyond traditional methods that wear you down and get you nowhere.

Topics include:
• Eliminating power struggles and handling disruptions quickly
• Establishing an effective environment for learning
• Using natural and logical consequences to support your rules
• Conducting proactive, focused parent conferences
• New research and techniques for supporting special-needs children

With its new focus on younger students and special tools for handling “strong-willed”
children, this edition offers schoolteachers the tools they need to gain control of their classrooms—respectfully and effectively.  


From the Trade Paperback edition.

Genres: Education, Teaching, Nonfiction, School, Teachers, Self Help

368 pages, Kindle Edition

First published January 1, 1996

Reviews

[Lin · Rating 4 out of 5]

While repetitive at times (once, the author repeated the content of an entire paragraph, almost word-for-word, two pages later), the general gist is a good one. In order to be effective at classroom management, regardless of the age of the students, the number of kids in the room,and any other external factor you want to throw in there, consistency is key. Allowing children too much leeway with too little structure is asking for trouble. The anecdotes/classroom scenarios were somewhat staged and trite, but they got the point across. With an expected 35 kids in my room this year, I know I'm going to have to work on maintaining structure and balance. There are definitely lessons to learn from this book.

[Christine · Rating 4 out of 5]

Some great ideas, good examples of everyday situations and how to deal with them, well-researched, and definitely some things I can use or modify... but some parts of the program seem like the type of thing that you'd have to have your entire school on board with to work really effectively. And depending on your teaching schedule and individual situation, some of them are impractical. For example, Recess Academy is a wonderful idea if you teach in a self-contained classroom and have a prep or lunch the same time your students have recess (and if you are willing and able to give up that time.... contractually/legally in some districts, teachers are supposed to have these periods without any supervisory duties). But if you are a specialist teacher (music, art, P.E., etc.), it is much more difficult to coordinate keeping children in at recess when they are in another classroom most of the day and you have hundreds of students to keep track of, not just 20 or 25. And most likely you will be teaching other classes during a particular grade's recess period (for example, when my 1st and 2nd grades have recess, I am teaching 4th grade classes... or I might be teaching a recess-time activity period several days a week and don't have that period free to dedicate to working with individual students), so you do not have a free period every day where you can keep kids in from recess to give them your undivided attention to practice the rules they're having trouble with. And some states are beginning to make laws that forbid taking away students' recess time anyway (because of health and exercise goals), so in some cases it wouldn't even be legal to do this. School schedules are difficult as it is--my own school, for example, has a very tight schedule for covering all classes and duties, and there are just barely enough certified teachers that have an instruction-free block in their schedule to cover all the recess periods--so it would not be feasible to have additional staff needed to supervise other duties like a daily internal suspension room that is available all day long to send kids to w/o prior arrangement. And the idea of a buddy classroom may not work in all situations, for example with specialist teachers. If a child is misbehaving in my music classroom, is it fair to send him to the art room where he will probably continue the misbehavior and then my colleague has to deal with that on top of teaching her class? Or to the gym where he will be distracted by what's going on and cause more issues? You can't send them back to their classroom, because that is their teacher's planning time, or another classroom teacher's room because schedules are so complicated (the other teacher/class may be at recess, lunch, small group reading time in another classroom, or a special area class). And again, even with classroom teachers... Kids on the same grade level are friends with kids with others on their grade level, so that would still be an audience for misbehavior, and not all grade levels are on the same schedule where you could be guaranteed that another teacher would be in the other classroom to supervise at all times. I wish the book had included a few more suggestions for he to implement things like stage 2 time out when you don't have the same group of students most of the day.

[Stephanie Martin · Rating 4 out of 5]

Although some of his advice seems impractical (send disruptive kids to another teacher's classroom?) this is by far the most helpful classroom management book I've found. He really gives you the specific language to use to deal with distuptions and, better yet, systems to put in place to prevent them from ever occuring. I read this the summer before my second year of teaching and have had peace ever since! It's wonderful to be able to govus all my energy on creating new curriculum and I truly enjoy teaching every day since putting this problem to bed!

[Eric · Rating 4 out of 5]

I found this to be an excellent book for teachers who struggle with understanding the role that they play in disruptive classroom behaviors. I am an assistant principal at a high school and have recommended this read to a number of teachers over the past few years. Those that read it all reported that it provided a different insight and allowed then to make significant progress in working with students.

[Kate · Rating 3 out of 5]

This book is a good first read on classroom management. Robert Mackenzie offers readers a way to diagnose classroom behavior and to respond to in a democratic fashion as opposed to authoritarian or hands-off styles. My criticism of the book is that it seems like one can fix it all in the classroom - the vignettes do not seem 100% realistic.

[Angela || anglikesbooks · Rating 5 out of 5]

Um, hello?! The way this was written in 1996, but the classroom management structure and strategies still hit just as perfectly in 2025?!

If anyone says, “it’s just kids these days - they’re so different & we can’t teach them effectively,” that’s a huge excuse.

Do students grow up in a significantly different environment in 2025 than they did in the 90’s and early 00’s? Absolutely! Are some of the struggles current teachers and students face unique to this new decade? For sure! But are truths about teaching and learning, as well as the importance of structure, limits, and effective classroom management still just as applicable today? 1,000%.

My favorite thing about this book was how ~simple~ the guidance was. Effective classroom management is not rocket science or magic. It comes down to consistency and setting firm, but respectful limits in the classroom.

This book did a great job of presenting the rationale for why this type of approach works, how it works, and provided a ton of scenarios and examples from a variety of grade levels.

I am definitely going to be using this book to further refine and tweak my own classroom management structure this fall.

[Daria · Rating 4 out of 5]

Przyznam, że mam problem z wyznaczaniem granic w klasach. Dlatego sięgnęłam po te książkę. Już czytając ją wykorzystywałam metody na swoich uczniach - działają!
Oczywiście nie każdą da się zaaplikować do polskiego (czy innego niż amerykański) systemu.
Jedna z metod wywołuje u mnie dysonans, chodzi mi o czas w odosobnieniu. Nie jestem przekonana do tego rozwiązania. Brzmi trochę jak "stanie w kącie" / "ośla ławka" czy "karny jeżyk". Chociaż mogłam coś źle zrozumieć.
Niektóre rozwiązania były mi nieznane (myślę tu o metodzie czasu preferowanych zajęć) i jestem ciekawa jak sprawdziłyby się w moich klasach.
Książka ma dużo przykładów, porusza problemy jakie nauczyciel może napotkać (także te bardziej wymagające) i przede wszystkim wskazuje GOTOWE rozwiązania!

Jeden z lepszych amerykańskich poradników, którego treści mogą mieć zastosowanie w Polsce.

[Justin Mullen · Rating 5 out of 5]

A must read for any teacher! Frankly, it should be required reading in college programs and would be incredibly beneficial for professional development sessions… and the back of the book includes an index, learning objectives and discussion questions, and advice for implementing the strategies in the book, so there are plenty of learning activities to easily incorporate this book into a course or professional development session.

I had this book recommended to me by a teacher on TikTok, and it has changed my life. I know I will keep this book at my side for my entire career to make sure I am always settling limits in the classroom!

[Meghan · Rating 5 out of 5]

Great Tool Even for Subs

I am a substitute teacher and someone recommended this book to me as useful so I thought I'd check it out. We subs are always looking for tools for discipline, especially when every classroom you enter is run a bit differently. Although meant for regular classroom teachers there are many ideas we subs can use daily, especially about clear statements and the ideas on "aggressive researchers." I have already implemented several of the ideas and have found myself better able to handle everyday discipline issues I encounter. Highly recommended!

[Anna Kane · Rating 3 out of 5]

I read this book after seeing it recommended by a high school teacher, but it is definitely aimed at elementary teachers. The overall message is still helpful, but I found some of the "logical consequences" presented baffling, even considering the intended age group (there is no way I'm keeping a kid after class so they can "practice not chewing gum in the classroom" or creating a "blurt box" on the board). While most of the underlying principles still stand, this book could use an update.

[Rose · Rating 4 out of 5]

So some situations seemed a little dated and the last few chapters were more about schoolwide policy. However the majority of this had some solid, easy to use guidelines for about 90% of the issues in an average classroom. I teach middle school and although this seems to be written for preschool to 6th grade, the priciples will still work in middle school with some minor tweaks.

[Linzi Meldrum · Rating 5 out of 5]

I'm not one who typically buys textbooks, but this book has such good information in it, I just had to make it part of my personal collection. If you struggle with student misbehavior, this book has so many great insights and ideas of how to avoid power struggles and let the kids know that you are the boss in the classroom. Highly recommend this book to new teachers or teachers-in-training.

[Kayla Canning · Rating 5 out of 5]

Super helpful book I will continue to use throughout teaching. This is my first year and I know this book will be super helpful this year. But i can keep referencing back throughout the years if I need.

[Leila Daniel · Rating 5 out of 5]

Highly recommend for any teacher or administrator in elementary or middle school!

[Matt C McDonnell · Rating 4 out of 5]

Good practical advice

Good advice and sound, old school practices. Definitely got a few ideas but more reinforces that the basics are what you need.

[Stephanie · Rating 5 out of 5]

I recently returned to work as a sixth grade TA. I found the method in this book useful and in agreement with my personal ethics.

[Jeremy Hung · Rating 4 out of 5]

"Freedom without limits is not democracy. It's anarchy, and children trained with anarchy do not learn respect for rules or authority or how to handle their freedom responsibly."

[CC · Rating 4 out of 5]

Gives many useful skills and techniques to improve classroom management at many different levels. Gives fantastic examples, but it is VERY repetitive.

[Vanessa · Rating 3 out of 5]

read the chapters I was interested in. Good advice

[Cristy Jimenez-Shawcroft · Rating 5 out of 5]

I thought this was a really good book to get more ideas for classroom management. I liked their suggestions and want to try some out.

[Sarah Serez · Rating 5 out of 5]

4.5 Won’t use everything (eg. two-stage time out chapter), but SUPER practical! Lots of wisdom, examples and helpful language. Great teacher recommendation

[Stephanie Carter · Rating 4 out of 5]

This was a great book with detailed examples of classroom management techniques that I can use in my future classroom.

[Becky Shattuck · Rating 3 out of 5]

This book seems especially helpful for new teachers and passive teachers. It lays out a step-by-step plan on how to handle different types of disruptions and urges teachers to be consistent and follow through, without being punitive.

I wasn't sold on the idea of NEVER engaging with students when they question policy, though. Some people just genuinely want to know the "why" behind something to get on board. The authors argue that students often try to engage in an argument to postpone work or distract from punishment. That makes sense, but there are also times when students ask genuine questions. I also thought some of their activities erred on the side of micro-managing student behavior (like the Preferred Activity Time), which left me feeling a bit put-off. I think that teachers should have boundaries and limits in the classroom but also be able to genuinely respond to students.

In all, I thought this book had sections and chapters that were helpful and practical, but I think some of the advice is too rigid and sometimes inconsistent.

[Jade Liu · Rating 5 out of 5]

This book uses concrete examples and simple everyday language to present a short list of classroom management tips and ways and situations in which they can be applied. I have not yet had the opportunity to use these tips in a classroom setting, so I cannot speak for their success or ease of implementation. However, I recognize the descriptions of the classroom "dance" and the limit testing as things I've struggled with. The author seems to have these dynamics down to a science and provides feasible problem-solving strategies specifically targeting these issues. I especially liked his suggestion for limited choice, his insistence on follow-throughs, and his assurance that cutting off further discussion can be an appropriate reaction. His idea for asking students for understanding was also very enlightening. This book as a whole repeats many of the same concepts with different and sometimes similar examples. While some reviewers have mentioned this as a negative trait, I prefer to see this repetition in a positive light. If anything, it really instills the concepts into our memory and helps us address the multifaceted aspects of student behavior.

[Sara · Rating 4 out of 5]

This is the first book on classroom management that has legitimately helped me by providing me with the verbiage and manner in which to express classroom rules and consequences. MacKenzie stresses the importance of following through with your words with the appropriate consequence if words are not enough. But, as a new teacher, I was not sure what actions should be taken when. The examples in this book, though repetitive, were very concrete and helpful. While the examples in this book may seem fictionalized, a closer look reveals that many of the scenarios are from real-world observations. Today I started following the classroom management plan I created after reading this book and already I have noticed a much more respectful and manageable classroom--even in my most challenging class.

I absolutely recommend this if you have a theoretical management plan with theoretical procedures, but are having difficulty setting things into motion practically.

[Kitchengrrl · Rating 5 out of 5]

I teach at a school with a lot of "aggressive learners" and a lack of meaningful, consistent consequences. This book has a been a lifesaver for me. My classroom this year has been a haven of peace and decency (for the most part), and it is the place where my students and I can go to leave behind the negativity of the hallway. I can't say enough about how helpful this book has been not only in giving me truly postitive and fair methods for managing my own classroom, it has also helped me have a more forgiving attitude towards the kids. Understanding that most of the kids are seeking their behavioral limits (since our school and their parents do not make them very clear) and not just being jerks for the heck of it has really helped me A LOT. I've recommended this book to all my coworkers and some have actually read it. Hopefully I will conduct an inservice with it soon.

[Cindy · Rating 4 out of 5]

I actually just read the 3rd edition - excellent resource about discipline in the classroom. I personally found this past year challenging as I had some very strong-willed and SMART kids who really tested me, so I need some new tools. This book certainly gave that. This book provided countless teacher/student dialogues to demonstrate techniques. Some of the scenarios were a bit outrageous but got the point across.

This book made some great points about how a school should really have a school-wide discipline plan (which I have always thought makes sense) but to carry out the "plan" in this book, it is not necessary for all teachers to have the same system.

I highly recommend this book for new teachers and anyone who needs a "fresh wind" on discipline. I found it a quick read even though it's 300+ pages.

[Amanda Kaye (More.Reading.Time.Please) · Rating 3 out of 5]

I read this book back in college before I could really apply any of the methods taught in this book. Time went on and then...poof...I'm in my 4th year of teaching! I re-read this book again before the school year and my conclusion is this: This book is great for NEW teachers fresh out of college or in the first couple of years teaching. Or maybe I already figured most of the stuff out in this book because of some of the tougher students I had my 2nd year that forced me to learning fast! I wish I had re-read this book then! Now, it's just a good reminder of what I'm doing is right. I enjoy the love and logic book series a bit better however.

[Lara Ruark · Rating 5 out of 5]

this book changed my classroom management skills for the better. my relationships with my students improved and so did the behaviors. i now teach in a remote village in rural alaska where i am facing challenges that i would be completely lost in how to handle them if not for this book. i recommend this book for ALL teachers, new and experienced.

i am able to get the behaviors i expect without putting down, degrading, or shaming my students. most of the time, my students do not know they are even in "trouble". my students respect me and feel safe with me. i want to buy copies of this book for all of my coworkers!!

if you teach, READ THIS BOOK!!!!

[Katie · Rating 4 out of 5]

This was a very straight-forward behavior and classroom management book. The techniques could easily be used in preschool through twelfth grade classrooms. I liked that this book reframed how we look at students. They are no longer trouble makers, but researchers. Some are even advantageous researchers. This book showed that students need information to make decisions (right or wrong, expected or unexpected, easy or difficult, etc.) and that teachers provide that information through their actions. I think this is a must-read for education students.