I am a fan of PBIS - or at least the idea of supporting positive behavior to encourage more positive behavior, and having clear expectaions and common language. 

I have some concerns with it's roots in ABA (Applied Behavioural Analysis) which has been used often, especially in Alberta for training (I can't use the word teaching or educating here with a straight face) individuals with Autism. I feel it is important to acknoweldge the harm and trauma that ABA has caused some individuals. 

.....that said, the idea of focusing on the positive as a way to modifty behavior makes sense to me, and so I simply make sure my pracitices reflect this philosphy rather than focus on making students conform to a certain behavioural norm defined by others.

In our school...we are the Bisons...(go Bisons) and so we use our Hooves, our Hands, and our Heart when making choices at school.

My co-teacher (Thanks Christine) at the time had already made a specific to music set of posters:

and I ran with the idea creating expectations for many of the procedures specific to our room...

Early in the year setting expectations is really important. We play Kid vs the Conductor to reinforce stopping when I need their attention.

With elementary this would be to reinforce them reacting and stopping for a call and response...some examples:

• Me: Hands on top Kids: That means stop!

• Me: (shave and a hair cut)...bup, bup, bup, bup, bup Kids: bup bup (two bits)

• Me: Christian Renaldo Kids: sooooooooooo(shhhhh)

• Me: You all gonna make me lose my mind Kids: Up in here, up in here

With middle school, it's stopping when conducted to.

1. I draw a t chart on the whiteboard  with two columns, Conductor, Kids..

2. If they stop the first time requested they get a point

3. If they don't, then I get the point AND we practice the behavior

4. at the end of class if they win I play them a youtube video...if they don't well...we practiced the expected behavior a lot, let's try again tomorrow.