Managing a classroom effectively is a critical skill teachers need to maximize academic achievement, enhance student social competence, promote positive classroom climate, and support students with exceptional needs. When paired with effective instruction and implemented as part of a comprehensive classwide system of positive behavioral interventions and supports (PBIS), empirically-supported classroom management practices increase the likelihood of improved behavioral and academic outcomes for all students, including students with disabilities. The purpose of this paper is to highlight two key strategies that teachers can use to maximize student success and promote desired behaviors: (a) establishing and teaching routines and expectations and (b) providing behavior-specific praise and error corrections. These two practices, when implemented within a classwide PBIS system, help teachers establish classroom environments that maximize the impact of academic instruction and contribute to more positive classroom climates. Implementation guidelines, links to helpful resources, and multiple examples are included.