This action research project, conducted over a 6-week period, aimed to enhance classroom management techniques in response to evolving educational trends which emphasize students' self-regulation and intrinsic motivation. The study focused on a control and experimental group of grade 5 students, implementing two distinct behavior management systems: one grounded in a behavioral approach utilizing rewards and sanctions, and the other based on positive strategies. The researcher, a secondary school English teacher with 8 years international teaching experience, collected data through observations and interviews with former teachers. Even though the initial hypothesis proposed the superiority of a balanced system encompassing both positive and negative consequences, the analysis of the data rejected this notion. The findings indicated that both systems were equally effective. While the results may not be readily generalizable due to constraints in grade level and sample size, they offer valuable insights for educators, challenging conventional methods of behavior change. The study provides pertinent information for those navigating the delicate balance between maintaining discipline and fostering a positive learning environment.