Document Type
Article
Publication Date
Spring 2026
Abstract
This inquiry-based capstone project examined the impact of explicitly teaching behavioral expectations on student behavior and overall classroom functioning in an elementary classroom. The study was conducted in a third-grade classroom with 17 participating students over a six-week period. The identified problem was the loss of instructional time due to frequent minor disruptions, inconsistent transitions, and unclear behavioral expectations. The intervention focused on proactively teaching, modeling, practicing, and consistently reinforcing classroom expectations. Data was collected using quantitative behavior tracking logs, including the frequency of minor disruptions, major incidents, teacher redirections, and instructional time lost. Findings indicated a consistent decrease in all measured disruptive behaviors over time. These results suggest that explicit instruction of behavioral expectations supports improved self-regulation, increased student independence, and a more productive learning environment. Overall, the study reinforces the importance of treating behavior as a teaching skill and highlights the effectiveness of proactive classroom management systems in reducing disruptions and increasing academic engagement.