Date of Award

Fall 12-16-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Tiffany Bockelmann


discipline, positive reinforcement, COVID, rapport, interruption



The experiment done by the researcher analyzed the effectiveness of each of the research-based disciplinary strategies commonly used in elementary classrooms. These strategies include positive reinforcement, increased movement in the classroom during instructional time, increased parent communication, and reinforcement of the classroom rules/expectations. The strategies’ effectiveness were tracked through behavioral charts kept by each of the students and marked by the classroom teacher throughout the day. Comprehensive data was sent back to parents on a weekly basis to update them on student behavior. The effectiveness on the charts were proven by the number of interruptions throughout each class period. An interruption was categorized by any time the mainstream teacher needed to stop academic instruction due to a disruption by a peer. By the end of the study, it was concluded that positive reinforcement and increased parent communication were most successful with decreasing the amount of interruptions during class time. When positive reinforcement was the strategy of focus, the culture of the classroom was notably better as well. All students were motivated to be chosen as positive role models and wanted to succeed.

Keywords: discipline, positive reinforcement, COVID, rapport, interruption



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