Academic Creativity and Excellence Day
The semi-annual research colloquium at Bushnell founded by Dr. Tim Bergquist.
Supporting Students Online
Our research question is: “What are tools that we can use to help support students online?”. Through research, we found that implementing a goal-oriented classroom, mandatory check-ins, a positive learning environment, family engagement, and more would all help to improve student engagement in the online classroom.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Promoting Student Motivation with Goal Setting and the Growth Mindset
This project discusses a problem presented in the classroom and the research associated with potential solutions to the problem. The goal of this project is to promote student motivation in the classroom and the avenue I have chosen to accomplish that with is through goal setting and promoting a healthy growth mindset in the classroom. This project discusses how these two concepts work in tangent with each other in the classroom and how one cannot exist effectively without the other.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Student Motivation and Engagement in the Classroom and Online
My presentation is regarding a first grade student who struggled with engagement throughout distance learning, and once we began to do school in a hybrid format, those same struggles manifested in the classroom as well. My research examined strategies to increase student motivation and engagement, both online and in-person. In the research, I found that using Tier 2 strategies, helping the student create academic and behavioral goals for himself, and giving specific feedback, among other strategies, were helpful in increasing student engagement.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
How do we as educators get our middle school students to turn on their cameras and be engaged in a zoom format of class?
10 out of 15 students per zoom call (with my cooperating teacher at Agnes Stewart middle school) will never turn their cameras on during their classes. During a span of 1 month of research I observed as students came into class and automatically turned off their cameras and mics to do other things that were not related to class or homework assignments. The research found, over this span of time, allowed me to find six different strategies that can help students to turn on their cameras and be engaged in class. The strategies I was able to implement during this time were……
1.) Admitting students into the classroom one by one five minutes before the start of class. (Checking with them on their camera use and how they are feeling today).
2.) Zoom polls, zoom annotation tools, zoom breakout rooms
3.) Have weekly 5–10-minute check ins with students about their work environment and how they are doing.
4.) Making sure resources are available to students and that they know how to access and use them. (Implementation Plan)
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Differentiating Learning
Some of the students in my Spanish 1B class had trouble engaging in the learning and would not participate in class. I looked at ways to differentiate the learning as a way to get more students engaged in the learning and increase retention. The research gave a few great examples involving T.P.R., rhythm, games, and different ways to use context and sentence grammar to learn the meaning of words and I was able to implement a few of these strategies within the classroom.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
The research on and implemented solutions for lack of engagement levels through distance learning
Distance learning has caused many primary students to lose interest and lack in participation and engagement. I researched and implemented four strategies in a 4th grade classroom to see the results of these effects on 8 students who had little to no participation for the majority of class time throughout the week. These strategies included implementing task oriented curriculum, scaffolding students into a self regulated zone of educational improvement, examining predictive factors for student success in hybrid learning, and including open-ended questions throughout discussion time.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Strategies to Encourage Participation in High School Zoom Classes
For my project for this ACE Day I focused on the question of Strategies I could use to get more participation in my online zoom class. The problem that I was having in my zoom classes was that no one would turn their cameras on and no one would answer questions when asked. I researched and found four strategies that I could implement in the future to help ensure that my students know that participation is required. I explored four strategies in my presentation and they were, giving different types of feedback, having a positive first day of class, monitoring student participation and a virtual reality option.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
How to support a student with ADHD to engage
A student called Noah diagnosed with ADHD. He is in my 3rd-grade practicum class. He has difficulty focusing during a lecture, and he is not interested in doing any schoolwork. He doesn’t finish his bell works, morning work, or any assignments. He makes noises and chats with his neighbors during a lecture. When he is asked to finish his assignments, he finishes his work sloppily and I can tell that he just wants his work to be done. He only takes participant in some science activity. I will talk about some strategies based on the research to support Noah to succeed at school.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Fidgeting in the Classroom
In both of my placements this year, I witnessed student’s fidgeting in the classroom which caused a distraction for themselves, their classmates and the teachers. For this research project, I researched how a teacher can better meet the needs of the students who fidget in the classroom. The results of this exploration were that if students were given the correct fidgeting technics and tools, if helps themselves and other in the classroom.
EDUC 321, Classroom Relations & Management
Click here to view the presentation
Brian Kaelin
Snack Time
Our research question is “How does nutrition impact student achievement in the classroom?” Research shows that students perform better when they have an adequate amount of food. Our bodies and brains need the energy that food provides to power our learning. The types of foods we feed our students is also important. We need healthy snacks which are full of vitamins, nutrients, and good proteins. Foods that aren’t full of sugar are a good place to start. School breakfast programs have provided students with fuel to learn and behave well. Schools that have implemented breakfast programs have seen a jump in test scores. Students should be given the opportunity to eat healthy snacks in the classroom to power their learning as well.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #1
10 AM – Noon
What Classroom Arrangements work best for different Teaching Styles
Room arrangements can make or break how your classroom management goes. In our Ace day presentation, we will be talking about what room set ups fit with certain teaching methods. We will have a teaching method and then some room set ups for that method . With each room set up, there will be a list of pros and cons. This will be our presentation.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #2
10 AM – Noon
Parent – Teacher Communication
Parent teacher relationships is a growing conversation within the education world. Recently, many studies have been done that show the importance of positive parent teacher relationships. These relationship have been found to effect students’ academic performance, classroom behavior, and class participation. The research question at hand is “how does communication between parents and teachers effect student performance?” This study will look at supporting research, pros and cons of communication, and strategies for better classroom communication. The study that is included in this presentation focused on 6th – 9th grade classrooms in public schools within the United States. Overall, the purpose of the presentation is to show the significance of positive parent teacher relationships.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #3
10 AM – Noon
The Impact of Positive Teacher-Student Relationships
The sentiment, “Students don’t care how much you know until they know how much you care”, which has been attributed to both Theodore Roosevelt and John C. Maxwell, inspired the research in this presentation to examine the effect of positive teacher-student relationships on students in the classroom, and the practical strategies for building these connections. Addressing the research question, “How do positive teacher-student relationships impact classroom management?”, data shows that these relationships play a significant role in improving academic performance, reducing behavioral problems, and supporting at-risk students. According to studies, students have shown greater cooperation and motivation in the classroom when they know their teacher understands, trusts, and cares about them. Strategies to build these positive relationships with students include designing lessons with student interest in mind, introducing a year-long activity called “Letter to the Teacher”, giving students a voice through student surveys, and implementing check-ins during the school day.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #4
10 AM – Noon
Effective Classroom Arrangements
Within every classroom there is a science behind the way that each classroom is arranged. Certain classrooms are arranged according to size of classroom, amount of students, or the effectiveness to learn in certain arrangements. Each arrangement will have its own strengths and weaknesses and our research will help find more effective ways to benefit students in the classroom based on the classroom arrangement.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #5
10 AM – Noon
Why Should You Use CPS in Your Classroom?
Collaborative Problem Solving model with developed at Massachusetts General Hospital under the direction Dr. Stuart Eblon and Dr. Ross Greene and is the basis of the 1998 book the The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. An entire generation of parents and mental health therapists have used the CPS Method for children with developmental and mental health challenges including Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, and Oppositional Defiance Disorder and other disorders in The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. The method relies on behavioral modification and increased communication to solve problems instead of relying solely on pharmaceuticals which can cause adverse side effects, withdrawal symptoms, stunt growth, and inhibit neuropathways from being formed. CPS creates neuropathways that help a person to react in an appropriate manner when in crisis. The CPS Model looks at lagging skills and finds innovative ways to help the students to develop those skills Collaboratively
In 2008, Dr. Ross Greene wrote the book Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them. A program for educators to use the CPS Model. Greene also renamed his side of the model Collaborative and Proactive Solutions and started the Non-Profit Lives in the Balance with the website livesinthebalance.org due to copywrite laws. In 2016, Dr. Ross Greene wrote the follow up book; Lost and Found: Helping Behaviorally Challenging Students. Both programs can be used together and I refer to both as CPS for simplicity.
This presentation is about the implementation of the CPS Model with Ashland School District. I have compared the statistics with our local Springfield School District. I’ve analyzed the both the academic and behavioral responses to the inclusion of the CPS Model in their middle schools.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #10
10 AM – Noon
Changing The World One Project At A Time
This presentation serves to answer the research question of, “How does Project Based Learning (PBL) positively influence social and academic development in adolescent aged students?. While answering this question, we will define Project Based Learning, discuss how it differentiates between a traditional classroom, and address the research behind how Project Based Learning increases social and academic growth for students. The methods used for this study were examination of two main studies on Project-Based Learning in Mathematics Education conducted by Homes (2016), and a recent study from Erik Rahman at al. (2017), that examined the levels of problem solving skills in students that were in a traditional classroom versus a PBL classroom. The finding of this research demonstrated that Project Based Learning strengthens a students’ organization skill, communication skill, and problem-solving skill up to 75% higher than students from traditional classrooms because of the amount of planning and collaboration they have during Project Based Learning. Overall, the purpose of this presentation serves to provide reasoning for the importance of having Project Based Learning in the classroom. The limitations of this study were that the presenters did not have the opportunity to test the implementation and effects of Project Based Learning in their own classroom.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #11
10 AM – Noon
How can teachers be successful at reducing at-risk misbehavior in elementary schools?
My research question is this: How can teachers be successful at reducing at-risk misbehavior in elementary schools? I will be looking at how to minimize disruptions during class time. I will place focus on 2-3 methods that work best. This topic may be applied to non-at-risk students as well. The Locus of Control Theory is part of the foundation for achieving classroom success. I am using four peer-reviewed sources to conduct my presentation. The article covers the factors of at risk students and methods to improve the classroom experience with teachers having proper training in handling misbehavior. Family management strategies, peer interactions, neighborhood context, and individual-level characteristics are investigated to see which one has the most effect on the students. Family management strategies has the largest influence on the student’s misbehavior. A model called the Professional Development Classroom Management Model (PDCMM), is used to determine the success of reducing at-risk elementary school students’ misbehavior. One of the findings is that teachers trained using management skills had more of a structured classroom with less disruptions due to misbehavior.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #12
10 AM – Noon
Differentiating Token Economies
How can we better support our students within a token economy? We will start by looking at how token economies have been used in lunchroom settings across kindergarten through 6th grade, as well as specifically a 3rd grade class with special needs students and emotionally disturbed students. Not all students react to the same types of tokens especially if they have some sort of disability. There are different types of token economies and they all can be adapted to fit the needs of the students in your classroom.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #13
10 AM – Noon
How Much Homework?
It’s a study on the appropriate amount of homework for students based on their age and grade level. Advantages and health issues.
EDUC 321, Classroom Relations & Management
Brian Kaelin
Banquet Room, Poster #14
10 AM – Noon
Token Economy
The purpose of our research was to understand the purpose and effectiveness of a token economy in a classroom setting as a means of classroom management. Research was collected through various resources including Tools for Teaching (2007), scholarly journals, and websites. The findings include that, “”an incentive along with the structure for delivering it is called an incentive system,”” (Jones, 2007, p.106). A token economy is categorized as a complex incentive system. A token economy is a system of positive reinforcement in which tokens are administered and exchanged for rewards. Token economies can be successful in influencing academic, social, and classroom skills. One of the most positive aspects of token economies is that they are set up to reinforce appropriate behavior and prevent inappropriate behavior.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Class Dojo
Our project was to find out if the classroom behavioral tracking system, ClassDojo, is a successful classroom management tool. Over the semester we have collected a wide amount of data through observations, interviews, online sources, and personal encounters. Classroom incentives are used as a tool for teachers to get the desired behavior through a positive exchange. Jones states that, “Incentives or reinforcers produce work.” They assist in motivating students and answering the question, “Why should I?” (Jones, 2000.) Teachers use a variety of different incentive systems and now ClassDojo has become utilized. With ClassDojo, teachers give students points to reinforce positive behavior and take points away in order to suppress negative behavior. Our findings showed that the behavioral tracking system, ClassDojo, proves to be a positive incentive system that improves student behavior in the classroom.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Bridging the Gap between Home and School
According to researchers such as Fred Jones and Rick Wormeli, building positive relationships between parents and teachers is an essential component of effective classroom management. For this presentation, I explore the practice of home visits in relation to building the positive parent-teacher relationships that Jones and Wormeli describe. I discuss the procedures of a home visit, costs that occur when implementing a home visit program, and the direct effect that home visits have on student academic performance in the classroom.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Campfire Chat: Kindling Classroom Relationships
This poster presentation explores the use of conversation circles in classrooms as a proactive management strategy. The research is based off of a two-part guiding question: “What impact do positive classroom relationships have on the overall management of a classroom?” AND “What is a strategy I can use in my future classroom to build these positive relationships?” My methods for gathering data included a study of research synthesizing the link between relationships and effective classroom management and the power of connection through respectful conversation. Findings affirmed the influence of relationships in behavior management and proved the impact of shared routine through a conversation circle. Great things are kindling as students and teachers gather around the “campfire” – and it starts with one routine and one relationship at a time!
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Classroom Consistency Related to Special Needs
This presentation will be on classroom management. The big question addressed is: Why is consistency important in a special education classroom? There are many factors that go into what consistency is and where it takes place. This presentation addresses three main areas of consistency within a special education classroom: within routine and schedule, within policies and procedures, and consistency at home. Each of these areas of focus requires specific attention when working within a classroom with many different students who all have their own disability and IEP’s (Individualized Education Program). As Fred Jones says: “Consistency permits only two conditions. You are consistent, or you are inconsistent. There is nothing in between”. Within special education, this statement still reigns true.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10:00 AM – Noon
Proximity in the Classroom
This presentation will focus on several important components of effective classroom management. We will provide research and personal, anecdotal examples of the importance and effectiveness of proximity in the classroom for classroom management. A key component of this is the concept of “working the crowd” (Jones, 2007). The goal of this practice is to minimize student disruptions and help keep students focused. This necessitates the teacher to be mobile rather than static during classroom instruction and educational activities. It is also vital to intentionally create a classroom design that not only enhances the teacher’s ability to work the crowd, but also works to limit opportunities for student off task behavior and disruptions. These are the key concepts which we will be attempting to communicate through our presentation.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10:00 AM – Noon
P. A. T.
Classroom management is fundamental to building a positive proactive environment. Throughout my Classroom Relations and Management class, we learned about a variety of management tools and ways to create a proactive environment that stimulates learning. As a part of the class, I chose one aspect in which to focus my research on. Preferred Activity Time (P.A.T.), created by Fred Jones, is an incentive tool which promotes active learning that students actually enjoy. For my research I will answer the question, how effective is the incentive system P.A.T. as a classroom management tool? The project will overview what P.A.T. is, what the research says, examples of P.A.T. activities, and what happens when P.A.T. does not work as an incentive for one student? The finding suggest, that P.A.T. is an effective incentive system that promotes academic learning.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Classroom Design
Classroom Management can be effected by how the classroom is designed. This can be as simple as how the desks are arranged in the room which effects the proximity or movement of the teacher as well as changes the red, green, and yellow zones in the room. These all can contribute to the overall behavior of students in the classroom. My research follows the question ‘How does the design of a classroom affects the overall behavior of students?’ and references different designs that are listed in Fred Jones’ book Tools For ‘Teaching: Discipline, Instruction, and Motivation’. Jones will also be referenced in regards to proximity as well as red, green, and yellow zones.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Clip Chart- Incentive
This poster is a presentation about incentives in an elementary school classroom. My research question is: Is the clip chart a beneficial behavioral tracking tool. This presentation will describe what a clip chart is, how it is used, and provide research for both the positive and the negative side of this behavioral tracking tool. You will hear ways the clip chart is being implemented in schools around Eugene and will get a look at how I plan to use a clip chart in my own classroom. You will hear how the clip chart can lead into other incentives for students in the classroom, and how it helps students be self-monitors.
EDUC 321, Classroom Management
Brian Kaelin
Banquet Room
10 AM – Noon
Classroom Incentives
In this presentation we will identify whether using classroom incentives are beneficial or not. There will be 5 main questions we answer: What is the difference between a bribe and an incentive, what are different types of incentives, what are the pros and cons of using classroom incentives, when should they be used, and why are incentives important. Through exploring and researching these questions, we will gain a further understanding of how to educate and manage our classrooms in a beneficial and productive way. Incentives are all around us and they are unavoidable. Learning how to recognize the difference between incentives and bribes is crucial in becoming a proactive teacher.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Physical Activity in the Classroom
For our research project and ACE Day presentation we will be looking at how incorporating physical activity into a classroom’s daily routine affects students. Our research will contain four main points
1. Advantages of physical activity
2. Disadvantages of physical activity
3. What affect physical activity has on the brain
Our research will be based on first hand classroom experiences and previous research done by Fred Jones, Rick Wormeli, J. David Cooper and Dr. Harry Wong.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Emotional Math
By adding daily bell work as instructional assistance in moving the class into an environment of learning, we are exploring the question, “Does it assist in classroom relations veered towards trust and cooperation and does it increase overall test scores?”
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
The Advantages and Disadvantages of Various Homework and Extra Credit Strategies
This research project is looking at the homework, extra credit and late work policies of our two classrooms and cooperating teachers and looking at the benefits and disadvantages of these varying strategies.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Why Routines Create a Productive Classroom
A functional classroom incorporates routines throughout the day. Routines are essential for a teacher to have a manageable class. In order for routines to work, teachers need to give the students time learn and practice the routines that are set in place. By giving practice time and making sure everyone does it correctly, the students will be able to master the routines. The classroom will be a safe and consistent environment for the students because there are routines.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Proximity in the Classroom
My presentation will be about proximity in the classroom and why it is important. I am also going to include why working the crowd is so important and what my classroom setup will be like.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM