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
How to Make Your Schoolhouse Rock!
This poster focuses on pre-service teachers and what they should know in regards to classroom management. It will present information and tips in 5 main categories: planning & structure, attitude, responsibility, enforcement and reflection.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
What Every New Teacher Should Know
The research poster will be on the core things our group believes that every new teacher should know before beginning their career.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Incentives in the Classroom
As a group, we will look at and analyze four different incentive systems used in elementary school classrooms and measure their effects on student performance and behavior. We will use scholarly journals and other resources to aid in our analysis of the pros and cons of each system and the use of incentives in the classroom as a whole.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
A Classroom Management Comparison: Elementary, Middle and High
Taking a look at what the essentials of classroom management are at the three levels of a K-12 education in an attempt to answer the question: what every teacher should know about classroom management.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Harry Potter and the Chamber of Secrets Classroom Management
The poster will address what every elementary teacher should know in terms of classroom management.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
How to Deal with Challenging Students and Situations
How teachers should deal with challenging students and teachers.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Effective Secondary Teachers
This poster answers the question, “What does every good teacher need to know?” by covering the subject areas of incentives, management, consistency, broken relationships, motivation strategies, instructional planning and classroom design.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Classroom Management: What First Year Teachers Need to Know to Survive
The presentation is to educate first-year teachers on a variety of topics. The topics will include visual cues, seating arrangements and general classroom management.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
How to Survive Secondary Teaching: The Do’s and Don’ts of Classroom Management
This poster presentation will look at key concepts of classroom management that have turned first year teachers into tenured teachers. We will explore the do’s and don’ts of classroom management in a secondary setting.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM
Classroom Management in High School Math
Essential information for teachers prior to entering the classroom in regards to managing your room and students.
EDUC 321
Brian Kaelin
Banquet Room
9 – 11 AM