EDUC – Academic Creativity and Excellence Day

Abby Askew & Ben VanderWeyst

Increasing Verbal Participation in High School Social Studies Classrooms

Our research aimed to answer the question “How can we encourage verbal participation in high school social studies classrooms?” by proposing strategies to combat disengagement. The goal of our research was to target the issue of disengagement among high school students in our practicum placements during whole-class discussions. Our research included several studies of factors that impact student engagement and willingness to participate in whole-class discussions. The findings of our research concluded that student preparedness, classroom culture, teacher intentionality, and connection to students’ lives were the most influential factors in students’ willingness to participate in class discussions. Based on these factors, we are proposing six strategies for increasing verbal participation in secondary social studies classrooms.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Katie Blackhart

How Does Cellphone Use Impact Middle and High School Student’s Learning?

For my classroom management education class, I conducted research on cellphones in educational settings. The research question I aim to answer is, How Does Cellphone Use Impact Middle and High School Student’s Learning? In order to answer this question, I conducted research that covered several peer reviewed articles, different documentaries, and teacher interviews as well. Evidence has shown that cellphones are distracting to students and decrease their attention span. Students have lower levels of cognitive thinking and decreased classroom engagement. In addition, student’s are off task, no longer academically honest, and suffering from intense mental health issues all due to excessive phone use. While there are potential benefits to allowing students to use phones and other technology in class from time to time, teachers are struggling to increase student achievement in their classrooms because student’s are addicted to their cellphones.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Sadie Chase

Incorporating Movement in the Elementary Classroom

For my classroom management presentation, I researched the benefits of incorporating movement (or educational brain breaks) in the classroom at an elementary level (K-2). My “problem” I’m looking to “solve” is restless behavior during instruction. A number of students struggle with staying engaged during a lesson, and often lose focus after an amount of time. The studies that I’ve found have discussed different strategies to reduce this behavior and to increase attention. I’m currently working in a Kindergarten classroom and have first hand experience with squirrely behavior and have witnessed numerous activities my cooperating teacher has implemented into her everyday routine. In my presentation I will talk about how often students should be taking active breaks and how long these breaks should last. One of the most common examples is recess; why is this time important for a students education?

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Brooklynn Dechent

Case study: When to Respond to Negative Behavior in the Classrsoom

Over the past few months, I have been student teaching in a 3rd grade class and observing a female student. I have noticed that she has struggled with misbehavior and a lack of respect for her teacher and authority. She is not a struggling student in her academics but struggles with starting and staying on task. However, when she is given directions or corrected in her behavior, she seems to take it as a challenge. My proposed question is; When should you respond to negative behavior in the classroom and when should you not in the classroom? I have found that students who are struggling with only the behavior piece in school, more often than not, are struggling with another determining factor. In this case, through intensive research and time spent with the student, I have found there her behavior inside the classroom is linked to how parental figures are teaching at home, and what they are tolerating. These strategies are important for all teachers because, every teacher works with students who struggle with misbehavior i.e. blurting out, sarcasm, talking back, lack of respect, etc. I have found that not directly engaging with her on all fronts but requiring a consequence for rules being broken, shows her that rules are still rules and she has a choice to make. This case is contextually different for each student, but through research have found multiple strategies to help teachers work alongside students, not tower over them in authority.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Gracelyn Johnson

Transitions in Elementary Schools

What are the positive and negative aspects of accelerating and maximizing elementary school core instruction transitions? We will investigate the advantages of swift transitions in the classroom as well as techniques that teachers can employ when their elementary school curriculum shifts from core to elective instruction. Research on tactics that can work well or poorly in the classroom has been found.Providing students the opportunity to attend to their own social and emotional needs during transitions can help them do so without causing disruptions. Teachers who have used brain breaks during the transitions between core instruction have been interviewed by us. The purpose of brain breaks is to provide learners with a mental break that will aid in maintaining focus. Students are encouraged to move during breaks in order to refocus their energy and deliver blood and oxygen to the brain. However there are some negatives that teachers implement in their classrooms, one being timed tradition games. Giving students timed games during transitions wouldn’t be the most beneficial strategy. With the use of these games, students can time how quickly they can get their materials and return to their seats. Since not every student will benefit from this, there could potentially be problems. Timed activities can be difficult for students because they place needless additional pressure and stress on them, which can and will impair performance. A student’s difficulties during a transition may have an unintended impact on the lesson that follows. Gonoodle is a useful website that teachers can use for brain breaks. With the aid of quick interactive exercises like brain breaks, the free online resource movement tool assists teachers in getting students moving. There are other video selections available on the website, including ones tailored to a certain grade level, curriculum, and activity kinds.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Bella Parque & Ella Schauer

A 1st Year Teacher’s Survival Guide

This ACE Day presentation serves to answer the research question of: “How can first year teachers raise classroom expectations to encourage student engagement?” In essence, this ACE Day presentation serves as a means to better equip first year teachers with the skills of positive classroom management and well developed relationships with students. These skills will promote a positive learning environment to encourage student engagement. This culture adds a rigorous curriculum for students that challenges their thinking at the high school level. This presentation also provides incentives for keeping students on their toes and not giving them too much leeway on the CCSS curriculum.

The presentation starts from the teachers perspective about how classroom management is a key element in controlling the outcome of student engagement and respect. It transitions into how that positive environment impacts student engagement and assignment products. The research that will be presented from the teacher side of our product will include struggles that first year teachers experience when creating positive classroom management and how they can develop skills to improve this area. It then goes into detail of providing the means for encouraging high expectations and a reactive response from students who are actively pursuing academic achievement. The goal of this presentation is to present multiple proposed solutions for both first year teachers who are creating positive classroom engagement as well as students who are being encouraged to achieve more in the classroom. The results we anticipate to present is that when a first year teacher raises classroom expectations students are able to perform at a higher academic level.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Bethany Smith

Addressing Math Anxiety in Elementary Students

Math anxiety in students can lead to behavioral changes and adversely impact their achievement in math. This presentation will explore research surrounding strategies to support students with math anxiety at the elementary level. This presentation was largely based on a specific 3rd grade student who was exhibiting negative behaviors at the start of math. This student is testing between the 15th and 30th percentile in math and has expressed that they feel like they are bad at math. Although I am limited in my ability to implement strategies, I have proposed several research-based strategies to support this student and others who are struggling with similar math related anxiety.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Bethany Struthers

Trauma-Informed Strategies for Building Resilience

The research question of this presentation is: “How do ACEs and explicit instruction of resilience methods affect education?” where I will be exploring what ACEs are, how they affect those who have experienced them, and what kinds of resilience techniques can be helpful to them. I will also be researching what the explicit instruction of resilience affects education in the traditional public education classroom. After noticing the behavior of several of my students in my kindergarten practicum placement with known ACEs, I wanted to know more about how I can help them, and if the explicit instruction of resilience methods is helpful for them to learn how to self-regulate and continue to participate in classroom activities. The proposed strategies include creating and sticking to a consistent schedule, creating proper physical boundaries, providing exit strategies as needed such as placing students near the edge of the classroom, and teaching self-regulation and mindfulness strategies.

EDUC 321, Classroom Relations & Management

Brian Kaelin

10 AM – Noon

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Bre’Azia Bourg

Poverty and School: It does make a difference!

In this presentation I will examine the effects of poverty on student learning, specifically at the high school level. I will discuss things like parental, support, mental health, graduation/college rates, and more! Lastly, I will present ways to address those challenges in the classroom.

EDUC321- Classroom Relations & Management

Dr. Brian Kaelin

Poster Juding Contest (L203: 10am – Noon)

Hannah Love

How does Color affect Student’s learning

Different colors can influence people’s moods and reactions. Different types of colors and shades can make people feel safe or afraid. Putting calming and welcoming colors in a classroom is more effective at creating a healthy learning environment than blank walls or bright colors.

EDUC321- Classroom Relations & Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am – Noon)

Kyle Casperson

Best Classroom Discipline strategies that stay IN the class

The question at hand is, “what are the most efficient ways to discipline students in the classroom?” During my 2nd semester of observing my cooperating teacher this year, I noticed that her go-to discipline action was to send students either to the “office” or the “reset room”. This is in the PE setting, and I believe that students need a daily period of PE, so this seems harsh and lazy on the teacher’s POV. Her reasoning for not wanting to deal with the students is that “I’ve given them too many choices”, or “they don’t deserve another chance”. These are excuses, and I believe that my CT is being on the lazy side and doesn’t want to interact with these troubling students. Some methods that I have seen work are: having a conversation with the troubled student, putting them in a temporary “timeout”, give them a choice between different discipline actions, and last, positive discipline. Some findings that I have found include; Students lose retention, skills, and social opportunities when they are sent out of the classroom. This is an old-fashioned discipline action, and often this is what students are looking for. Also, Giving PE students physical engaging punishments as discipline works at a higher clip than sending students to the office or reset room, when measuring retention rates and overall participation. Lastly, Tinto’s model of student attrition and Knowle’s theory of adulting both support in-class discipline, and having student leave class does not benefit anyone.

EDUC321- Classroom Relations & Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am – Noon)

Madison Steelman

How to get students more engaged in Physical Education?

This presentation serves to answer the research question, “How to get students more engaged in physical education?” I have experienced students within my high school practicum where students do not participate in physical education because they are not interested in the activity, its boring, they are scared they aren’t good enough, and they fear being judged. The methods used for this study were examining existing literature for research on engagement strategies for students in physical education and what causes students to not be as engaged. In this presentation, three studies were proved to answer the research question of how to get more students engaged in physical education. A study that was used for the research was a survey done by students based on their perceived physical competence of physical activity. Another study that was used for the research was a study of factors that influence participation in physical activity. Overall, the purpose of this presentation serves to provide practical strategies for high school teachers to use to get more students engaged in physical education. The limitation of this study was that the presenters did not have the opportunity to test each of these strategies within their own classroom.

EDUC321- Classroom Relations and Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am – Noon)

Mandy Fetters

Effective Ways to Handle Behavioral Students

How do we address behavioral students who are non compliant in the classroom and how do we motivate them? This research question is based on a student who was struggling behaviorally in my practicum classroom. Often she doesn’t want to do her work, throws extreme tantrums if she doesn’t get her way, etc. What I have found through the research, it’s best to incentivize this student particularly or work closely one on one with this student to succeed. What I’ve found to work, is working one on one with her closely, not giving in to the meltdowns she has, and using incentives. The most effective for me was personally sitting down with her and doing the worksheet together. She was more engaged, focused, and not throwing tantrums.

EDUC321- Education Classroom Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am – Noon)

Matthew Knotts

How can teachers effectively get through a transitional period in the classroom?

When transitioning from one subject to another, or when students come in from break, there can be large disruptions that eat away at class time. Students are being too loud or not on task, to them it almost seems like its all over when they transition in the classroom. The question that I focused my research around is “How can teachers effectively get through a transitional period in the classroom?” There are three types of transitions: entering class and taking a seat, switching from one activity to another, and exiting class. Just like with any academic procedure, these transitions require clear expectations, rehearsal, and review. In this project, I looked at how students act during transitional periods, how teachers get through a transition, and what could get teachers through the transitional period easier.

EDUC321- Classroom Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am – Noon)

Mayah Pappas

Communication in the Classroom

For a Classroom Management class, I observed a problem in my field placement. A student in my classroom, after beginning to answer a question that connected to prior knowledge, had a panic attack which caused her to emotionally shut down for the rest of the period. With silent tears streaming down her face, she had an experience that is common to many students.

EDUC321- Classroom Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am-Noon)

Nathania Ortega

Engaging strategies for advanced learners

A second grade student is not classified as a TAG student, but he is an advanced learner. Specifically, he gets done with his math assignments faster than anybody else, he can do the addition and subtraction problems in his head in less than a minute, he can already solve some double digit multiplication and is starting to understand division. He often sits at his desk waiting for everyone to finish their work. My plan is to research strategies to help him stay busy and expand his mathematical knowledge.

EDUC321- Classroom Relations & Management

Dr. Brian Kaelin

Poster Juding Contest (L203: 10am – Noon)

Sierra Janikowski

Technology and Behavior Management

For a relations and management classroom class, I performed a six-week case study research project in order to identify successful ways to help maintain classroom order. The goal is to improve the development of classroom behavior issues with the use of visual technology noise level tools in a fourth-grade class. I got the opportunity to observe and assess the behavioral issues with 3 main tools and a few additional methods too. After seeing students continuously interrupt classroom time due to behavioral issues throughout my practicum, I realized how big of a theme this is in classrooms all around. After doing research on behavioral issues like blurting out, getting distracted, being loud and disrupting I found some instructional tools that I could use. The method I attempted for data collection was incorporated into my practicum with this fourth-grade class. The tools I used in this experiment include visual noise level meters like bouncy balls.org, classroom noise-o-meter, class craft volume meter, and additional methods like a classroom doorbell and verbal attention getters. Although there were some bumps in the experiment, according to my data overall these technology tools were a great method when attacking the classroom behavioral issues I was experiencing, and the majority of the class reacted in a positive way. This was an important experiment to me because my entire life I have seen this issue across all classrooms of all grade levels, and I plan for it to not be a problem in my future classroom.

EDUC321- Classroom Relations & Management

Dr. Brian Kaelin

Poster Judging Contest (L203: 10am-Noon)

Faith Burgardt

Inattention in the classroom

Inattention in the classroom My presentation follows a first grade student at crew lane elementary. The student has trouble staying on task during independent work times. I looked at research related to this issue, which proposed multiple solutions to try. The research looked at check in check out systems, rewards systems, parent communication, and white noise. I was able to implement the check in check out and award systems, and proposed future research and implementation related to all areas the research suggested for solutions.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Zach Fuller

Combatting Technology in the Classroom

What are some concrete strategies to help alleviate technology use in the classroom? I looked at this because in my practicum placement, I noticed a lot of students distracted on technology. I wanted to research techniques and strategies that helped alleviate any sort of distraction. I found two concrete strategies that can work. One is a prevention and the other a during strategy. I know this is a constant problem in our world, especially as we become technology reliant.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Grace Larkin

Strategies to reduce off-task behavior

When a student(s) is constantly moving around in their seat due to not being able to sit down for long periods of time, and can only sit still for about five to ten minutes before switching into a new seating position. As a teacher, you would want to be able to find effective tools/strategies that can reduce off-task distractions. As I was in my practicum I observed one student that would be constantly moving after five to ten minutes. This not only caused a distraction to their learning as well as for the students around them. As I gathered all the information that I needed, I decided to research what are some effective tools/strategies that could help reduce these off-task distractions. As for my presentation, I will be incldiung the following: the problem statement, research, the proposed strategies, the results, and how I would implement them in my future classroom. I will also be including a little background information as well.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Hannah Lemly

Chronic Absence in Oregons Secondary Education Classrooms

How can we decrease chronic absences in Secondary education classrooms? I was in South Eugene High School this last term for my practicum. During this time, many students were absent most of the time, and this was a reoccurring issue in the whole school. In all of our classes. The question I asked myself is why are these chronic absences happening? I found that this has been a long-standing issue with Oregon. The research shows us most of the time this is due to systemic oppression issues. Some ways to decrease this issue are resource referrals for state services and trauma-informed teaching.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Taylor Matychuck

How can schools support ELL students in the general education classroom

My research question is how can schools help ELL students in their general classroom. I focused mainly on the math subject and explained how students are disengaged in their learning and are struggling more their the other peers. I did some research to find how we can support those students. That includes developing and accomindating our lessons to better the students. I found solutions, but I was not able to implement my solutions because the school already had them in place!

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Emily McDonald

Inattention In The Classroom

In this presentation, I will be discussing the research and implementation behind assisting students who display off task and inattentive behavior during class time. I will focus specifically on a student that I observed who struggled mostly during independent work time. With the research, I view the topics of positive reinforcement, implementation of token economy, utilizing more active learning and creating a sense of pet therapy. Each of these solutions worked well with the student and improved their attention to their work in a positive way. The results from the research are something that I will use in my future classroom as well.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Rebecca Potts

What Do You Do When a Student Wants to be Your Best Friend?

What Do You Do When a Student Wants to be Your Best Friend? In this research project, I will explain specific strategies on how to eliminate the behavior of one student who is perpetually chatty and asking questions that have nothing to do with instruction. This student has also faced trauma, so the aim is to find strategies that are trauma-informed and based on research. Strategies that will be included are effective classroom management, one-on-one conversations to eliminate problem behaviors, and the use of check-in check-out systems.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Aspen Slifka

How Can Teachers Reduce Hallway Distractions in Elementary School?

This project introduces the problem behavior that takes place in hallways in elementary schools. I will discuss possible solutions to reduce noise levels and unwanted behaviors while walking through hallways. My focus is in second grade while opening up solutions to elementary grades grades through a Timely Transition Game, guided practice, and reteaching methods.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Harmony Stevens

Limiting Browser Distractions

This research project looks at the study of a student who was consistently off task with their computer when they were supposed to be on academic sites. This project looked at ways to prevent behaviors like this from happening and how I went about solving this problem in my own classroom. The research consisted of many peer reviewed strategies and evidence to back up my thinking.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Jenae Usselman

How does a teacher engage secondary education students in the classroom that don’t want to participate?

During student teaching I have addressed a classroom management problem that has been occurring. In the high school class that I observed there was a massive engagement issue. I observed the antecedent of the lack of engagement and the consequence of the behavior. I took this data and did research on how to engage students in the classroom. My presentation will follow what the problem is, proposed strategies and the implementation of those strategies.

EDUC 321, Classroom Relations and Management

Brian Kaelin

10 AM – Noon

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Kaleb Anundi & Alex Locati

Positive Reinforcement using Token Economies

Token economies are a useful classroom tool to help shape student behavior with positive reinforcement. They allow for instant feedback on whether behavior is acceptable or not and can teach responsibility. There are both benefits and disadvantages to this type of classroom management strategy and in exploring the two sides, we will determine the effectiveness of this strategy. In a token economy, a teacher will incentivize students with a token, something not of value by itself, when they do something that is desired. Every time a student does something good, they get another token, and keep collecting them until they have enough to trade in for a prize or something that has value to them. This can provide a visual reminder of how well a student is behaving in class that day. Token economies have also been shown to teach responsibility because they are in charge of keeping track of their points or tokens. This type of conditioning could also do the opposite and reinforce behaviors like external motivation for rewards or students comparing themselves with their peers. Overall, when thoughtfully done, token economies can lead to students working and behaving intrinsically and not for the additional resources of rewards.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Carli Brousseau & Joseph Washburn

Improving Mental Health in Secondary Education

This project evaluates the current mental health situation for secondary students in the U.S. We analyzed vital factors contributing to high school students’ growing mental health issues. Based on our research, we present several options for improving the mental health of secondary students. The interventions and action items are broken into student-led and organizational initiatives.

EDUC 330/370, Child Development/Adolescent Learners.

Brian Kaelin

10 AM – Noon

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Zach Fuller

Helping Students With Autism Succeed in the Classroom.

For my poster presentation, I will be asking the question: What are strategies to help students with autism succeed in the classroom? I will be looking at and discussing what is autism, 504 and IEP plans in our modern day school system, how autism can affect the learner, and what are viable learning and teaching strategies that can be implemented to help students succeed.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Grace Larkin & Harmony Stevens

Extracurricular activities in academic success

In this project we looked at how extracurricular activities benefit academic success in elementary school kids. The research concluded that extracurricular activities have many benefits to academic success such as building teamwork, balance, and self esteem skills that transfer over to the classroom, which is significant because as educators, our main goal is for our students to succeed. Knowing the benefits of extracurricular activities in academic success helps us to provide students with opportunities to participate in out of school activities. Though there are limitations and considerations to take with every thing you do, the evidence still proves that it is important for young students to participate in extracurricular activities.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Taylor Matychuck & Aspen Slifka

The Benefits of Physical Education on Academic Performance

This research project studies the benefits of physical education on academic performance in elementary school students. Many schools have decreased physical education time or eliminated it altogether due to budget cuts and emphasis on common core state standard subjects. We used data from several sources, including the American Health Association, to determine the importance of physical education class in elementary schools. Studies show the slight positive benefit of physical education on academic performance in elementary age students in terms of memory and focus in the classroom. Although not every source can prove correlation equals causation, studies reveal the effects of physical activity during the school day is beneficial to overall academic achievement.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Noel Balderston & Anna Cardwell

Healthy habits and hobbies

Our presentation is on how physical activity and nutrition affects an elementary students behavior in the classroom. We examined the lack of both physical activity and nutrition in a students life and how that affects their behavior when in school. We found that six out of ten students in grades K-8 come to school hungry because they are not getting enough to eat or anything to eat at home. We also found that 1 in 3 elementary aged students are over weight due to a lack of physical activity and eating habits. Both over weight and underweight kids in America may be deemed as malnourished. A lack of proper food intake is known as malnourishment and it does not imply there is a lack of food, but it signifies a lack of nutrients. Malnutrition can result in long term neural issues in the brain which can impact a child’s emotional response, reactions to stress, learning disabilities, and other medical complications. Also, most students rely on food provided by the school during their school day, and if the school only provides lunch, then that is the only meal they are eating most days. The benefits of physical fitness go beyond health and wellness of the body. Besides strengthening the cardiovascular and muscular systems and lowering the risk of many diseases, research suggests that physical activity also positively impacts the brain and improves mood and attention in students. Also, providing daily aerobic activities to children can help to reduce symptoms of ADHD such as moodiness and inattentiveness. Research shows that even short bursts of movement deliver big benefits for brain health and academic performance, relative to sitting quietly and preventing unwanted behaviors.

Our project is important because healthy students perform better. Poor nutrition and inadequate physical activity can affect not only academic achievement, but also other factors such as absenteeism, classroom behavior, ability to concentrate, self-esteem, cognitive performance, and test scores. To support positive outcomes for both health AND learning, it’s important that educators incorporate movement into their classroom routine.

EDUC 330, Child Development

Brian Kaelin

L203, poster #2

10 AM – Noon

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Teresa Branson & Savanna Breiholz

The Pros and Cons of Incentives in an Elementary Classroom

This poster presentation addresses the pros and cons of incentives in an elementary school classroom. The pros that are being considered include appropriate behavior, increased motivation, joyful students, boosted self-esteem, completed homework, and improved results. The cons that are being examined include addiction, devaluation, race against the clock, control and manipulate, increased pressure, and bribes. The examples that will be shared are a good behavior chart, a class store, coupons, and points.

EDUC 330, Child Development

Brian Kaelin

L203, poster #3

10 AM – Noon

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Blake Carpenter & Jestyna Mosttler

The Effects of Trauma on Children

Trauma is something that seems to affect the majority of the world’s population at least once in their lives. In some cases, this can mean it takes place during a child’s fundamental learning years. Our assignment will begin with looking at how exactly Childhood Trauma is defined, as well as key questions on what scenarios can cause this. It will then be followed by signs and symptoms an educator can look for that point to this affecting their student’s lives. It will end with how educators can take Childhood Trauma into account and help their students exposed to this within the classroom environment.

EDUC 330, Child Development

Brian Kaelin

L203, poster #4

10 AM – Noon

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Alaina Cloer & Mikayla Rodriguez

Affects of Hunger on Students Success

Food insecurity has a negative impact on students success, while food security has a positive impact on student success. As teachers we can help students with food insecurities by having opportunities for the students to eat while at school.

EDUC 330, Child Development

Brian Kaelin

L203, poster #5

10 AM – Noon

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Georgia Cook & Amelia Geist

What are the benefits of having a classroom pet in an early elementary classroom?

The research question posed was: “What are the benefits of having a classroom pet in an early elementary classroom?” According to our findings, having a classroom pet makes students feel more at ease, reduces stress, encourages healthy development of caring and empathetic relationships, and increases compassion. In regards to other areas of development, having a classroom pet increases student self-efficacy, increases responsibility, promotes healthy social interactions, enhances self-esteem and feelings of self-worth, and reduces egocentrism. Some challenges to having a classroom pet include student allergies, taking care of the pet on weekends and holidays, licensing regulations, school policies, and health and safety liabilities. In connection to theories of education and child development, having classroom pets encourages industry rather than inferiority according to Erikson’s Theory of Psychosocial Development. In Erikson’s theory, there are eight different crises, and the developmental crisis that affects early elementary aged students is known as Industry vs. Inferiority. The crisis of Industry vs. Inferiority involves whether a student has confidence in their abilities or if they feel incompetent and doubtful. Having a classroom pet allows students to demonstrate their ability to take care of something else and to be responsible, thus encouraging them to identify with the industry side of the crisis.

EDUC 330, Child Development

Brian Kaelin

L203, poster #6

10 AM – Noon

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Stacy Cook & Skyler Tidwell

What are the homelessness impacts of students attendance and how can we help?

Our research is going to answer what are the homelessness impacts of students attendance and how can we help. Homelessness is defined by The McKinney-Vento Act as children and youth who lack a fixed, regular and adequate nighttime residence. Wharton University of Pennsylvania defines social impact as an organizations actions that have on the wellbeing of the community. Research from Allison Howland’s article: Exploring socio-demographics, mobility, and living arrangement as risk factors for academic performance among children experiencing homelessness showing homeless students are more likely to be held back from grade to grade, be chronically absent, fail courses, have more disciplinary issues, and drop out of high school than their non-homeless peers. What we can do as educators include targeted interventions, increased interactions with family members, collaboration with supportive district, community-based program, ensuring emotional safety of students, and create support, structure and opportunity. Another avenue of help is a district wide homelessness liaison. We can connect the effected youth and family with this liaison who can connect them to a variety of programs such as housing, health care and shelters. To ensure the attendance of these youth in crisis, we can learn about the homeless student stability program implemented in Washington for a preventative measure and can also teach value to oneself and take the focus off the economic culture.

EDUC 330, Child Development

Brian Kaelin

L203, poster #9

10 AM – Noon

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Grace Dawson

Hunger

In my research, I have found a correlation between malnutrition and the cognitive development of young children. Hunger is a major problem in the US, and as I work in my practicum, I am witnessing it first-hand. As a future teacher, this is something that will affect how I approach my students and how I teach them. To introduce my topic, I have included some recent facts and statistics about hunger within the state of Oregon as well as the nation. Next, I will discuss both the internal and external outcomes of hunger in the classroom, such as student performance and behavior. The bulk of my information will be focusing on the effects that malnutrition has on the brain – how the brain functions and looks when it is malnourished compared to how it looks and functions normally. I plan on ending my presentation with a few solutions that teachers can do to help solve the issue of hunger within the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, poster #10

10 AM – Noon

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Natalie Downes & Molly Holmberg

What are the positive and negative effects of a token economy?

Our research question is; What are the positive and negative effects of a token economy? A token economy is a system of contingency management based on the systematic reinforcement of target behavior. The reinforcers are symbols or tokens that can be exchanged for other reinforcers. A token economy is a beneficial tool used in many elementary classrooms due to its high success rate in promoting voluntary good behavior from students. The benefits heavily outweigh the negative attributes of using a token economy in the classroom. This is not to say that there are not negative components. In some cases, using a token economy can discourage a student if they do not receive a reward every time they perform a desired behavior. While it is true that a token economy might encourage students to follow directions solely for their own personal gain, performing the desired behavior teaches the student that they can follow directions. It also allows the teacher to set the standard that the student is capable of behaving. A token economy also allows the teacher to give students instant feedback regarding their behavior, as well as strengthen target behaviors that the teacher deems necessary for their classroom. Token economies are a positive tool when used correctly, and have the power to transform the behaviors that students perform drastically and can overall help them learn appropriate behavior.

EDUC 330, Child Development

Brian Kaelin

L203, poster #11

10 AM – Noon

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Kylie Hecker

How does water support student cognitive function?

Water is essential to all beings and greatly affects how the human brain functions, mostly in children. Multiple studies show that water impacts a students cognitive function particularly in the classroom. A lack of water hinders there ability to pay attention, and to properly absorb information. Students are not drinking water because they often fear the safety of the water, water isn’t accessibly offered in their schools, or often time they prefer other beverages like soft drinks . So how do we encourage them to drink water? Make it more easily accessible, make it fun by adding fruit, and make an emphasis on it are a simple few options out of many.

EDUC 330, Child Development

Brian Kaelin

L203, poster #12

10 AM – Noon

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Elyse Smith

rauma in the Classroom

One in four children attending school have been exposed to a traumatic event. Trauma is the response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope, causes feelings of helplessness, diminishes their sense of self and their ability to feel the full range of emotions and experiences. Children are the most vulnerable and susceptible people to be affected by trauma making schools a likely place to find trauma behaviors. Unfortunately, teachers and administrators, in large, are not informed about what trauma looks like. They are also not informed on how to facilitate teaching strategies in an effort to improve trauma effected students academic performance and behaviors. Two of the most impactful strategies that have been proven to improve students GPA, test scores, absences, detentions, etc include creating a safe classroom environment and building relationships. Some more teaching strategies that are helpful for behavioral issues regarding trauma impacted students include using specific praise, consistent expectations, practicing active listening and modeling empathetic behavior. It is crucial that teachers and administrators are made aware of what trauma looks like in the classroom and how to support their students to improve their academic performance and behavior.

EDUC 330, Child Development

Brian Kaelin

L203, poster #13

10 AM – Noon

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Jayden Tucker

Sports in Education

Sports in Education is a vital piece of the high school experience. In my research, I looked at the impact that sports had on the social and cognitive development of high school students. Social and cognitive development are closely related; with social development being our development by interreacting with others and cognitive development being how we progress with skills such as motor skills, problem solving, and memory. In my study, I present that, overall, sports has a positive impact on the social and cognitive development. Sports lets students fine tune motor skills, enhances long term memory skills by learning a playbook, and helps with decision making. On the social development side, I dive in and find that sports increase the self-esteem and self-efficacy of students and this directly relates to the classroom. When a student has a sense of belonging and sense of community in sports, that translates into the classroom setting. I also discuss how Parkinson’s Law debunks the myth that sports takes away from homework time. After looking at both the social and cognitive domains of development, I concluded that sports have more of a positive impact on education and the development of a student than not playing sports. In one of my findings, they found that after analyzing 35,000 high school students, they were present at school 3 more weeks on average than non-athletes and boasted a .55-.75 better GPA than non-athletes. While sports might seem like it just keeps kids out of trouble, it actually enhances the developmental process.

EDUC 330, Child Development

Brian Kaelin

L203, poster #14

10 AM – Noon

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Hannah Adams

What is the Impact of Trauma in the Classroom?
Trauma and stress related instances are a huge concern in the lives of children and young adults around the world. However, one aspect of trauma and stress that we tend to not think about, especially as educators, is how those two factors impact the students that we teach and interact with on a daily basis. This presentation highlights just that and focuses on the six main different types of trauma on the trauma spectrum, as well as various triggers brought on by daily classroom activities that might spark outbreaks with those affected by trauma. Additionally, a traumatic experience gets depicted in the perspective of the teacher, as well as that of the child who has experienced it, and different trauma signals and signs that could occur within the students one might be teaching are also highlighted and explained. Lastly, this presentation covers several different de-escalation strategies that could be used in a potential outburst with a traumatized student(s), A national poll that depicts how trauma has affected children and students long-term who are now adults, as well as what teachers and schools can do to be more informed about the topic of trauma and what they can do to best help their students. My hope is that by presenting this topic to the viewers, they will be able to better understand how crucial it is for future educators to be highly prepared and able to handle and care for traumatized students, as well as to gain a bit of perspective as to what life is like on a daily basis for students who have been affected by trauma and stress.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Katelyn Allen & Corina Gemini

Classroom Design This presentation explores the ways in which classroom design can both positively and negatively affect classroom management. The purpose of this presentation is to help teachers and future educators alike use classroom design as an effective classroom management strategy. Our research includes seating arrangements, zones of proximity, and effective ways to organize a classroom. Our findings stem from Fred Jones’ book “Tools For Teaching” and our 16-week classroom management course here at NCU.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Katie Hastings & Emily Shinkle

Classroom Arrangements
For this research project, we explored the impact of seating arrangements on classroom management. For the purposes of this presentation, we looked into proximity, student behavior and engagement, and the different types of seating arrangements. The proximity of the teacher to the students determined the successfulness of both the behavior of the students and the seating arrangements. From our experiences in the classroom, we have observed the benefits and down falls to various seating arrangements. To conclude, we will address the effectiveness of room arrangements according to different subjects.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Shahaley Holzgang & Bri Reay

What Research Says About Behavior Charts
Research says that using behavior charts in the classroom can be incredibly harmful to a student’s self-efficacy. Any good that can be accomplished (self-regulation skills, motivation, management) can be accomplished using other methods.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Morgan Newton

Why we should have classroom jobs in the third grade?
My research question is “Why should we have classroom jobs in Third-Grade?” My main points as to why will be to teach students responsibility, it builds a sense of community, so as a teach you don’t “bop ‘til you drop,” you should never do something for your students that they are capable of doing themselves. Also, Erikson’s stages of development: Industry vs. Inferior which students at this age want a sense of industry. Children start to have a sense of pride and accomplishment for their work. I will then discuss a few examples of how to go about classroom jobs including applications, rotating students and my own personal experiences.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Kayla Olson & Carly Sand

What are incentives and how can teachers use them in the classroom?
Our presentation is about incentives and how they are used by teachers in the classroom. We talk about the definition of an incentive, some benefits, and some examples. We are aspiring educators in the elementary and the secondary side so we focus on examples for both of those levels. Our examples leak over into both sides of elementary and secondary levels and we will explain how to use them in both sides. Our research came from multiple sources like our textbooks we used in our classes and other outside sources. Our focus is on what incentives are and examples on how to use them. Naturally, benefits will come in when we explain how to use them in each level of teaching.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Jessica Sacker

How Can Teachers Best Support Students With ADD or ADHD in the Classroom?
To best answer the question, “How Can Teachers Best Support Students With ADD or ADHD in the Classroom?,” one must first define Attention Deficit Disorder as well as Attention Deficit Hyperactivity Disorder. Characterized by developmentally inappropriate and pervasive levels of hyperactivity, inattention and impulsivity, Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder were present in 6.1 million children in the year 2016 according to a study conducted by the Center of Disease Control and Prevention.
ADD and ADHD is a common disorder that presents behavioral and social challenges for students as well as the academic challenges. Primarily, the aforementioned behavioral challenges consist of attention based issues as students who struggle to maintain focus as well as students who are hyperactive have difficulty self-managing. This concludes with inappropriate responses to social situations as well as noncompliance, aggression, and a lack of organizational skills.
The academic challenges tend to result from behavioral challenges if not from the disorder itself. Students with ADD or ADHD are more likely to have poor grades and lower scores on standardized tests. Their absenteeism rate is higher. They are also more likely to be expelled, suspended, or repeat a grade.
To counteract these challenges and support the students, teachers can conduct particular practices within the classroom. Teachers can implement behavior intervention such as modifying the environment to reduce distractions or providing fidget tools. Teachers can modify academic instruction to support the students’ attention needs. They can also establish a home and school communication program to better track behavior between school and support.
Conclusively, while students with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder may struggle with multitudinous challenges inside and outside of the classroom, there are actions that can be taken by the teacher to best support the student and create an atmosphere for said students to thrive and achieve their personal best.
EDUC 321, Classroom Relations and Management
Brian Kaelin
L203
10 AM – Noon
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Scholar Lunch

Come to L203 at noon. If you’re one of the first to arrive, you can have free pizza. The meal’s entertainment consists of five minute talks by representatives from majors and minors across campus. Speakers will take a single idea they learned from their major or minor coursework, explain it, explain why it’s useful or beautiful, and explain why they personally love it. Scheduled speakers:

Ariana Henton, Music
Payton Martin, Math
Emily Morgan, Psychology
Gianna Rains, Communication
Madeleine Rosebrook, Spanish
Leah Sheets, Education

L203

Noon – 1 PM

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Hannah Adams & Brianna Reay

How Does Sleep Affect Child Development and Academic Achievement?

This project analyzes the affects of both positive and negative sleeping patterns on the cognitive and physical development of children as well as their academic achievement. Poor sleeping habits increase irritability, decrease immune system repairs, growth, and classroom focus while good sleeping patterns do the opposite.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 14

10 AM – Noon

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Corina Gemini & Shahaley Holzgang

Are break spaces as effective in the classroom?

Break spaces in the classroom have become more and more popular throughout the years. But the question is are they effective? Corrina and Shahaley propose that break spaces inside the classroom are not nearly as effective as break spaces in another classroom where it is supervised with trained teachers (SPED). We discovered that having a break space inside of a classroom is often not used correctly and does not serve the children who need them. When they are inside of a classroom children often misuse it when they do not want to do their work. Break spaces or cool down rooms are supposed to be designed for students who are at there breaking point-crisis mode. When children are in crisis mode or the red zone, they have a hard time calming themselves back down, they need a separate space to help themselves calm down. This space is also used when the student feels themselves heading to the red zone, to prevent them from reaching that point. An effective break classroom needs to have not so much toys, but multisensory objects and ways help them move to get out their anger. It also important that there is emotion charts and ways to help regulate their emotion. Children in this zone are incapable of verbally communicating their thoughts.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 10

10 AM – Noon

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Katie Hastings & Lauren Kogutkiewicz

Projects vs. Project-Based Learning

This presentation covers the differences between projects and project-based learning in our schools. Often these two methods get confused, as they both circulate around a project. However, there is a difference to the two methods. Through our research we found differences in the two, examples, benefits and disadvantages to these practices. Projects are individual or collaborative work that is planned and designed with a particular aim. These are often teacher directed and done after the learning to demonstrate what they learned. Some examples are book reports, poster projects, and an art project. Project-based learning are projects done over an extended period of time that engages students in solving a complex real-world problem and solving the problem. This method is student-directed as students are leading the investigation and problem solving. Examples are coming up with ideas to improve the community, a science project with its results presented to the public and acting out a scene from a famous piece of literature. Schools tend to stick to the traditional methods of projects rather than implementing a project-based system into their lessons because this style of projects “fit” easier into their scheduling and curriculum given by the school board. However, research shows that students under a project-based learning have higher test scores and are better prepare for their future in future education and work.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Tralene Kucera & Morgan Newton

How can teacher and parents help develop self-efficacy in elementary students?

This poster project goes over four points including prior accomplishments, vicarious experiences, social persuasion, and emotional arousal. We will give the definition of each and share what teachers and parents can do to make their students learning more enjoyable to them. This project is mostly about self efficacy and how students benefit from having the self confidence.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Kayla Miller & Leah Sheets

How To Foster Self-Regulated Learners

The question being asked is in this project is how can teachers foster self-regulated learners? From the research it can be concluded that the teacher and students share equal responsibility. The teacher can begin this by creating a student based learning environment by focusing on students interests, learning styles, and abilities. Allowing the student to have the confidence to learn in the way that best fits them creates greater self efficacy. In turn, when students have greater self efficacy they are more likely to become better self regulated learners. It is the teachers responsibility to guide students on how to set realistic goals, determine their learning styles, and accurately self reflect. Through this, students can learn how to motivate themselves to monitor their learning and become success self regulated learners.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 16

10 AM – Noon

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Kayla Olson & Carly Sand

What are the Advantages of Project-Based Learning?

Project-Based learning is a teaching method where students gain knowledge by working to investigate and respond to a complex question, problem, or challenge for an extended period of time. To properly implement PBL, and access the advantages of this type of learning, these essential elements must be put into place: key knowledge and skills, a challenging problem or question, sustained inquiry, authenticity, student choice, reflection, revision, and public product. Based on recent research studies, some advantages include, increased retention of content, improvement of students’ attitudes towards learning, students working collaboratively on simulated real-world problems, and the increase in test scores. A study also found that 63% of students in a PBL classroom earned higher test scores in social studies compared to those in the control classroom. An example of effective PBL is in a first grade classroom students learn how to successfully raise trout and able to communicate to others how to do the same. In this example, students worked collaboratively over a period of time to answer the question, “How do we teach other to successfully raise trout eggs and help them understand the importance of keeping our watersheds healthy?” The implementation of project-based learning gives students the opportunity to learn in a hands-on environment and provides a different approach to the material.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Jessica Sacker

How does Computer-Based Technology aid learning?

This poster presentation discusses how computer-based technology aids learning. The first aspect of the presentation focuses on the three types of computer-based technologies. The first program is a drills and practicing program. This program allows students to practice knowledge and skills learned earlier to produce fast and accurate results. The second kind of program, the tutoring program, teaches new information and skills in either a linear or branching format. This program mimics student teacher interactions by how information simple or difficult information is presented. The final type of CBI, computer-based instruction, program is a problem solving program. This program also teaches new information and skills but it is done by providing an opportunity to apply what is learned to a meaningful and realistic context. The next section reviews statistical results concluding that computer-based instruction has a positive influence on students’ achievement. This section includes five different statistics ranging from an increase of 10% to 21% on performance and an increase of three-fourths of a standard deviation on achievement tests. As a result of these positive outcomes, I researched several beneficial programs that are used frequently within the classroom. The examples that I used were Freckle Math/LA/Science, Khan Academy, Code.org, Kahoot, and Prodigy. Following my presentation, for the kinesthetic learner, I will have brought my computer and my iPad and I can provide a physical example of how these programs could be used by students in the classroom.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 12

10 AM – Noon

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Megan Van Marter & Elizabeth Verschingel

How Teachers Can Build a Child’s Self-efficacy

During the Child Development course at Northwest Christian University, students were able to learn about the self-efficacy and self-esteem of a child and how both can be influenced by teacher interaction. The goal of our presentation is to provide learners with information on what self-efficacy means, how it differs from self-esteem, and why such a concept is important. We have done this through giving examples of how a teacher can build a child’s self-efficacy through processes such as verbal encouragement, mastery experience, emotional support, and vicarious experience. Lastly, we have corroborated our findings with the studies and outcomes that have been researched from teacher influence in the classroom.

EDUC 330, Child Development

Brian Kaelin

10 AM – Noon

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Danielle Buhler & Savanna Lassen

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

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Jacque Donner & Chantal Hall

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

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Cassidy Galindo & Taylor Irons

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

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Britnee Joaquin & Bri Jury

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

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Myranda Johnson & Keri Schwarz

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

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E Caireen T Lounsbury

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

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Kayla Miller & Courtney Robertson

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

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Sarah Rooks

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

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Emma Trusty

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

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Colin Watters

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

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Jaime Aguayo, Stan Singleton

Multiple Intelligence Theory

Jack and I will be presenting on Howard Gardener’s theory of multiple intelligences. Gardner’s pluralistic view of intelligence suggests that all people possess at least eight different intelligences that operate in varying degrees depending upon everyone. The seven primary intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The eighth, Naturalistic intelligence, was not part of Gardner’s original framework but was added in 1996 to include those who excel in the realm of natural science. In our presentation we will be answering the question: through Gardner’s theory how can the knowledge of your personal learning style help you to become more knowledgeable?

EDUC 340, Elementary Literacy Methods & Children’s Literature

Brian Kaelin

Banquet Room, Poster #14

10 AM – Noon

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Carissa Allen, Sarah Rooks

How can we enhance a student’s confidence?

The presentation is focusing on how to enhance a students confidence. Confidence has a large impact on learning and we will display ways to overcome low self-esteem and other areas that affect ones identity.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #1

10 AM – Noon

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Ruben Carmona

School- Wide Positive Behavioral Interventions and Supports

School- Wide Positive Behavioral Interventions and Supports (SWPBIS) is a behavioral support system for students attending school. The purpose of SWPBIS is to reduce the number of referrals and suspensions students receive throughout the school year.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #2

10 AM – Noon

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Jacque Donner, Chantel Hall

Self Efficacy

Self efficacy is the ability to define a goal, perseverance, and see oneself as capable. The major building blocks of self efficacy are : Mastery experiences, Vicarious experiences, Verbal Persuasion, and altering emotion state. Self efficacy is important for several reasons. First it teaches students perseverance. It helps to raise confidence. The students with high self efficacy feel capable and know their strengths. Teachers can help enhance student self efficacy in several methods. One would be to slow down with the lesson. Another would be specific with expectations and deadlines. Finally they can help students identify strengths.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #3

10 AM – Noon

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Cassidy Galindo, Taylor Irons

Incentives in the Classroom

Our project is about incentives in the classroom. The research question that we chose to focus on is, “Do classroom incentive programs really benefit student performance?” Teachers design incentives to provide students with clear feedback on appropriate classroom behavior, and a path to progress towards mastery of the curriculum. Teachers have the choice to design their own incentives and to choose which system fits best in their classroom. In order for incentives to truly work it must be followed consistently and needs to maintain student interest. The concept of incentives is to provide rewards at a variety of levels and to link it with expectations. Incentives play a huge role with target behavior in the classroom as well. The pros to incentives is that it changes behavior quickly, it is easy for students to understand, and encourages involvement and participation. The cons of incentives are, it is only temporary, it can be expensive, some students might give up, and it can lose value. There have been several studies done within incentives in the classroom for all grade levels. Researchers have found that incentives can boost student performance. Incentives has the ability to make students take tests and to take classwork more seriously. Researchers also found that elementary students are more responsive to incentives than high school students. Overall incentives can benefit and improve student performance throughout the classroom.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #4

10 AM – Noon

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Amanda Goodwin, Mary Lou Greene

Outdoor Learning

Children learn in various settings and formats. The most beneficial setting in terms of development is the wide world outside the classroom. A wide world equals a wide perspective. Studies have shown that students thrive in their physical, cognitive, and psychological domains while learning in an outside environment. There is an infinite amount of project-based learning opportunities that any teacher can implement in their curriculum. Outdoor curriculum includes natural materials, big questions, promotes community, discovery, and observation skills that encompass common core state standards in an effective manner. Students are happier, have higher self-esteem, build healthy relationships, master social and emotional skills, are set up for a healthy life style, have stronger language, and develop interests in all subject matter when lessons are kicked outside of the classroom!

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #5

10 AM – Noon

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Britnee Joaquin

How Teachers Can Promote Students’ Self-Efficacy

Self-efficacy, or the belief in one’s ability to achieve a goal or outcome, is a major influence of a student’s academic achievement, motivation, and learning. Students with a strong sense of self-efficacy are more likely to challenge themselves, be intrinsically motivated, persevere through failure, and achieve their goals. Teachers can help support and increase student self-efficacy by incorporating specific strategies into the classroom. First, mastery experiences are the best way to promote student self-efficacy because the student experienced success in that specific area. Second, self-efficacy can grow through vicarious experiences, which is when a student observes a peer or role model succeeding at something. Third, verbal persuasion and encouragement from the teacher or a peer is an effective strategy to promote self-efficacy. Fourth, a student’s emotional state or feelings towards a particular task or subject is strongly tied to one’s self-efficacy. Teachers can work on creating positive experiences and feelings towards that task or subject to boost one’s belief in their abilities. Other ways teachers can promote students’ self-efficacy are to teach goal setting, allow for cooperative learning, give students choices, and provide honest feedback.

EDUC 330, Child Development

Brian Kaelin

Banquet Room, Poster #6

10 AM – Noon

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