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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