Tag: EDUC 321

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

Bucher Room

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

Bucher Room

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

Bucher Room

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

Bucher Room

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

Bucher Room

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

Bucher Room

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

Bucher Room

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

Bucher Room

10 AM – Noon

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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

L203

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

L203

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

L203

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

L203

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

L203

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

L203

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

L203

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

L203

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

L203

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

L203

10 AM – Noon

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Awbrie Ammons-Jackson

Addressing Emotional Overload in Elementary Classrooms

This research explores how to address students’ emotional overload while in the classroom. In my research, I found multiple research-based strategies on how to teach students emotional regulation and coping skills that will prevent them from having to be removed from the learning environment and missing valuable instructional time. This research focuses primarily on teaching in a traditional, face-to-face classroom but could also be applied to working in a virtual classroom or distance learning models. 

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Caitlin Bowen

Engagement Levels of Children and Online Schooling

For this presentation, I looked into what the research says about the correlation between online learning and student participation and engagement, and how to increase the level of student participation and engagement in an online format within the elementary school classroom.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Carli Brousseau

Managing Talkative Students: Strategies for the Classroom

This presentation researches students who talk too much in class. I have included reasons this may happen, strategies for success, and research that backs up these strategies.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Katelynn Caulley & Miranda Jensen

Supporting Students Online

Our research question is: “What are tools that we can use to help support students online?”. Through research, we found that implementing a goal-oriented classroom, mandatory check-ins, a positive learning environment, family engagement, and more would all help to improve student engagement in the online classroom. 

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Tyler Chase

Promoting Student Motivation with Goal Setting and the Growth Mindset

This project discusses a problem presented in the classroom and the research associated with potential solutions to the problem. The goal of this project is to promote student motivation in the classroom and the avenue I have chosen to accomplish that with is through goal setting and promoting a healthy growth mindset in the classroom. This project discusses how these two concepts work in tangent with each other in the classroom and how one cannot exist effectively without the other.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Georgia Cook

Student Motivation and Engagement in the Classroom and Online

My presentation is regarding a first grade student who struggled with engagement throughout distance learning, and once we began to do school in a hybrid format, those same struggles manifested in the classroom as well. My research examined strategies to increase student motivation and engagement, both online and in-person. In the research, I found that using Tier 2 strategies, helping the student create academic and behavioral goals for himself, and giving specific feedback, among other strategies, were helpful in increasing student engagement.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Jordyn Edewards

How do we as educators get our middle school students to turn on their cameras and be engaged in a zoom format of class? 

10 out of 15 students per zoom call (with my cooperating teacher at Agnes Stewart middle school) will never turn their cameras on during their classes. During a span of 1 month of research I observed as students came into class and automatically turned off their cameras and mics to do other things that were not related to class or homework assignments. The research found, over this span of time, allowed me to find six different strategies that  can help students to turn on their cameras and be engaged in class. The strategies I was able to implement during this time were……

1.) Admitting students into the classroom one by one five minutes before the start of class. (Checking with them on their camera use and how they are feeling today).

2.) Zoom polls, zoom annotation tools, zoom breakout rooms

3.) Have weekly 5–10-minute check ins with students about their work environment and how they are doing.

4.) Making sure resources are available to students and that they know how to access and use them. (Implementation Plan)

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Kade McClaugherty

Differentiating Learning

Some of the students in my Spanish 1B class had trouble engaging in the learning and would not participate in class. I looked at ways to differentiate the learning as a way to get more students engaged in the learning and increase retention. The research gave a few great examples involving T.P.R., rhythm, games, and different ways to use context and sentence grammar to learn the meaning of words and I was able to implement a few of these strategies within the classroom.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Kiley McCurry

The research on and implemented solutions for lack of engagement levels through distance learning

Distance learning has caused many primary students to lose interest and lack in participation and engagement. I researched and implemented four strategies in a 4th grade classroom to see the results of these effects on 8 students who had little to no participation for the majority of class time throughout the week. These strategies included implementing task oriented curriculum, scaffolding students into a self regulated zone of educational improvement, examining predictive factors for student success in hybrid learning, and including open-ended questions throughout discussion time. 

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Makenna Northern

Strategies to Encourage Participation in High School Zoom Classes 

For my project for this ACE Day I focused on the question of Strategies I could use to get more participation in my online zoom class. The problem that I was having in my zoom classes was that no one would turn their cameras on and no one would answer questions when asked. I researched and found four strategies that I could implement in the future to help ensure that my students know that participation is required. I explored four strategies in my presentation and they were, giving different types of feedback, having a positive first day of class, monitoring student participation and a virtual reality option. 

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Sucao Wang

How to support a student with ADHD to engage

A student called Noah diagnosed with ADHD. He is in my 3rd-grade practicum class. He has difficulty focusing during a lecture, and he is not interested in doing any schoolwork. He doesn’t finish his bell works, morning work, or any assignments. He makes noises and chats with his neighbors during a lecture. When he is asked to finish his assignments, he finishes his work sloppily and I can tell that he just wants his work to be done. He only takes participant in some science activity. I will talk about some strategies based on the research to support Noah to succeed at school.

EDUC 321, Classroom Relations & Management

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Brian Kaelin

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Amber Whitehead

Fidgeting in the Classroom

In both of my placements this year, I witnessed student’s fidgeting in the classroom which caused a distraction for themselves, their classmates and the teachers. For this research project, I researched how a teacher can better meet the needs of the students who fidget in the classroom. The results of this exploration were that if students were given the correct fidgeting technics and tools, if helps themselves and other in the classroom. 

EDUC 321, Classroom Relations & Management

Click here to view the presentation

Brian Kaelin

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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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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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