Tag: Joaquin B

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

Return to schedule

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

Return to schedule

Britnee Joaquin

Discovering Dover

Dover, England, was one of the places we visited during the three weeks of studying abroad in England last summer. Dover is a port town located in southeastern England and faces France on the English Channel. Dover Castle has served as a fortress for over nine centuries. Most recently, the castle played an important role during the evacuation of Dunkirk in World War Two to rescue thousands of Allied troops. Our group had the opportunity to experience a visual reenactment of the events that took place during the War in one of three underground tunnel levels of the castle. One of the most famous parts of Dover, which we were also able to see, are the White Cliffs located along the beach. The white color is a result of its chalky composition and can be seen across the Strait of Dover from the beaches of France on a clear day.

GLST 295 Study Abroad

Lauren Riley

Banquet Room, Poster #9

10:00 AM – Noon

Back to the schedule