Tag: Posters Fall 2019

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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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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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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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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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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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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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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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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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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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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