Tag: Posters Spring 24

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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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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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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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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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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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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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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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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