Tag: Posters Spring 25

Seating For Success

Students in elementary school classrooms benefit from specific seating arrangements that are based on student needs and the goals of the lesson. The research question for this poster presentation is “How does classroom seating arrangement impact student participation and behavior in an elementary classroom?” We are studying what seating arrangements and patterns are used in elementary school classrooms, and which arrangements produce the most success from students. The research shows that there is not one specific seating arrangement that is superior to the rest. Different seating arrangements support different needs in the classroom, depending on the teaching style, the characteristics of the students from class to class, and the classroom size. Studies show that row seating arrangement is best for independent work, and it helps reduce disruptive behavior because they are looking forward and are not grouped together. Cluster seating arrangement is beneficial for group work and projects, but not for talkative students or lectures. The double E seating arrangement supports the zones of proximity, because the teacher is able to move around the classroom easily. The negative aspect of Double E seating is that half of the students will be facing a different direction than the front board or the screen. This can cause disruptive behavior. The U-Shape seating arrangement is great for teachers to be able to walk around the middle of the room while also seeing all students fairly equally. The students feel that they are less isolated, and that they feel more disciplined in a positive way. The downside to this seating arrangement is that group work is difficult and that some students are not facing the front board or screen easily. For classrooms that are based off of group work and interactive activities, teachers should use the Cluster seating or the Double E seating. For classrooms that are based off of lectures or having poor behavior from students, teachers should use the Row seating or the U-Shape seating. From the data provided, there is not one seating arrangement that is considered “better”. Each seating arrangement will be different for each teacher and classroom.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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How Brain Breaks Affect Student Behavior.

This poster presentation examines how brain breaks affect student engagement at the elementary and secondary level.  Our findings come from both peer-reviewed research and first hand accounts of being in the classroom at the third grade level at Adams Elementary and Lowell High School. What we were able to learn from this project is that brain breaks do work and help students stay focused and on task. However, not all brain breaks will help students. The effectiveness of brain breaks is reliant upon the type of students in the classroom, what kind of break the students are given, how long the breaks are for, and how the teacher implements the breaks into the classroom. At the elementary level, the students tended to respond better to shorter, more active brain breaks, which got them out of their seats and moving around the classroom. Secondary classrooms however tended to benefit from longer breaks and more reflection based breaks instead of getting out of their seats and moving around. This is extremely important to us being future educators due to the fact that giving our students the most optimal learning environment that we can is our number one priority.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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What practices can educators utilize to better connect with reluctant readers at the secondary level?

Connecting to reluctant readers in a secondary setting can be a difficult undertaking for educators. The goal of this research was to find strategies that will increase reading engagement. These strategies include increasing textual relevance, utilizing electronic tools, and allowing for student text choice. This research is not designed to be a definitive guide to “solve” the reluctant reader challenge, but rather, to provide strategies for educators to explore and adapt to their own practice. 

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Pets in the Elementary Classroom

My research project has studied the presence of animals in the elementary school classroom.The research question I answered is “What are the benefits in student behavior with pets in the classroom”. I researched peer reviewed studies of animals in the classroom and their results. I addressed the what, why, and how.The what examines the most common pets.The why explains the positive impacts.The how discusses decisions and implementation required by the teacher. Overall classroom pets were shown to provide positive influences on children’s academics as well as emotional and social health.There were some minor negatives that will be addressed. Studies have been shown that pets in the classroom can clearly provide benefits to students in many areas like social interactions, attendance, sense of community, responsibility, and empowerment. Ultimately the decision to have and support classroom pets comes from the teacher. A classroom teacher is the decision maker (with school administration approval) in whether to have a pet and how students will interact with it. As a teacher implementing animals in my classroom and observing the results with my students.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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How do the zones of regulation help elementary students identify their emotions and give them tools to regulate them?

For this poster presentation, we will be exploring the topic of how zones of regulation help elementary students identify their emotions and give them tools to regulate them. For this presentation we have gathered research both online and have also observed it being used through our placements for student teaching. In this presentation we will be combining the research and experience to explain the effectiveness of the zones of regulation. Currently in the classroom we have seen students who are only reactive and have a hard time expressing emotions in a calm manner. In these cases students are given a paper that has all 4 zones of regulation listed out with pictures. In the presentation we dive into the zones of regulation and what they are. When given the paper students are able to point at what they are feeling and we can give them tools to help manage their emotions. When looking at research done online there are very mixed reports. Some teachers have said that they have seen a change in students being able to regulate their emotions while some have seen no change at all. Since the data collection is inconclusive we will compare it to the data we have collected throughout our placements. 

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Sleep and Student Success: How Rest Impacts Academic and Cognitive Performance

Sleep plays a critical role in the cognitive and academic development of secondary education students. This study explores how both the amount and quality of sleep influence students’ academic performance and cognitive functioning. Research indicates that inadequate or poor-quality sleep is linked to decreased attention, memory consolidation, problem-solving skills, and overall academic achievement. Adolescents are particularly vulnerable to sleep deficits due to biological changes in circadian rhythms, increased academic pressures, and lifestyle habits, including screen time and extracurricular activities. These factors often lead to chronic sleep deprivation, which can impair executive functions such as decision-making, emotional regulation, and the ability to retain and process new information. Conversely, students who consistently receive sufficient, high-quality sleep tend to perform better on standardized tests, maintain higher grade point averages, and exhibit improved classroom engagement and behavior. This abstract summarizes findings from a range of scientific studies to highlight the significant connection between sleep and school performance. The research underscores the importance of promoting healthy sleep habits among adolescents through school policies, parental involvement, and public health initiatives. By understanding and addressing sleep-related challenges, educators and policymakers can help optimize student outcomes and long-term cognitive health.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Motivating Minds: Effective and Ineffective Incentives in Secondary Education

In the presentation I will be presenting about the effective and ineffective incentives in a secondary classroom.  Unlike in elemaentary school, secondary educators use incentives to encourage academic success and to reward positive voluntary behaviors.  Research shows that using incentives works well with elementary-aged students. Why wouldnt incentives work for secondary aged students?  There are many different incentives that are effective and ineffective at the secondary level.  Going deeper into the research on why different incentives work and don’t work is my main goal for this presentation. 

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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How do the colors in an elementary classroom affect student behavior?

This poster presentation explores how colors used in elementary school classrooms can influence student behavior, emotions, and focus. Studies in color psychology and classroom design show that different colors can affect how students feel and act throughout the school day. Cool colors like blue and green are linked to calmness, focus, and reduced anxiety, making them helpful in creating a peaceful learning space (Engelbrecht, 2003). In contrast, warm colors like red and yellow may increase energy levels and excitement but can also lead to restlessness or distraction if overused (Kwallek et al., 1996). The brightness and lighting of a classroom also play a role in how students respond to color (Dunn et al., 1985). Research suggests that using the right color combinations can help improve students’ ability to concentrate, manage their emotions, and stay engaged in class (Sherman, 2019). This study highlights the importance of classroom design and encourages teachers and school leaders to use color thoughtfully to support positive student behavior and better learning outcomes.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Effective Nonverbal Communicators in the Classroom

It is understood that for every component of intentional spoken communication, there are a plethora of unconscious, yet fundamental, aspects of nonverbal communication. While an aspect of life that is present in all interactions, the impact of nonverbal communicators on teaching is particularly relevant for student success. It is understood that good teachers have certain traits, both conscious and unconscious, that make them effective in their roles. Nonverbal immediacy, powerful presenter traits, and meaningful relationship builders are all tools in the successful teacher’s toolbox. Classrooms built on meaningful student outcomes need to have a teacher who understands what nonverbal cues look like, the strengths of each one they use, and the appropriate time to use them.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Performance Anxiety in Secondary Education

This poster presentation examines performance anxiety for musicians at the secondary level of education and techniques to combat it. Key findings from research include cognitive processes, somatic resources, grounding, and music preparation. Cognitive processes include positive self-talk, reframing your mindset, and recognizing your feelings of nervousness. Somatic resources address the body and how your body is supporting you and responding to the nervousness. Grounding techniques including yoga, body mapping, deep breathing, and having a positive outlook on the result. Musical preparation includes muscle memory, audiation, understanding the framework, visualization, and practicing in the way you will perform it. The significance of these techniques is to lower anxiety and nervousness surrounding having to perform a task in front of people. Following these techniques will improve overall performance and lead to more positive outcomes surrounding performing.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Routines and Expectations

This research poster will address “How can clear routines and expectations help improve student engagement and reduce disruptive behavior in middle school PE classes?” Middle school students do their best in environments that are structured, predictable, and supportive, especially in classes such as physical education. Classes like P.E are high energy and are social settings that have an increased risk of off-task behavior. The methods used for my research will include research studies, case studies, and educational TED Talks that focus on classroom management, student engagement, and behavior in physical education. I will also use my own experience of being a middle school P.E teacher, where I was able to experience and observe the implementation of consistent routines. Some examples of this would be  structured warm-ups, clear behavior expectations, and simple transition signals, mainly to improve student focus and participation. By the end of my analysis I will recommend that PE teachers prioritize clear communication, consistent procedures, and positive reinforcement strategies from the beginning until the end of the school year. These routines help build a safe and respectful learning environment  as well as help students be more confident, accountable and prepared to engage in physical activity with little to no behavioral issues. 

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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Teamwork Makes the Dream Work

Active involvement by parents is linked to improved academic and personal outcomes across grade levels. Studies have shown that students from elementary to high school age demonstrate that school based engagement, high parental expectations, academic socialization, and open parent child communication are there to enhance achievement measures such as reading scores and overall academic performance while boosting motivation. “Fan and Williams (2010)” demonstrate that increased parental support significantly enhances students’ self-beliefs and engagement, promoting deeper motivation to learn. “El Nokali et al. (2010)” establish that early parental involvement correlates with both academic and social development in elementary school children. “Froiland, Peterson, and Davison (2013)” highlight the long-term benefits of early parental expectations and involvement, particularly in sustaining academic achievement. “Hill and Tyson (2009)”, through meta-analytic review, identify effective middle school strategies, emphasizing the shift from direct homework help to academic socialization. “Jaiswal and Choudhuri (2017)” reinforce the consistent positive relationship between parental involvement and academic performance across contexts. “Weldon (2011)” further supports these claims through a critical review of existing parental engagement frameworks. “Kovács et al. (2024)” extends the discussion to extracurricular domains, showing that parental support also contributes to athletic achievement. “Nye, Turner, and Schwartz (2006)” present empirical evidence for the effectiveness of structured involvement programs in improving elementary students’ performance. All of these studies show us  the enduring and diverse role of parental involvement in shaping students’ academics.

EDUC 321, Classroom Relations and Management

Brian Kaelin

Womack Lobby and Room 100

10 AM – Noon

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