Room: NRN 1025

Intern: Marra Grohowski

Mentor Teacher: Carmen Krause

Internship Placement: Kimball Wiles Elementary

Title: Finding Joy: Recognizing and Naming Emotional Catalysts in the Classroom

Marra Grohowski was curious about how people experience and name positive emotions and interactions in a first-grade classroom. They wondered how joy could be invited, encouraged, and supported in the classroom as well as how that joy would be experienced by every member of the class. They collected data during a four-week time period through field notes, pictures, and videos. Data analysis revealed three claims that focused on how students identify, discuss, and experience joy every day.

Intern: Cheyanne Mihalinec

Mentor Teacher: Virginia Christner

Internship Placement: Newberry Elementary School

Title: Educating a Kindergarten Class on Emotional Self-Regulation Strategies in and Outside of the Classroom

Cheyanne Mihalinec was experiencing a tension in her kindergarten classroom related to students experiencing a high amount of emotional stress every day in the classroom. She wondered if students learned more about emotions and how to control them/calm themselves down if the amount of stress would decrease. She collected data during a 4-week time period through surveys, reflective journals, and field notes. Data analysis revealed two claims that focused on the decline of emotional stress due to learning about what emotions are and how to regulate them.

Intern: Artie Romberger

Mentor Teacher: Kristen Schendowich

Internship Placement Lake Forest Elementary School

Title: Benefits of Trauma-Informed Teaching in a Fifth-Grade Classroom

Artie Romberger was seeing a disconnect in their classroom fifth grade science class. Learning science content and maintaining a healthy emotional state at the same time was a struggle for some students. When looking into why, they realized they had many students with trauma. They collected data through surveys and informal interviews over the course of four-weeks. They realized two things that benefited students and them as they taught with trauma-informed teaching and an asset-based approach.