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Archives for March 2022

Reduce negative classroom behaviors with de-escalation strategies

March 29, 2022 by Strategic Communication

When students act out in classrooms, many schools deal with the disruptive behaviors through restraint and seclusion.

“Restraint restricts a child’s movement, while seclusion involves removing a child from the academic context,” said Dr. Reesha Adamson, a special education expert at Missouri State University. “Historically, our schools have underreported these incidents.”

While kids misbehaving in the classrooms isn’t unusual, it has been happening a lot more. One contributing factor is COVID-19 and the move to virtual instruction.

According to Adamson, an associate professor in the department of counseling, leadership and special education at Missouri State, schools often act as first responders, connecting kids with additional supports and services beyond educational needs.

During the pandemic, students lost that support system due to less time spent in the school environment.

“For kids already having issues, COVID provided a level of trauma to their lives that we haven’t experienced before,” Adamson said. “And when you think about trauma and how that manifests, it manifests sometimes in kids as that acting-out behavior.”

Preventing acting out in classrooms

Read the full transcript

Preventing outbursts

The key to minimizing and preventing negative classroom behaviors is de-escalation.

“It’s trying to make sure a student never gets to that point where he or she is out of control and requires additional supports and interventions,” Adamson said.

De-escalation involves using the seven phases of a crisis cycle – calm, triggers, agitation, acceleration, peak, de-escalation and recovery – to individualize prevention and recovery strategies.

Understanding a child’s curve

While it’s common to think of the cycle as a bell curve – a student starts out calm, moves up to a peak phase and then gets back to recovery – the curve will look different for each child.

So, using techniques specific to each of the seven phases in the crisis cycle can help students minimize or avoid disruptive behaviors.

Adamson and her team have mapped out specific strategies at each phase within that cycle for teachers and school personnel to consider.

“For example, if a kid is calm, what should you be doing? You should be teaching because when kids are calm, they’re ready to learn,” Adamson said.

“You should be teaching not only academic pieces, but also practicing for what happens if. What happens if you do get upset? How could we try something different or go someplace different that maybe will limit getting higher on that escalation curve?”

Adamson adds it’s also important to help kids know their spot on the curve in moments of crisis.

“It involves getting them to think about physiological changes they may feel to know they’re getting escalated,” Adamson said. “So, it’s not only on the teacher’s part to say, ‘What can I be doing to support this kid,’ but also for that kid to know what I can be doing to support myself.”

Filed Under: Uncategorized

What to know about the Teacher Pathways program

March 28, 2022 by Strategic Communication

Markers, pencils, and crayons in an early childhood classroom.

Opportunities to earn college credit for general education courses in high school classrooms have been around for many years.  

Missouri State University’s College of Education (COE) and Springfield Public Schools (SPS) recently partnered to give high school students college credit for classes and experiences to prepare them to be teachers.  

“Students are able to explore the field of education through the regular classroom setting, guest speakers, field trips and practicum placements,” said Katie Kensinger, coordinator of college and career readiness at SPS.  

“The Teacher Pathways program allows high school students to understand much more about the profession. This is essential for them to truly know if teaching is what they want to pursue after graduation.”  

In the classroom  

Students enrolled in dual credit courses take the classes at their high school.  

The high school teachers offering the courses work with Dr. Denise Cunningham, head of the childhood education and family studies department, and the dual credit office to make sure their syllabi align with MSU course requirements.  

“I worked on aligning the coursework that they are offering with the standards required by the Missouri Department of Elementary and Secondary Education (DESE),” Cunningham noted.  

“Now, each program has its own introductory course – early childhood, elementary, and combined middle and secondary.”  

High school students can take up to two courses in education at a reduced fee per credit hour. Students who qualify for free and reduced lunches can earn dual credit free of charge. All credits transfer into an MSU education program.  

“Partnering with MSU strengthens our SPS curriculum and ensures it is more relevant,” Kensinger remarked.  

“Beginning college with a clear vision and applicable credits may help some students graduate within four years.” 

The future of teaching 

Teacher Pathways can help high school students finalize their decision about wanting to pursue teaching as a career.  

“I’ve learned how to write a proper lesson plan and introduce lessons to students in an engaging way,” said Michelle Dobre, a senior at Hillcrest High School. “The practicum gave me an opportunity to see what it’s actually like being a teacher.”  

Cunningham explained that an early practicum gives high school students a peek into a profession that has so many rewarding qualities, even when there are tough times.  

“We need our best and brightest to become teachers. They’re the ones who can inspire the lives of everyone else.”   

Explore degrees in education 

Filed Under: Uncategorized Tagged With: childhood education and family studies, Early Childhood and Family Development, education, Elementary Education, Secondary Education, Springfield Public Schools

Removing barriers for teachers in training

March 23, 2022 by Strategic Communication

Tulips in bloom near Hill Hall.

Certified teachers are needed in many schools in Missouri right now.  

College graduates with a bachelor’s degree can earn a Master of Arts in Teaching (MAT) to become a certified teacher. But, it can be difficult to turn down or leave a full-time job to earn a master’s degree.  

MSU recently shifted their MAT coursework completely online. Now, students can earn their master’s degree while working full-time or while working in the classroom with a provisional teaching certificate.  

“With an online program, we’re able to work around barriers while maintaining an academically rigorous program,” said Dr. Pamela Correll, program coordinator for the MAT. “Students are accomplishing two huge milestones with the MAT – a master’s degree and teacher certification.”  

The MAT program is among five MSU online master’s degrees ranked in the top 10 across the nation.  

Teachers in training  

A provisional teaching certificate gives students the benefit of a full-time job and allows school districts to fill vacancies two years earlier.     

“A student can work through our teacher certification office to gain a provisional teaching certificate from the Department of Elementary and Secondary Education (DESE). After that paperwork is processed, they can begin working in the classroom,” Correll said.  

Students who want to earn their MAT can complete the program from anywhere in Missouri.  

“The 75 hours of required observation and student teaching are completed in the school where they are working,” Correll said. “So, they’re earning a salary and are considered to be the teacher of record while they earn both a master’s degree and their regular teacher certification.”  

Creating a plan  

The MAT program is designed to be completed in two years. Mary Bohlen, academic advisor in the College of Education, works with students to create a plan that is suited to their needs.  

“This program is responding to the question ‘what does the world we live in require from us?’ And then, ‘how can we offer that to students?’” Bohlen said.  

“We need a lot of great teachers in this state, and this program works hard to remove obstacles that keep people from becoming great teachers.”  

Explore the MAT program

Filed Under: Uncategorized Tagged With: education, Graduate Program

Helping students SHINE

March 2, 2022 by Strategic Communication

Parent work schedules and school schedules do not always match up perfectly. This can leave some families in a sticky situation.  

To resolve this struggle, Springfield Public Schools (SPS) joined local organizations to provide quality before and after school care through the SHINE program.  

Students pursuing a degree in elementary education at Missouri State University can complete a 30-hour practicum (that is required in the early stages of their degree program) while working at the YMCA.  

“Many of our students work to support themselves through school. Their schedules are very tight, so this opportunity is a win-win,” said Rhonda Bishop, clinical instructor in the department of childhood education and family studies.  

“It provides the necessary workforce for SHINE, and our students are getting paid while they satisfy a requirement for their class.” 

Working in after-school care 

Most early practicum experiences involve observing a certified teacher and taking on a few lessons or tasks in the classroom.  

In the SHINE program, students are immersed in classroom skills from the start – planning activities, working with students in small groups and managing the after-school schedule.  

“Each day, we do a math activity and a literacy activity,” said Sophia Crabtree, an MSU elementary education major and YMCA employee.  

“You have to plan ahead, and you learn classroom management skills when you’re working with the kids.”  

Having experience working with children is an important part of building your resume as an education major.  

“It’s always helpful on your resume if you can show experience working with children,” Bishop said. “I encourage my students to start gaining that experience as soon as possible, and the SHINE program provides that for them.”  

Closing the gap 

The recent pandemic conditions caused some students to return to school in-person with some additional needs.  

“Teachers are realizing that there are some educational gaps for their students,” Bishop said. “So, schools are implementing strategies to lessen that gap. After school care is one of the ways kids can get extra support outside of the typical school day.”  

Employees working in the SHINE program can build relationships with students and address needs that may not be met in the classroom that day.  

“I can connect with students and give them the attention they need when they have something they want to talk about,” Crabtree said.  

“It’s rewarding seeing them progress throughout the year and maybe even handling situations differently because you talked with them about it.” 

Explore a degree in elementary education

Rhonda Bishop with an award plaque for distinguished clinician.Distinguished clinician award 

Bishop was recently awarded the Distinguished Clinician in Teacher Education Award from the Association of Teacher Educators.  

This award was granted in recognition of her support of students in and out of the classroom.  

Bishop’s work to find creative solutions for students to complete their programs, such as the SHINE program, is a valuable part of her contribution as an educator.  

Congratulations, Dr. Bishop!  

 

Filed Under: COE Faculty Tagged With: childhood education and family studies, education, Elementary Education, Rhonda Bishop, Springfield Public Schools

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