Park, D., Ramirez, G. Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively. Educ Psychol Rev 34, 1955–1983 (2022). https://doi.org/10.1007/s10648-022-09707-z

Brief Summary and Abstract:

Frustration is a common emotional experience in teachers’ lives. Despite its ubiquity, frustration in the classroom has been largely ignored as a focus of study in modern emotion and motivation research. In this study, we bring together an interdisciplinary body of work to stimulate renewed interest in the study of frustration pertaining to teachers and their students. First, we discuss common sources of frustration and explain why even minor frustrations discourage goal attainment. Then, we present recommendations for ways in which teachers can reduce the occurrence of this common yet understudied emotion through empathy, simplification, and reappraisal. We conclude by discussing the personal attributes that teachers draw upon to overcome frustration and highlighting additional open questions and areas of future studies.

Teaching is a challenging job, in which teachers are expected to maintain their motivation and foster motivation in their students. Emotions play an important role in these processes (Chen, 2021). The emotions teachers experience influence their well-being, actions, and the messages they convey to frequent interaction partners, such as students (Hong et al., 2016). Previous studies have used diary and experience sampling methods to ascertain how teachers experience various emotions (Carson, 2007) as well as multi-item scales to assess emotions in a traitlike manner (Frenzel et al., 2016). These approaches have yielded important insights into the types of emotions teachers commonly experience (i.e., joy, hope, hopelessness, guilt, anger, and anxiety (Frenzel et al., 2016; Hong, et al., 2016), their intensity (Sutton, 2007), and the appraisals they make to develop such emotions (Chang, 2009; Frenzel et al., 2020; Roseman, 2018). Furthermore, a growing body of studies has examined how teachers display and regulate their emotions and the effects of these emotional responses on teachers’ careers and classroom management (Chang, 2009; Lazarus, 2006).

According to Frenzel et al.’s (2020) reciprocal model of teacher emotions, teachers introduce four overarching goals for students in the classroom:(1) growth in learning, (2) motivational engagement, (3) behavioral discipline, and (4) high-quality teacher-student relationships. Teachers’ emotions result from their appraisals while monitoring the correspondence between their overarching goals and perceptions of student behavior. Teachers’ goals are not achieved when they are blocked by students’ behaviors, emotions, and motivations, which can lead to teacher frustration, an emotion that fundamentally arises in response to goal blockage. In line with this special issue, teacher frustration is viewed as rooted in social factors that prevent teachers from achieving their goals.

Frustration significantly shapes teachers’ daily lives. For example, in studies by Sutton (2004, 2007), two-thirds of teachers talked about frustration when asked to describe their classroom emotions, which significantly influenced their behavior and coping strategies. Given its ubiquity and effects in the classroom, it is surprising that frustration has not received much attention in studies on teacher emotions and motivation. A PsychINFO keyword search for peer-reviewed articles containing teacher-frustration-related terms (i.e., “teachers,” “frustration,” “goal blocking,” “frustration intolerance,” or “teacher frustration”) yielded only 38 results, most of which primarily focused on clinical frustration among students. Furthermore, one of the most popular textbooks in educational psychology does not consider frustration in its keywords or subject index (Woolfolk, 2017). Considering the limited research on teacher frustration, we drew from the broader literature on frustration, which has important implications for understanding this emotion in the classroom. We offer a narrative review of the role of frustration among teachers, drawing on cross-disciplinary perspectives to provide concrete solutions, new research paths, and improved integration of existing motivation theories. We highlight two key connections to the focus of this special issue on the social context of motivation. First, teacher frustration can create a social context for students that impacts their motivation, emotions, and other important outcomes. Second, students create a social context for teachers’ motivation and emotions, in that specific types of social interactions and observations of students can trigger teacher frustration. These insights form part of the larger model of teacher’s frustration that we are developing.

CRAAP Method Analysis of "Frustration in the Classroom:

Causes and Strategies to Help Teachers Cope Productively" by Park & Ramirez (2022)

Currency:

Published in 2022.

The references cited range from 2004 to 2022, indicating that the study incorporates recent research and findings.

Relevance:

Addresses a significant and understudied emotion in education: teacher frustration.

Relevant to educators, psychologists, and researchers focusing on teacher well-being and classroom management.

Authority:

Published in the "Educational Psychology Review," a reputable peer-reviewed journal.

Authors are likely experts in educational psychology, given the publication venue and interdisciplinary approach.

Accuracy

Cites numerous peer-reviewed studies and incorporates data from various methodologies (diary studies, experience sampling, multi-item scales).

Provides evidence-based recommendations for reducing teacher frustration, enhancing credibility.

Purpose:

Aims to stimulate interest and further research in teacher frustration.

Offers practical strategies for teachers to manage frustration, aiming to improve educational outcomes and teacher-student relationships.

This study is a credible, relevant, and authoritative resource for understanding and addressing teacher frustration in the classroom.

Summary: “Getting Students Engaged in Learning,” by Jennifer A. Fredricks, discusses the topic of student engagement, especially following the negative impact caused by the 2020 COVID pandemic. The source defines engagement and outlines three types that can be exhibited by students. It then goes on to describe why student engagement is important and how teachers, as well as schools and state policymakers, can work toward improving it. 

Analysis: 

• Fredricks begins by identifying a sharp decline in student engagement following COVID, caused by several factors including limited access to technology during periods of virtual learning, fewer hands-on learning experiences, and isolation from peers. In this case, lower levels of student engagement are indicated by poor attendance rates, increased chronic absenteeism, and widening achievement gaps. Readers can infer from this source’s introduction that disengagement among students is a major problem right now and needs to be addressed. 

• Several reasons why disengagement may occur are listed and described. Potential factors include emphasis on teacher-directed instruction; poor, or even conflictual, relationships with teachers; and low peer acceptance. This suggests that a lack of interest in school is not simply an innate quality of disengaged students. Rather, there are reasons that cause this attitude, and if root problems such as instructional practices and social circumstances are changed, engagement can be increased.

• Engagement is experienced by students across three dimensions: behavioral, emotional, and cognitive. Engagement or disengagement can occur at any of these three levels and in various combinations. This means that even if a student is engaged behaviorally– following instructions and completing assignments, for instance– he/she could still potentially be disengaged emotionally and cognitively. The multidimensional nature of student engagement has several implications. Firstly, there are many factors that contribute to either engagement or disengagement. Secondly, disengagement is not easy to identify in every student since there are several types to evaluate. Thirdly, teachers, schools, and policymakers must consider all three types of engagement as they attempt to create and implement strategies that drive improvement.

• According to Fredricks, there are three types of student engagement predictors. The causes of engagement or disengagement can take place at the individual, classroom, and school-wide levels, implying that there are both internal and external factors that contribute to engagement. Internal factors are individual to each student and his/her life circumstances, while external factors are controlled by teachers and school districts.  

• This source includes a table outlining various strategies teachers can use to increase engagement in their classrooms. To improve behavioral engagement, teachers can establish clear expectations, implement consistent discipline, and provide praise for good behavior. Emotional engagement can be promoted by providing opportunities for peer-to-peer interactions and developing classroom norms for social behavior, especially respect. Finally, cognitive engagement is bolstered when teachers use various forms of assessment, provide opportunities for critical thinking and problem-solving, and give students feedback. These approaches have implications about what might cause disengagement. So, disengagement at the behavioral level may result when students do not understand what is expected of them by their teachers or if they feel their efforts go unrecognized. Emotional disengagement can occur when there are too few opportunities for students to get to know each other or when teachers fail to create a positive social environment. Cognitive disengagement could become an issue if students are only assessed using traditional exams and are not exposed to hands-on learning experiences with relevance to the real world. 

Lamb, S., & Dulfer, N. (2008). Predicting disengagement and its effects: What evidence is there on the extent to which disengagement can be predicted at younger ages? (8-12). Centre for Post-compulsory Education and Lifelong Learning The University of Melborune, 1-9.

SUMMARY:

The purpose of this research was to investigate the factors that predict disengagement in young children and how they impact student achievement. The University of Melbourne outlines several of these factors that predict disengagement and their impacts on student success in the future. This paper addresses multiple outside studies that are broken down into three categories focused on early leavers in school. The first main category is students who are legally allowed to leave, the second is students ages 10-14, and the third category is primary grade students ages 5-12. Ultimately, these studies are able to predict school disengagement from as early as first grade by highlighting the many factors that contribute to students who become disengaged in the classroom.

ANALYSIS:

Student Predictors

• This research finds that it is possible to predict student disengagement in younger ages 8-12.

• The factors that predict disengagement are poor achievement, school attendance, poor school behavior, etc. These are all factors that clearly show that students are potentially disengaged. They may lead to low self motivation and low self esteem.

• Socio-economic status is also related to disengagement. One study by Willms (2003) found that students in lower income families are more likely to have lower sense of belonging in schools. This is an important factor to recognize in different school districts. Students may be forced to come to school hungry, have poor nutrition, or even experience homelessness and are unable to focus.

• Family culture is another key predictor and risk factor in school disengagement in students who leave school early. This may be due to parents being uninvolved in their students education starting at a young age. Students may be facing family dysfunction, where parents are fighting or broken up. There may be no adult present when the student arrives home from school to feed them/ help them complete homework.

• Health issues or mental illness present in families may impact the child's ability to focus in school.

• Race, ethnicity and gender are also very important factors that students may be more prone to disengagement. "Male students show a higher risk of disengagement (Murray et al., 2004). Potter and Briggs completed a study interviewing 5 and 6 year old in Australian schools and 33% of boys said they disliked school compared to only 6% of girls.

School Predictors:

• This main focus of this research is on predicting student disengagement and early leaving. Students who are continuously absent from school find it harder to get back engaged with the class.

• Willms (2003) focuses on sense of belonging and participation. This can be reflected in the amount of time students spend on their homework, their participation in school activities, how much they change schools. A students ability to positively engage with their peers shows a high sense of belonging which is important in staying engaged.

• Academic achievement is essential for students to stay encouraged in schools. They learn a variety of skills at a young age that they are able to use in later years. This paper finds that the amount that a student achieves in primary school can predict that students success in the future.

• The figures in this paper show connections between students achievement and students social backgrounds across different schools. Students with low SES backgrounds are found to have the lowest achievement. Students with the lowest levels of achievement are the ones who enjoy being at school the least. "Over 35% of students who are low achievers in Year 9 (those most likely to be disengaged and not enjoy being at school) end up leaving school before the Year 12".

• school achievement in primary years is a strong predictor of early leaving in future years !!!!!!!!

• Motivation is needed for students to stay engaged, they may be afraid of failing or their parents may not have created any expectations for them / Relationships are also key factors, students communication with their parents, if they are not being corrected for bad behavior, not spending time with any friends/bullied

• The student may not like their teacher and this could ultimately impact their students ability to succeed in that class or even the whole school day.

Johnson, B., Reschly, A. L., Martin, R. P., Pinzone, C., & Appleton, J. J. (2022, August 21). Student Engagement in Elementary School: Profiles and Associated Characteristics. Retrieved May 31, 2024,.

Summary:

This study specifically studied the rate of dropouts in school, starting at a younger age as a way to determine disengagement in students. It also questioned the different factors, specifically for third-grade students, that would result in student disengagement in schools. To specify disengagement within elementary school, it also used surveys and results that studied disengagement in high school to compare. This study used the latent profile analysis to identify the different age groups of burnout for young students. It also distinguished between autonomy-supportive and autonomy-suppressive teaching styles. It later analyzed the students into four groups either, moderately engaged, engaged, moderately burned out, and burned out. This study also focused on future plans that could be in place to help decrease student disengagement in educational settings. 

Analysis:

• This article is relevant to the main question because it talks about student disengagement in elementary students. This study confirmed how there is disengagement in elementary schools and it also focuses more on how to help with this issue regarding teaching styles.

• This information was gathered from a study on a school district in Georgia, specifically on third-graders. It used data from another study to aid and compare and it used surveys and tests to group and determine the engagement of the students. 

• From the start, the purpose of this study was to provide support and intervention, and spread awareness for more work in schools regarding student engagement. 

• From this study, there was a big importance to autonomy-supportive teaching styles and how it significantly helped with student engagement. 

• The implicit biases that needs to be considered in this study is age and gender. Age because it is often assumed that because elementary studnets are young, they do not feel “burnout” or frustration. Gender because it is often assumed that girls tend to be more sensitive towards academic stress. Gender is also considered in this study.

Summary: The purpose of this study, conducted at a high-poverty urban elementary school in Northern California, is to examine disengagement in ethnic minority students. Throughout the paper, the effects of disengagement on academic performance, in addition to predictors of the issue, are examined. It was found that disengaged students tend to devalue academics and that this attitude toward school is associated with lower test scores in math and language arts, as well as poor classroom behavior. The paper’s findings underscore the importance of forming good teacher-student relationships and fostering positive learning environments. 

Analysis: 

• The introduction of this paper establishes that disparities in academic achievement between white students and minority students is a major issue in the United States. Higher disengagement in the latter group likely contributes significantly; understanding the unique challenges that cause disengagement in minority students is, therefore, of critical importance. 

• According to this paper, academic engagement consists of three subtypes: 1) Behavioral, which concerns a student’s participation and inclination to follow class rules, 2) Cognitive, which reflects a student’s desire to learn and challenge him or herself, and 3) Emotional / Psychological, which includes the degree to which a student likes school and feels a sense of belonging. For ethnic minority students, the emotional/psychological component of engagement may be especially important, since these groups have historically experienced discrimination in social and academic settings. This points to the idea that the causes of disengagement among elementary students can be very complex— in this case, even stemming from deep-rooted, systemic issues. 

• School achievement is something that students learn either to identify or not identify with. Students who identify closely with high academic achievement tend to be more engaged, while those who instead identify with traits like “popularity, athleticism, or toughness” tend be more disengaged. Among minority students, it is common to identify with non-academic traits as a response to existing stereotypes about people of color and their school performance. 

• This study makes a distinction between abstract and concrete attitudes toward academics. Abstract attitudes include commonly held views in our society, while concrete attitudes include views formed on the basis of personal or group experiences. While minority students in the study generally had more positive abstract attitudes about education than white students, the former group expressed more negative concrete attitudes compared to the latter. In academic settings, concrete attitudes seem to be far more predictive of engagement and achievement deficits than abstract attitudes. This means, even though minority students understand that getting an education is important, they may still struggle to stay engaged in the classroom if they feel as though the education system has not served them fairly.

• Elementary school students– young as they are– are usually aware of unfair reatment. When they perceive bias from their teachers and/or schools, they are more likely to devalue academics and become disengaged. The implication of this, as well as the preceding points in my analysis, is that part of combatting disengagement in the classroom is making an effort to learn more about minority experiences. Rather than judging students harshly for their attitudes, behaviors, and performance, teachers must seek to understand the context, as well as identify their own biases.

• Systemic issues relating to race, ethnicity, and socio-economic status, of course, cannot be controlled by teachers. However, teachers can still impact minority students positively and improve their engagement by taking the right actions and avoiding harmful ones. For instance, forming strong, trusting relationships with students has been found to be particularly effective in increasing motivation in the classroom. Fostering an encouraging classroom culture and using cooperative learning strategies in which students interact with one another are also important steps that can be taken. Teachers should take special care to avoid providing overly harsh feedback and making minority students feel singled out or disliked. 

Schmidt, A., Neubauer, A., & Dirk, J. (2020). The Bright and the Dark Side of Peer Relationships: Differential Effects of Relatedness Satisfaction and Frustration at School on Affective Well-Being in Children's Daily Lives. American Psychological Association, 56(8), 1532-1546

Summary:

The purpose of this research was to deeper explore the connection between relatedness satisfaction and frustration at school on a daily basis with the use of SDT. This research uses three longitudinal studies with children ages 9-12 to focus on how relatedness satisfaction and frustration may influence student's positive and negative affect (feelings of distress) in school. The results show that there is a difference in these factors for students who are highly integrated compared to those who more excluded. This highlights the importance for positive social environments, that allow children to develop and grow when their basic needs are being met in school.

Analysis:

• This research discusses the student outcomes in relation to their relatedness satisfaction (being predictive of beneficial outcomes) and relatedness frustration (association with adverse outcomes). It stresses the need for relatedness in young students as being an essential predictor for their psychological growth and well being. Students who report higher levels of relatedness tend to have higher well-being and more days with positive affect, which is the extent to which an individual experiences positive moods.

• It emphasizes the importance of the self-determination theory that stresses the need for relatedness. In school, this may be fulfilled when a student feels included or valued as a member of a group. On the other hand, students may become frustrated when they feel the opposite, such as excluded from a group or even rejected from their peers. The environments that young children are exposed have direct impacts on their well-being.

• An important question that this article asks is, Can children distinguish between relatedness frustration and lack of relatedness satisfaction at such a young age? This may be important to study deeper because if student's are unable to understand their frustrations, teachers may need to find better ways to help them or introduce them to it.

• School is a place to learn, but also the place where students truly develop. They are exposed to a social environment that teaches them to interact with people outside of their homes. They engage in both positive and negative experiences with their peers. They may experience situations where they feel very excluded and this may cause them to become frustrated (needing relatedness), or they may feel very included with their peers (need for relatedness becomes satisfied). This shows the external factors outside of the classroom where students may experience situations that lead them to become frustrated on a daily basis.

• This research investigates whether children conclude that their experiences were all good or all bad in a day. It hypothesizes that relatedness satisfaction and frustration are separable and represent two potentially correlated but distinct factors.

• The method of this research was to examine the social and academic challenges that students face from primary to secondary school. In each of the three studies, students and parents could voluntary register and were given daily assessments. Study 1 consisted of a 60 minute pretest session, whereas studies 2 and 3 had both a pretest session and a posttest session that was 6 hours in total. During the pretest, students were able to use smartphones and start practicing answering some questions. During the study, children kept the phones and their relatedness satisfaction and frustration were collected on a daily basis.

• In study 1 - two assessments each day, one in the morning before school started and one after school.

• In studies 2 and 3 - there were four daily assessments in the morning, late morning, afternoon, and evening

• The research consisted of a large group of boys and girls who participated in the study and were allowed to leave at any time. They reported things like, "I got along with the kids in my class," or "kids in my class picked on me."

• The results show that in negative affect in students increased over the course of the study for students in study 1. In studies 2 and 3, children's negative affect and relatedness frustration increased and their positive affect and relatedness satisfaction decreased. This could depend on the time of day and if students were given the opportunity to report the incidents of their frustrations.

• In all, this research is relevant to our driving question because it highlights the negative impacts that student interactions have on children's frustration. A child feeling excluded from his classmates at 9 in the morning may cause them to become disengaged and unable to concentrate during the rest of their school day. This is something that can be researched deeper in another article addressing how teachers can look out for this issue.

Brackett, M. A. (2024). Giving Educators PERMISSION TO FEEL. Educational Leadership, 81(6), 34–39.

Brief Summary and Abstract:

The article discusses the importance of acknowledging educators' emotions and the impact these feelings have on various aspects of education, including instructional quality, student achievement, and well-being. It highlights research showing that many educators experience feelings of frustration, anxiety, and overwhelm, especially during challenging times such as the pandemic.

Let's break down the abstract of the article using the CRAAP model:

1. Currency: The article is from 2024, which suggests it's likely up-to-date and relevant. This is good for addressing current issues such as educators' emotions during the pandemic.

2. Relevance/Reliability: The article is published in "Educational Leadership," which is a reputable publication in the field of education. The author, Marc Brackett, is also a well-known figure in the field of emotional intelligence and education. Therefore, the source is likely reliable and relevant.

3. Authority: Marc Brackett is a recognized expert in the field, particularly known for his work on emotional intelligence in education. His credentials give authority to the content of the article.

4. Accuracy: Without the full text of the article, it's difficult to assess the accuracy of the information presented in the abstract. However, emotional well-being among educators is a recognized and researched topic, so the information is likely accurate, especially given the author's expertise.

5. Purpose: The purpose of the article seems to be to highlight the importance of acknowledging educators' emotions and the impact on various aspects of education. This aligns with the broader goals of educational research and professional development.

Overall, based on the abstract, the article seems to score well on the CRAAP model, suggesting it's a credible and reliable source for understanding the emotional experiences of educators in the context of education.

O’Dell, J. R. (2018). Beyond problem-solving: Elementary studentsâ€TM mathematical dispositions when faced with the challenge of unsolved problems. THE INTERPLAY OF FRUSTRATION AND JOY: ELEMENTARY STUDENTS’ PRODUCTIVE STRUGGLE WHEN ENGAGED IN UNSOLVED PROBLEMS , 938–945. https://doi.org/10.30707/etd2017.odell.j 

Summary: 

This article investigates the emotions of ten students from 4th and 5th grade with unsolved mathematics problems. Their frustrations were inspected through multiple task-based interviews and the two most common emotions students felt were joy and frustration. Therefore, one of the main questions asked in this study was the correlation and relationship between these two emotions: joy and frustration. There was a total of seven task-based interviews(as known as problem-solving sessions in the study), where the students were given Graceful Tree Conjecture for the first six, and then the Collatz Conjecture for the last session. All of these sessions were videotaped and Jenna R. O’Dell who conducted this study, was able to categorize the emotions the students went through. This study emphasizes productive struggle which showed the relationship between joy and frustration. It was found that for most of the time, students would show feelings of frustration followed by a moment of joy. This struggle is argued to be beneficial for the students as they are struggling to understand and solve the problem, but once they understand and find an answer, they are happy. 

Analysis:

• This study is relevant because it explores more about the frustration of elementary students, specifically when it comes to unsolved math problems. It talks about productive struggle and how this can actually be beneficial. Instead of focusing on the causes of frustration in young learners, this article talks about the frustration and the benefits. 

• This information was collected, as mentioned, with seven task-based interviews where ten 4th and 5th grade students were asked to solve different types of math problems, specifically related to graph theory and patterns. The emotions were collected through looking and inspecting body gestures, facial expressions, hand movements, etc. The emotions were then categorized and the relationship between joy and frustration was further inspected which led to the main topic of productive struggle. 

• The point of view of this research was neutral as it was conducted to know more about the emotions of frustration that young learners feel. It explored productive struggle specifically in problem solving as not much study has been done in that aspect. It did not necessarily claim that productive struggle was good nor bad. 

• From the research it showed that all students were, in the end, able to fully solve the problem no matter the emotions they went through. 

• The implicit biases that need to be considered is that this study is very small as it is based off 10 students. Also, even though 4th and 5th grade are considered elementary, it is still high elementary school. It is also important to consider that higher-thinking mathematical problems are not usually given to elementary school students.

Summary: In this TEDx Talk, second grade teacher Kayla Delzer talks about how teachers can better engage, challenge, and prepare their students. She argues that the current education system is outdated and that classrooms must be reimagined to match our society’s growth. Students should be the leaders of their own learning experiences– this is what will help them take a true interest in learning and become highly capable individuals. 

Analysis: 

• Delzer begins by describing an interaction with a student who said, “I hate school, I hate teachers. I don’t want to be here.” She then points out that classrooms have remained the same for the past seventy years. In this TEDx Talk, it is immediately communicated to viewers that disengagement and frustration is a problem among young students and that learning environments need to change. 

• One of the speaker’s first proposals is for teachers to make their classrooms less teacher-focused and, instead, more student-focused. When students have opportunities to study topics of their choosing during class time, they are enabled to pursue their individual interests, take ownership of their learning, and construct knowledge in meaningful ways. The importance of student-led learning in increasing engagement has been a common theme throughout my research thus far. 

• The speaker insists that the implementation of technology in classrooms must be purposeful. Teachers should not implement technology in their classrooms just for the sake of novelty. If the technology doesn’t bring anything new to the table or serve any real purpose, it can and should be skipped. This makes sense– if students are forced to learn how to use new technology to complete a task, but that particular type of technology does not offer any benefit within or beyond the classroom, frustration could easily ensue. 

• The speaker argues that, in the 21st Century, it is a teacher’s responsibility to connect his or her students globally. Technology can facilitate this in a multitude of ways, from virtual field trips to video chats with classes from other countries. If students’ learning experiences are forever limited to a single classroom, disengagement is bound to remain an issue. But if students are exposed to different cultures, and they are able to share and compare their experiences with new people, high engagement could very well become a new norm. 

• Finally, the speaker urges teachers to find alternative ways to assess their students– an idea consistent with teaching approaches like PBL. While exams and standardized tests have their place, other measures of student progress and growth are also important. For instance, Delzer assesses her students on creativity, collaboration, critical thinking, and communication skills. She additionally tests their grit and “ability to find success through failure.” These qualities and skills can be evaluated through collaborative projects or other hands-on experiences; such evaluations are important because they are reflective, not only of students’ ability to memorize information, but of their overall engagement. 

• Ultimately, Delzer advocates for more responsive and dynamic classrooms that keep up with the world as it continually evolves. To combat disengagement and frustration in school settings, students must be given more control over their own experiences and teachers must become more well-equipped to guide them.

The Way It's Supposed To Be; Student-Teaching Frustration. (2015/02//). NSTA Reports, 26(6), 22-23. https://login.proxy.libraries.rutgers.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fway-supposed-be-student-teaching-frustration%2Fdocview%2F1652331182%2Fse-2%3Faccountid%3D13626

CRAAP Analysis

Currency:

• Publication Date: The document is from February 2015, making it relatively recent. While educational practices and standards evolve, information from 2015 is still relevant for understanding recent trends in science education.

• Timeliness of the Blog Post: The abstract references a blog post and NSTA resources, suggesting that these additional materials are intended to supplement the article with current, practical advice.

Relevance:

• Target Audience: The article is clearly aimed at science educators, especially those transitioning from traditional labs to inquiry-based learning, as well as student teachers facing classroom management challenges.

• Content Relevance: It discusses the adaptation to NGSS, which is highly relevant for current science teaching standards. The detailed experiences shared also offer practical insights for teachers.

Authority:

• Author Credentials: The author is anonymous, but the advice given appears to be from a seasoned educator. The collaboration with a principal to develop classroom management routines lends credibility. However, the lack of specific author credentials or affiliation slightly weakens the authority.

• Source Credibility: The publication in "NSTA Reports," a well-respected source within the science education community, adds significant credibility.

Accuracy:

• Supporting Evidence: The abstract references a continuum of inquiry-based learning, aligned with NGSS. The practical advice is grounded in the author's experiences, and collaboration with educational professionals enhances the credibility. However, there is a lack of empirical data or cited studies within the abstract.

• Claims Verification: The practical strategies mentioned can be considered accurate within the context of the author’s experiences. Verification would require access to the full article and referenced resources.

Purpose:

• Intent: The purpose is to inform and support educators in implementing inquiry-based learning and managing classrooms effectively. It aims to provide practical advice and reassurance to teachers, especially those new to the profession.

• Bias: The article does not display an evident bias. It offers balanced advice, acknowledging the challenges and suggesting manageable steps for teachers.

Conclusion

Using the CRAAP method, the analysis of this article is as follows:

• Currency: The information is relatively current (2015), with referenced resources likely to provide additional up-to-date information.

• Relevance: Highly relevant to science educators and student teachers facing similar challenges.

• Authority: Published by a reputable source (NSTA Reports) and involves collaboration with an educational professional, though specific author credentials are missing.

• Accuracy: Practical, experience-based advice with credible references to NGSS and classroom management strategies. Lacks empirical data within the abstract but likely supplemented by the full text.

• Purpose: Aims to provide helpful guidance to educators without evident bias, focusing on improving teaching practices and classroom management.

Application

When evaluating resources like this using the CRAAP method, it is essential to consider the broader context provided by the full text and referenced materials. Checking the publication dates, author credentials, and referenced resources ensures the information is current, authoritative, accurate, and relevant. For educators, ensuring that the resources align with current standards and provide practical, evidence-based strategies is critical for effective classroom implementation.

Summary:

This is a youtube video posted by Edutopia, which is an account that discusses the many aspects involved in prek-12 education. This video, specifically, focuses on a variety of schools that aim to sustain positive learning environments for their students to feel safe and engaged throughout the day. This benefits of this approach can be seen through classroom routine, such as greeting students when they arrive to class with a supportive comment and having their breakfast ready for them. This exposure to a calm environment gives students a sense of reliability and ultimately increases student learning.

Analysis:

It is very important for teachers to surround their students with positive learning environments. This video shows schools that allow their students to release physical energy both inside and outside, so that the students are fulfilling their bodies needs. By doing so, children are able better able to learn new information. Students are more likely to stay engaged in their learning when they feel safe and supported by their teachers and peers.

This is important to our driving question because it shows that students succeed academically when they are exposed to positive learning environments. They are less likely to become disengaged and frustrated when they are in environments that support them and provide them with the confidence to ask questions. Students grow up in all different types of homes. They may be exposed to parents that support them or they may not. When it comes to school, students should feel safe and encouraged to learn because they want to, not because they are forced to go to school. This is necessary to research further because students are going to want to ask questions and tackle problems in the classroom when they feel like they are supported by their teachers. Learning environment is definitely an important factor that may cause student frustration.

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Summary: This is an Instagram post by Jenn Breisacher (@studentcenteredworld), who offers workshops and other resources for teachers. In a quiz-like image slideshow, viewers are asked several questions to determine if they are dealing with student apathy in their classrooms and if their stress levels make them members of the Fading Faculty. The term “Fading Faculty” is used to describe teachers who feel burnt out and frustrated as a result of disengagement among their students.

Analysis: Through a series of questions, this post allows teachers to reflect on their level of satisfaction given any potential challenges in the classroom, their students’ level of engagement, and their overall emotional responses to their situations. Based on the nature of the questions, viewers, both teachers and non-teachers, can see that student apathy and burnout among educators are major issues affecting the current state of education. Viewers can additionally infer that there is a strong relationship between the two problems. When students don’t pay attention, listen, or care about their students, teachers will naturally feel upset; as suggested in the post’s caption, when teachers feel upset, frustrated, or burnt out, they are less effective at teaching and engaging their students.

These points have a few implications relating to my team’s research. First of all, students are not the only ones who struggle as a result of flaws in the education system. Teachers do too. However, teachers also contribute to the problem as a result. This means that, in order to improve their own satisfaction, as well as their students’ learning experiences, teachers need more support. This can come in several forms, including increased funding for classroom initiatives and opportunities for teachers to share first-hand experiences and express their frustrations. 

I believe one of the best ways to support educators may be professional development workshops focusing on helping them create strategies and refine their skills. If teachers are given more time and resources dedicated to improving their practices, they will develop greater confidence introducing new tools and technologies in the classroom, as well as implementing research-supported teaching methods like project-based learning and design-based instruction. They will also learn how to more effectively regulate the emotions that come with such a demanding job. Overall, teachers who receive support through professional development will be much more well-equipped to handle the challenges of guiding young learners with various backgrounds, interests, and ways of processing information. Jenn Breisacher’s Instagram post makes it clear that, in the face of a student disengagement crisis, such interventions are more necessary than ever.

Caccia, P. (2008). Taking a communication perspective on episodes of teacher frustration and anger (Order No. 3343845). Available from Education Collection. (304822946). https://login.proxy.libraries.rutgers.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdissertations-theses%2Ftaking-communication-perspective-on-episodes%2Fdocview%2F304822946%2Fse-2%3Faccountid%3D13626

While the study by Caccia (2008) on teacher frustration and anger presents certain issues, such as its publication date and the fact that it is a doctoral dissertation rather than a peer-reviewed journal article, there are compelling reasons to utilize this research.

Firstly, the foundational theories and insights provided in the study offer a deep understanding of teacher emotions from a communication perspective, which is still relevant today. The application of the Coordinated Management of Meaning (CMM) framework is a robust and well-respected method of conversational analysis, lending credibility to the findings despite the study's age.

Secondly, the research is highly relevant for mentors, coaches, and educational researchers who are focused on improving teacher-student relationships and overall classroom dynamics. By framing episodes of frustration and anger as communicative actions, the study provides practical strategies for addressing these emotions constructively, which can be incredibly valuable for developing professional development programs.

Lastly, the detailed observations and interviews conducted with eight teachers offer rich, qualitative data that can inform current practices. The insights gained from these micro-interactions can help educators better understand the underlying causes of frustration and anger, allowing for more effective interventions.

In summary, while acknowledging the need to supplement this study with more recent research, Caccia's work remains a useful and insightful resource for understanding and managing teacher emotions from a communication perspective. It provides actionable strategies that can significantly contribute to creating a more positive and productive classroom environment.

CRAAP Analysis of "Taking a communication perspective on episodes of teacher frustration and anger" by Caccia, P. (2008)

Currency

• Publication Date: 2008

• Relevance: The study is somewhat dated but could still be relevant for understanding the foundational theories and practices regarding teacher emotions and communication. Consider cross-referencing with more recent studies to ensure up-to-date information.

Relevance

• Target Audience: Mentors, coaches, educational researchers, and classroom teachers.

• Scope: Provides a detailed analysis of teacher frustration and anger as communicative actions, making it highly relevant for those interested in the communication aspect of teacher emotions.

Authority

• Author: P. Caccia

• Credentials: The study is a doctoral dissertation, indicating a high level of expertise and research rigor. The affiliation with Rutgers University adds to the credibility.

Accuracy

• Methodology: Utilizes the Coordinated Management of Meaning (CMM) framework, which is a well-respected method of conversational analysis.

• Evidence: Based on classroom observations and interviews with 8 teachers, with data analyzed through a structured and recognized method.

• Peer Review: Being a dissertation, it has undergone rigorous academic scrutiny but is not a peer-reviewed journal article. The findings should be corroborated with additional peer-reviewed sources.

Purpose

• Objective: To provide new possibilities for helping classroom teachers deal productively with frustration and anger from a communication perspective.

• Bias: The study aims to aid mentors and coaches, so it might have a practical bias towards actionable solutions.

• Transparency: The study's purpose and methodology are clearly outlined, contributing to its transparency and reliability.

Conclusion

While the study by Caccia (2008) is a bit older, it provides valuable insights into teacher emotions from a communication perspective. It is well-suited for mentors, coaches, and educators looking to understand and manage teacher frustration and anger effectively. However, users should supplement this study with more recent research to ensure the most current practices and theories are considered.

Summary:

This youtube video, featuring Tracy Schreifels, discusses student disengagement and the difficulties teachers face when trying to keep their students engaged. The video discusses the causes that may impact student frustration, such as the student feeling threatened or challenged. This may lead the child to complete shut down and disengage. She discusses relationship-based approaches that teachers may use to help their students gain more confidence in themselves, along with the tools to find ways to cope with their hardships. These approaches help to "diffuse, redirect, and prevent these kinds of negative behaviors." An example used in the video is of a young girl getting frustrated trying to write her name down. When the teacher attempts to engage with the student, she refuses help. It is the teachers job to offer help and calm her down. This student's frustration could have been acknowledged differently, which is what the video highlights through this example. This video does a great job demonstrating the ways that teachers can help their students when they become frustrated, along with finding ways to prevent student frustration in the first place.

Analysis:

Through the use of the scenario with the student becoming frustrated and the teacher's approach, we learn how the student's response may be influenced by the teacher. When the student started to shut down, the teacher realized that she shouldn't talk to the student directly anymore, and that she should speak to the group as a whole. This allows the student to not feel singled out, but also find reassurance in the words that the teacher uses. For example, the teacher would say "if anyone needs any help I am here, teachers love to give help!" This approach demonstrates the teachers ability to acknowledge that students frustration, as well as anyone else in the group who may be starting to become disengaged. This video highlights the importance of finding a balance between not helping the child at all, and forcing your help upon them. This relates to my driving question because it shows that student frustration may be influenced by teacher approaches. When students feel safe in the classroom, they are more likely to ask their teachers for help. We want students to stay engaged because they feel safe and want to learn, not unsafe because they are unable to ask for help when they are frustrated.

We also have to keep in mind the cultural and racial biases that may impact student frustration in the classroom. Students of different cultures may learn differently from other students and this may cause student frustration. If one child learns a certain way at home, they might struggle in a classroom where they are being taught things differently. This is something that teachers need to be aware of to find ways to help their students succeed.

This video's use of a scenario where a teacher changed their teaching approach shows the clear impact that teachers have on their students. This goes along with my last resource discussion on teachers fostering positive learning environments for their students. As future teachers, we want to prevent student frustration and to acknowledge children when they are struggling in ways that benefit them the most. This may be directly speaking to them, or indirectly discussing their frustration with them.