MOTIVATIONAL
TOPICS
From Trauma to Triumph
Hear this life-changing story about a young man who did not allow poverty to sideline his dreams or sidetrack his pathway to success.
This testimonial offers an emotional yet inspiring account of the value of education. The presenter will take you on his journey from being a statistic to achieving success, leaving each person with a renewed passion for learning and education.
Relationship-Driven Instruction (3 R’s to Reaching At-risk Students)
In the quest to ensure that data-driven instruction occurs, many have lost sight of the importance of positive teacher-student relationships.
Mistakenly, numerous educators are attempting to achieve educational rigor without an adequate understanding of the need for genuine teacher-student relationships.
The sequential steps in the At-risk Success Pyramid are: Relationship, Relevance, Rigor.
Teachers will better understand the impact of relationships on academics when educating all students, especially those who are traumatized and at-risk.
You Can’t Teach Me If You Can’t Reach Me: Making Connections to Increase Achievement
While pursuing quality instruction, many disregard the science that supports positive teacher-student connections to achieve that goal.
This oversight is particularly detrimental as the achievement gap widens due to an increase in at-risk and traumatized students.
Neuroscience focuses on the brain and its impact on behavior and cognitive functions. The Neurosequential Model, developed by Dr. Bruce Perry, along with the Sequence of Engagement, serves as a guide for educators to understand the importance of reaching students prior to teaching them.
Use Your Gift
Everyone has a gift, and it’s essential to learn how to manage yours today.
All of us possess a talent that can be used to accelerate our success. However, these gifts are sometimes misused or left unused by students and teachers, who can make the learning environment incredibly exciting.
During instruction, innovation and creativity can be harnessed daily with the right management tools to pursue and magnify “the gift.”
Dr. Pharrams shares the powerful story of his father, who gave him the only dollar in his possession when he went to college.
An Alternative Pathway to Success
If I “Reach One,” I Can “Save One”
Students need someone in the building to serve as an advocate for them.
The implementation of a student mentorship program fosters the relationship between the teacher and student while providing a mentor within the school setting.
Mentorship “One Caring Adult Program”
If I “Reach One,” I Can “Save One”
Students need someone in the building to serve as an advocate for them.
The implementation of a student mentorship program fosters the relationship between the teacher and student while providing a mentor within the school setting.
Alternatives to Suspensions
Improve student behavior with research-based strategies that offer creative and innovative ways to eliminate discipline problems.
Emerge from harsh consequences that can lead to legal action, increased drop-out rates, and expulsion.
Develop programs that are rooted in social-emotional learning, restorative practices, positive behavior supports, and high academic student engagement.
Discipline Paradigm Shift from Punitive to Non-traditional
Exclusionary disciplinary punishments, such as in-school suspension or out-of-school suspensions, preclude students from participating in the educational development that may be taking place within the classroom setting.
Restorative practices represent a positive step toward helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness.
Additionally, the importance of faculty/student relationships in the reduction of disciplinary infractions is also included in the training.
Understanding the African-American Male
A major problem plaguing educators is understanding and motivating the African-American male student to achieve.
Participate in a powerful lecture series that engages and educates teachers about the historical and cultural barriers that lead to poor academic performance.
Participants will learn how empowerment programs, increasing expectations, cultural learning experiences, knowledge of at-risk factors, trauma sensitivity training, and a new self-identity can close the achievement gap.
(More Topics Available Upon Request)