There is No Mystery: (1) Treat them like humans & (2) Love Them - Using Dr. Asa Hilliard’s quote on what works in education, participants will discuss and unpack human tendency and what love looks like in the context of the classroom and school. Participants will discuss and strategize ways in which students’ humanity can be developed and affirmed and to put love into practice in instruction.
Equity, Identity, and Achievement - Equity impacts access to social capital. Social capital provides the necessary building blocks for identity. One's sense of self largely determines achievement. Participants will define and discuss equity; comparing and contrasting it to equality. Additionally, participants will examine the role of social capital in the development of identity. Finally, participants will discuss and develop strategies to promote "authentic self" that facilitates academic achievement.
PBIS and SEL Crosswalk – Participants will compare and contrast PBIS and SEL Frameworks. We will discuss and unpack the underlying principles guiding each framework and how they support each other. Participant will (1) identify effective SEL strategies to support PBIS and (2) identify effective PBIS strategies to support SEL.
Educating Children Experiencing Trauma: Informed Engagement Strategies - Participants Will explore and discuss trauma (what makes trauma traumatic), its impact on the brain, and the implications on learning. Participants will also discuss and practice four engagement strategies (Island of Competence, Portion Control, 2x10, and I statements).
Using Restorative Practices to Reshape School Culture – An introductory discussion on restorative practices. We will explore Restorative Principles and what they look like in practice. Participants will practice Affective Statements.
Recapturing the Black Male Image
The problems facing black males are well known and researched. In the media, black males are often maligned as menaces to society or featured as natural wonders. Seldom are black males presented in light of their “normality.”
In this workshop/lecture, Dr. Goggins will critique the familiar narratives used to construct the prevailing black male image, discuss the strengths and resiliency that exist within the African-American male experience, and suggest strategies to recapture and reconstruct the Black male image. [Click here for more resources.]
Interactions with African-American Males - Using an African-centered philosophical worldview and a racial socialization framework, this workshop seeks to empower individuals to overcome the systemic disadvantaging processes limiting their interactions with African-American males. Dr. Goggins will facilitate discussions about the challenges, obstacles, and rewards of working with African-American males. Participants will examine and develop strategies to restore a healthy definition of Black manhood. [Click here for more resources.]
Students and Academic Disengagement - The
academic achievement gap is a phenomena well documented in
the United States. The research reveals many factors that
contribute to the disparities between African-American students
and their peers. However, the power of choice is the single
most important factor that determines success.
workshop explores the reasons for African-American students
to opt for academic disengage, and the strategies to empower
student to choose success.
Things "Any" Parent Can
Do To Improve Their Child's Education - There
many things you can do to promote the academic success
of your child. Though most are very simple, all can have
profound impact. The greatest thing you can do is to make
education important. Our children tend to value those things
that we demonstrate are important through our actions and
is the process that prepares the young for their future membership
and active participation in the maintenance or development of
a society (Nyerere, J. K. (1967). Education for self-reliance).
An African-Centered Education Must Provide
of meaning and purpose in student's life.
ability to transform and interpret information (active meaning
of fictive kinship bonds among members of the community.
and parental expectations for development and maintenance of
to practice what was learned.
from parents and community.
will discuss and learn African centered philosophy and educational
Rites of Passage - Sense of self is the basis of the
ability to determine which experiences, values and people
are harmful (mis-educative) and which are helpful (educative).
Therefore, an individual who has entered into a process which
clarifies the self and purpose (rites of passage), is being
prepared for education. We must see education as a process
that starts long before a child is sent to school. The foundations
of educative process lies within cultural context. A context
which we must build for our children. Participants will learn
the values, rituals, and experiences which comprise the African
centered rites or passage process.[Click
here for more detail]
Race, Equity & Education: At the Intersection - Participants will explore and discuss race, equity, and academic achievement. We will examine the ways in which these intersect and have impact in the classroom and student achievement.
Culturally Responsive Classroom & Practice – In part one, participants will discuss and examine the culturally responsive framework and the significance of being a culturally competent educator. In part two, starting from a recognition that all humans will respond to participants will discuss the basic principles and strategies of the Responsive Classroom. In the last part, participants will watch videos on culturally responsive practices, and then identify, reflect, and discuss strategies.