diverity training for teachers

PROMOTING POSITIVE RACIAL TEACHER STUDENT

CLASSROOM RELATIONSHIPS – WORKSHOP

 

Developing positive racial relationships provides benefits for schools, students, and teachers. Typically, teachers are not prepared for the racial challenges that they face in the classroom. There is evidence that many teachers do not feel prepared to support the learning of the diverse children they find in their classrooms. Teachers would get more from learning about specific teaching strategies rather than a general topic course on diversity. Promoting Positive Racial Teacher Student Classroom Relationships must become an addition to teacher training.

Promoting Positive Racial Teacher Student Classroom Relationships Workshop has three primary goals:

  1. The first goal is to provide participants a safe process for the discussion of racism in schools.
  2. The second goal is to teach the process for eliminating the perception of racism.
  3. The third goal is to teach leaders to successfully Promote Positive Racial Teacher Student Classroom Relationships.

 

PROGRAM BENEFITS

 Researchers report that developing positive racial relationships provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence (Resnick et al., 1997). Long-term teacher-student relationships result in increased teacher job satisfaction (Burke, 1996). Students who perceive that teachers have favorable feelings toward them have higher achievement levels when teachers have positive views toward them (Davidson & Lang, 1960). Other benefits include:

  • Helps to protect schools from negative media associated with racism accusations   
  • Eliminates complaints from parents and local civic organizations
  • Increases school safety
  • Works well with efforts to recruit minority teachers
  • Eliminates teachers complaints regarding efforts to eliminate school diversity challenges

 

PROGRAM OVERVIEW

Promoting Positive Racial Teacher Student Classroom Relationships Workshop has a variety of uses for both the novice and seasoned educator. It can function as a full comprehensive training program or as the center piece of an orientation for new educators. It can also act a refresher course for more experienced educators or as a mentoring tool for veteran educators to discuss situations with up-and-coming educators.

 

Purpose

Promoting Positive Racial Teacher Student Classroom Relationships Workshop is designed to help educators become more effective at their craft. They can accomplish this through reflection and implementation of the program which empowers teachers.

 

Learning Outcomes

After the workshop, participants will:

  1. Analyze the reasons that contribute to racial challenges in the classroom
  2. Provide staff members a safe process to discuss racism in the classroom
  3. Develop a school plan for improving teacher student racial relationships
  4. Learn how to eliminate disproportionate discipline
  5. Learn to apply leadership principles that improve teacher student racial relationships

 

Workshop Design

Promoting Positive Racial Teacher Student Classroom Relationships Workshop is an easy-to-use framework that increases knowledge retention, encourages the transfer of learning, and improves the results of your diversity training efforts. The workshop framework is divided into four modules which consists of the necessary activities for Promoting Positive Racial Teacher Student Classroom Relationships.

  1. Leadership – During this module participants complete a Cultural relationships Leadership Survey and discuss the necessary leadership behaviors. The specific methodology includes:
  • Leadership Evaluation
  • Leadership Model
  • Shared Vision
  1. Organizational Transformation – During this module participants learn about the self organizing systems and the self-organization model needed to transform the organization. The specific methodology includes:
  • Self-Organizing Systems
  • Transformation Model
  1. Cultural Discourse – During this module participants learn both the individual and cultural perspective that can create cultural challenges in schools. They also develop solutions through safe discussions to maximize efforts to transform the organization and eliminate disproportionate discipline. The specific methodology includes:
  • Teacher/Student Relationships
  • Cultural Analysis
  • Cultural Aptitude Survey
  • Discussions about Racism
  • Eliminating Disproportionate Discipline
  1. Planning Development – Participants develop both independent and team plans to initiate the organizational transformation.
  • Team Recruitment
  • Shared Vision Development
  • Individual Implementation Plan
  • Team Implementation Plan
  • Implementation Rubric

 

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