Breakout Session 2
10:55am - 12:10pm
Room: 4035–102, 1st floor
Room: 4035-101, 1st floor
Agents of Transformation in Education
During this workshop attendees will learn how student centered educators can be “agents of transformation” within the classroom and administratively. Attendees will witness how educators explore and identify historical trauma and how it “hinders” transformation. The session will provide strategies on how to reduce and destroy the effects for transformative student outcomes. During the session attendees can share how their personal experiences identifying trauma within the classroom have shaped their professional careers when educating students. The session will be a “collaborative learning” experience.
Room: 4025–101, 1st floor
Road to Racial Justice Board Game
Dr. Jennifer L.S. Chandler
This session will introduce participants to the Road to Racial Justice Board Game by playing it. Racism and white privilege are addressed through critical thinking, social analysis, and team-based discussion. Road to Racial
Justice is a free, downloadable “board” game that supports and encourages cross-cultural understanding and compassionate action in order to help create a more loving and just world. Players will become more aware that racism exists in many everyday situations (interpersonal and institutional), learn why the situations are racist (stereotyping, tokenism, cultural appropriation, etc.), and acquire tools to interrupt these kinds of situations. https://www.roadtoracialjustice.org/
4035–103, 1st floor
Disrupting the Normalization of Failure Ascribed to Students of Color – Starting the Conversations about the Intersectionality of Race, Culture and Education
Dr. Adama Sallu
With the unprecedented racial and cultural shift in Arizona classrooms today, the time has come to authentically engage in courageous conversations about race, culture and education. Educators are called upon to disrupt the normalization of failure for students of color and shatter the racialized achievement gap gripping our schools. Often teachers and school leaders are reluctant to start this crucial conversation and instead focus on issues that have failed to close the achievement gap. Where do we start? In this session educators will learn why courageous conversations are a critical component in our discourse at this junction in the United States. How do we support our staff in having these conversations? Do we have the courage to disrupt the narrative?
Room: 4045 – 1022 Southeast Meeting Room, 1st floor
Inclusion begins with I: Testing our Assumptions in a Diverse World
Dr. Mallary Tytel
We all live and work in a turbulent world. Every day we choose to act and react in certain ways, and these actions form recognizable patterns. These patterns – emerging from our behaviors, beliefs, norms, assumptions, and interdependent relationships – create our culture. We create our culture. Each of us also has chosen the field of education to make a difference in the lives of our children. When we think about the nature of what we do, we recognize we must work honestly and effectively with this curious, eager, and diverse population; doing so with respect, kindness, and encouragement.
So, how’s it going? This highly interactive workshop will challenge you to examine your own personal and professional patterns. What are the cultural assumptions and biases you carry with you into your community and teaching environments? Together we will explore the concepts of power and control, the nature of differences, and the meanings and values associated with these differences. We will also identify models for shifting the conversation to more productive and nurturing models that will carry us all forward with intention.
At the end of this presentation participants will be able to:
Articulate the cultural concept of “Cultural Programming” and the differences between “Us” and “Them”
Recognize and understand their own patterns of interaction and engagement
Identify ideas and suggestions for participants to leverage their own talents and gifts
Begin to practice models for thinking differently about power, equity, leadership, and influence within the classroom
Room: 4025 – 2002 Embark Training Room, 2nd floor
The Teamwork Puzzle
Dr. Brent Scholar
As resources continue to be limited for organizations, it is important for them to come together and collaborate on what matters most to the organization, the people within it and the community. During our time together, you will take an experiential look at how we collaborate and begin a discussion on how to overcome some of the barriers of teamwork. Please come with your ideas and an open mind to explore working together.
Room: 4025 – 2001 Journey Training Room, 2nd floor
Cultivating Peace in a Space Occupied by Traumatized Children
Ms. RJ Shannon
The workshop will take a public health approach in addressing community violence. There are models across the country that look at the risk and protective factors; prevention activities and approaches, policies; behavioral analysis predicated on childhood trauma. The goal of the workshop is to present the science and models already developed, but deliver a possible strategy that could work for school systems that move these systems from punitive outcomes to community/education development and transformation.
Room: 4025 – 2014 Phoenix Forum, 2nd floor
Strategies for Educators of Asylum Seekers
Pamela Roggeman, Ed.D and Alexandra Escobar, Ed.D
Save Our Schools Arizona is a volunteer, grassroots, non-partisan organization fighting for strong public schools for a stronger Arizona. With the 2019 Education Roadshow, SOSAZ delves into Arizona's current classroom crisis, giving a concise review of exactly how funding cuts and school privatization schemes have impacted our public schools and classrooms. The Roadshow concludes with several positive actions that citizens can take to support and advocate for public schools. Visit Save Our Schools Arizona at sosarizona.org to get involved. As a volunteer, grassroots organization, SOSAZ needs the support and involvement of all Arizonans who believe that strong schools make a strong state.
Room: 4025–102, 1st floor
A White Women’s Guide to Teaching Black Boys
Dr. Eddie Moore, Jr.
The workshop introduces the book, A White Women's Guide to Teaching Black Boys. It was created to support White Women to engage in concentrated, focused inquiry around their relationships with Black male students and the impact on those relationships related to issues of white supremacy, white privilege, race and racism. Using video footage from interviews with both White female teachers and Black men and boys, we facilitate an experiential workshop designed to generate new avenues of reflection and action for White Women teachers, educators and Moore.
Room: 4035–104, 1st floor
Introduction to the Science of Mindful Education, Mindful Life (Part 1)
Uraipanyawan (Bo) Pinthong and Michael Little Crow
This workshop will actively take participants through an experience of unlocking their unconscious awareness through applying mindfulness techniques. When these same techniques become part of a daily practice, educators are better able to understand their own deeply held cognitive and emotional beliefs about equity towards students with diverse personal, cultural, and social backgrounds. Additionally, participants will hear the experience of an educator who has applied these mindfulness techniques in his own classes to overcome the negative emotions that some students have toward school and learning, by helping him to create an educational environment where students are able to focus their attention on the content rather than on anxiety and stress to significantly improve learning and academic performance. The goal of these methods are to have teachers set an example of mindful teaching where they model the use of and benefits created by using mindfulness in daily teaching, and learning activities. These improve teacher overall wellbeing as well as effectiveness in providing emotional, behavioral and instructional support to students. Studies have shown evidence for improved teacher-child relationships, classroom climate and increased students’ prosocial behavior accompanied by greater social wellness and mindful listening” (Meiklejohn et al., 2012, pg. 295).