Creating Authentic Relationships Everyday (C.A.R.E.)
Format
Individual Presentation
First Presenter's Institution
Cumberland County Schools
Second Presenter's Institution
The Capitol Encore Academy
Third Presenter's Institution
NA
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Location
Session 9 (Sloane)
Strand #1
Social & Emotional Skills
Strand #2
Academic Achievement & School Leadership
Relevance
This proposal relates to two of the 5H Conference strands: I. Head and II. Heart. Connecting with students through efforts of care helps to create a sense of community for students in the school and classroom which connects to their social and emotional well-being. Students’ connections with the school coupled with the relationships students have with teachers are major factors in their academic and social success.
Brief Program Description
Frustrated with trying to connect with your middle school students? Hear about tools and strategies to help teachers strengthen positive relationships with middle school students. Learn specific strategies that have helped teachers experience successful and positive relationships with students in Title I middle schools.
Summary
This session C.A.R.E.-Creating Authentic Relationships Everyday, is designed to help teachers strategically form positive relationships with middle school students. Often times, teachers become frustrated when trying to foster connections with students; who may already come to the classroom with a dissonance for teachers and educational organizations. This session will motivate teachers to create selfless connections with students, put forth relentless efforts of care, and create teacher practices that will help them create positive relationships with their students. In this session, participants will learn how to implement care strategies and techniques daily to create authentic caring relationships with at-risk students in Title I middle schools.
Evidence
According to research, supportive and positive student-teacher relationships are extremely beneficial, and contribute to positive outcomes for students at risk of school failure (Anderson et al., 2011; Roorda et al., 2011, Myers & Pianta, 2008). Making connections with students at-risk is a major factor in building and maintaining student-teacher relationships. Brown (2019) found that teachers who get to know their students and ensure students’ expressed needs are met, commit themselves to continuous efforts of care, and adapt teaching practices to meet students’ needs are able to form positive and lasting relationships with students. Based on this research, this presentation will provide strategies and tools for interacting with students at-risk that will help teachers build and maintain positive student-teacher relationships.
References:
Anderson, D. H., Nelson, J. P., Richardson, M., Webb, N., & Young, E. L. (2011). Using dialogue journal to strengthen the student teacher relationship: A comparative case study. College Student Journal, 45(2), 269-287.
Brown, N. (2019). A phenomenological study of the experiences of teachers who form positive relationships with at-risk students in title I middle schools in the southeast. Liberty University, Lynchburg, VA.
Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student–teacher relationships and children's early problem behaviors. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608. doi:10.1080/15374410802148160
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493-529. doi:10.3102/0034654311421793
Biographical Sketch
Dr. Natasha Brown-Dr. Natasha Brown has 14 years of experience as an educator working in Title I middle schools. As a former classroom teacher, she brings the experience of academic and behavior successes with students who were considered at-risk for failing. Currently serving as an assistant principal in a Title I middle school, Dr. Brown continues her work in making student-teacher relationship building a priority by mentoring teachers and sharing strategies that have helped teachers experience success with students at-risk. Dr. Brown has been recognized as SLMS Teacher of the year, Kiwanis Club Educator of the year, and an Assistant Principal of the year finalist.
Dr. Tremaine Canteen-Dr. Tremaine Canteen has 16 years of experience working as a mentor, teacher, service coordinator, athletic director, and administrator in Title I schools. She has worked diligently over the past 16 years to decrease the high school drop out rate and enhance educational experiences for students by fostering positive relationships. As an award-winning educator, Dr. Canteen has been recognized as teacher of the year, assistant principal of the year, and 2019 recipient of Cumberland County’s 40 under 40.
Keyword Descriptors
at-risk, caring, experiences, positive relationships
Presentation Year
March 2020
Start Date
3-11-2020 11:15 AM
End Date
3-11-2020 12:30 PM
Recommended Citation
Brown, Natasha and Canteen, Tremaine, "Creating Authentic Relationships Everyday (C.A.R.E.)" (2020). National Youth Advocacy and Resilience Conference. 110.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2020/2020/110
Creating Authentic Relationships Everyday (C.A.R.E.)
Session 9 (Sloane)
Frustrated with trying to connect with your middle school students? Hear about tools and strategies to help teachers strengthen positive relationships with middle school students. Learn specific strategies that have helped teachers experience successful and positive relationships with students in Title I middle schools.
