You Can't Teach Me If You Can't Reach Me: Making Connections That Increase Achievement

Format

Individual Presentation

First Presenter's Institution

LJP Educational Consulting

First Presenter’s Email Address

pharrams@ljpenterprises.org

First Presenter's Brief Biography

Dr. Lorenza Pharrams is a highly sought-after educational consultant with a heart for students but a particular calling for closing the achievement gap. His ability to articulate the importance of relationship, relevance, and rigor will change school dynamics and set the tone for systemic growth. Dr. Pharrams is considered an at-risk expert. He has dedicated 25 years to working in some of the most challenging situations an educator could face as a teacher, assistant principal, principal- 16 years, and Director of At-Risk Programs. He is an advocate and trainer in Restorative Practices. Additionally, he has conducted extensive research on student discipline and trauma. He is the author of a book titled "Nobody Told Them They Were Somebody: A Guide to Helping At-risk Students."

Location

Session two Breakouts (Scarbrough 1)

Strand #1

Heart: Social & Emotional Skills

Strand #2

Head: Academic Achievement & Leadership

Relevance

It relates to the strand because it specifically addresses the importance of relationship skills inherent in social-emotion learning and the need for educators to understand the power of teacher-student relationships and relationship-driven instruction when educating at-risk youth. Attendees will hear testimonials and receive the research that supports it. Additionally, educators will garner a new understanding of the barriers to this engagement when the students find themselves in some of these at-risk subpopulations. Ultimately, attendees will gain additional knowledge/strategies about academic growth and achievement, strengthening connections and relationships, supportive learning environments, and trauma-informed practices.

Brief Program Description

While pursuing quality instruction, many disregard the science that supports positive teacher-student connections to obtain that goal. Consequently, copious educators are attempting to achieve educational rigor without an adequate understanding of the need for genuine teacher-student relationships and other paramount relational strategies when educating students in their classes. This is particularly detrimental when the achievement gap is widening because of increased at-risk and traumatized students.

Summary

In the quest to ensure that data-driven instruction is occurring, many have lost sight of the importance of positive teacher-student connections to obtain that goal. Mistakenly, copious educators are attempting to achieve educational rigor without an adequate understanding of the need for genuine teacher-student relationships and other paramount strategies when educating students who are traumatized and labeled as "At-Risk!"

Maslow before Bloom is more than a catchphrase. During the presentation, the presenter will provide attendees with best practices for reaching at-risk and traumatized students based upon theory, research, and practice. His presentation is motivational, inspirational, and informational as he shares his life story of finding clothes in garbage dumpsters and neighborhood violence and strategies he has implemented over the past 25 years. The intervention of educators in his life who understood the importance of establishing positives relationships served as the catalyst that changed his life.

Evidence

The presentation will provide attendees with the knowledge to decrease the achievement gap within their respective schools and districts that is rapidly expanding between many subgroups.

This will occur through a better understanding of the process that students learn, which is commonly referred to as the Sequence of Engagement (Dr. Bruce Perry). Additionally, educators will garner a new understanding of the barriers to this engagement when the students find themselves in some of these at-risk subpopulations. Ultimately, attendees will gain additional knowledge/strategies about academic growth and achievement, strengthening connections and relationships, supportive learning environments, and trauma-informed practices.

Learning Objective 1

adopt trauma-informed practices that foster resiliency among staff and students

Learning Objective 2

implement practices that aide in academic growth and achievement

Learning Objective 3

learn strategies that promote a safe and supportive learning environment

Keyword Descriptors

relationship, relevance, achievement gap, poverty, trauma, diversity, awareness, social-emotional learning, behavior

Presentation Year

2023

Start Date

3-6-2023 1:00 PM

End Date

3-6-2023 2:15 AM

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Mar 6th, 1:00 PM Mar 6th, 2:15 AM

You Can't Teach Me If You Can't Reach Me: Making Connections That Increase Achievement

Session two Breakouts (Scarbrough 1)

While pursuing quality instruction, many disregard the science that supports positive teacher-student connections to obtain that goal. Consequently, copious educators are attempting to achieve educational rigor without an adequate understanding of the need for genuine teacher-student relationships and other paramount relational strategies when educating students in their classes. This is particularly detrimental when the achievement gap is widening because of increased at-risk and traumatized students.