2025 Conference Archive
Transforming 21st Century Students From A State of Deficiency To Proficiency
First Presenter's Highest Degree Earned
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Year First Presenter's Degree Was Awarded
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First Presenter's Field of Study
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Institution Where First Presenter Received Highest Degree
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First Presenter's Institution
Plump Educational Consulting Services
First Presenter's Brief Bio and Description of Credentials for This Presentation
Dr. John A. E. Plump, a (33) year tenured educator in an urban school system in the deep south, has a vast amount of scholastic experience, ranging from jobs as a middle/ high school history teacher, football/ softball coach, alternative school principal, assistant principal, principal, to his current position as a school district Hearing Officer. Dr. Plump is an impeccable educator, with a wealth of knowledge in the field of education; he is also an extraordinary teacher/administrator with an untiring desire and commitment to infusing instructional ideologies for the 21st century. Finally, he is an empowerment specialist (motivational speaker), world class presenter, professional development guru and author of six books. His presentations are informational, motivational, empowering, and speak to novice instructors, urban, rural, suburban schools, and educators in general.
Location
Scarbrough 3
Document Type
Individual Presentation
Primary Strand
Youth Resiliency
Relevance to Primary Strand
YOUTH RESILIENCY
According to data accrued by the National Assessment of Educational Progress, there has been a consistent decline in reading and math scores, graduation rates, and behavior among minority students nationwide. The correlation that exists between reading proficiency and academic achievement should be of prime interest not only to educators, juvenile detention professionals, mental health coordinators, employment agencies, but to a host of various professionals that bear the responsibility of constructing the lives of young people. Since a number of today’s youth possess a fervent interest in motivational literature, (when presented the right way) I am promoting strategies, techniques, and methodologies that can create a victorious mindset within urban schools and communities.
Because we all can concur that student attendance, disciplinary issues, and reading/ mathematical literacy continue to adversely affect student achievement. The onset of the Covid-19 pandemic contributed to and created other academic challenges as well. Needless to say, the state of a quality education has been critically threatened and adversely affected.
To combat the evidence of unfortunate academic failure, students must be inspired to read and respond to empowering language that endorses scholastic skills, positive mindsets, fosters acceptable behavior, advocates for youth resiliency, and upholds the realization that education is a major component of a progressive human society. Thus, I strongly believe that by highlighting the academic benefits and accomplishments of renowned thinking, students will learn to appreciate and in turn become motivated to cultivate and maintain a strong belief in education at its highest level.
Alignment with School Improvement Plan Topics
Student Learning and Development
Brief Program Description
In a 21st century educational marketplace, successful students possess characteristics pertaining to academic achievement, discipline, and goal setting as their primary focus. To support this reality, this workshop will cite instructional and learning practices that promote teacher accountability, student aptitude, and school wellness. This symposium will deliver principles of student excellence to the level of creating a culture where student resiliency is commonplace. As a result, symposium participants will arrive at the realization that learning programs with scholastic and student intentionality rises as a premium toward student success.
Summary
SUMMARY
It is proposed that the plight of students will begin to see exemplars of success when instructional designers (teachers) fully understand the art of instructional delivery, motivation, youth resiliency, and classroom management as it pertains to educating students. I note that teachers in urban schools are more disengaged from the psychological, social, political, and academic desires of students than ever before, thus creating a disparaging syndrome in the classroom. This trend has augmented urban student expectations, funding, achievement gaps, and pupil performance.
Currently, it is profiled that a surplus of strategies must be perfected by school teachers to reach the student populace and make a lasting difference in their lives. Multiple ideologies surrounding self-awareness, submitting to professional development, adapting to metropolitan surroundings, and maintaining accelerated and heightened standards for students can validate a teacher’s ability to be a productive educator and a esteemed advocate for student achievement.
Academic resilience is the student’s capability to deal efficiently with academic setbacks, anxiety and study pressure. In present American school circles, students are facing a lot of problems in schools as well as in society. If adequate steps are not taken to help overcome these problems, it will create pressure and stress among students. This may lead to poor academic performance and an increased dropout rate. It is well understood that resilient people have the ability to tackle, overcome, or recover from grave academic threats. So, schools, colleges and universities play a major role in developing academic resilience among students. Thus, my goal is to gather and present the latest ideology on academic resilience among students at national and international level. In culmination, symposium attendees will take home ideas, immediate useful strategies, and practical methods that impact student productivity, student empowerment, student beliefs, and student success in school and beyond.
Evidence
EVIDENCE
There is a benefit in promoting youth resiliency education in urban school settings. Character education could foster traits of resiliency and support youth in recognizing their innate abilities to become successful students, future citizens and leaders despite the adversities they may encounter. Resilience is a common behavior trait that combats adversity. Applicable information on resilience and youth is a growing topic due to the benefits of positive youth development. This symposium/presentation will explore characteristics of resilience and character education to identify a correlation between the two principles in regard to positive development within urban youth and their school experiences. Resilience traits such as purpose, problem solving, social competence, and academic independence will be the focus while incorporating character education traits such as trustworthiness, respect, responsibility, caring, fairness and citizenship.
Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. Those with a vested interest in education are in a unique position to promote resilience through equity-focused school-family-community partnerships and parent/family-school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles.
Learning Objective 1
Participants will takeaway the understanding that student mastery can occur in any institution of learning when leadership is consistent, intentional, and flexible enough to reach its student population.
Learning Objective 2
Participants will take away applicable strategies, techniques, and methods that empower today's generation to reach for excellence.
Learning Objective 3
Participants will be able to communicate a renewed perspective to students that possess disciplinary, academic, and emotional imbalance.
Start Date
6-2-2025 2:15 PM
End Date
6-2-2025 3:15 PM
Recommended Citation
Plump, Dr. John, "Transforming 21st Century Students From A State of Deficiency To Proficiency" (2025). Southeast Conference on School Climate. 3.
https://digitalcommons.georgiasouthern.edu/secsc/2025/2025/3
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Transforming 21st Century Students From A State of Deficiency To Proficiency
Scarbrough 3
SUMMARY
It is proposed that the plight of students will begin to see exemplars of success when instructional designers (teachers) fully understand the art of instructional delivery, motivation, youth resiliency, and classroom management as it pertains to educating students. I note that teachers in urban schools are more disengaged from the psychological, social, political, and academic desires of students than ever before, thus creating a disparaging syndrome in the classroom. This trend has augmented urban student expectations, funding, achievement gaps, and pupil performance.
Currently, it is profiled that a surplus of strategies must be perfected by school teachers to reach the student populace and make a lasting difference in their lives. Multiple ideologies surrounding self-awareness, submitting to professional development, adapting to metropolitan surroundings, and maintaining accelerated and heightened standards for students can validate a teacher’s ability to be a productive educator and a esteemed advocate for student achievement.
Academic resilience is the student’s capability to deal efficiently with academic setbacks, anxiety and study pressure. In present American school circles, students are facing a lot of problems in schools as well as in society. If adequate steps are not taken to help overcome these problems, it will create pressure and stress among students. This may lead to poor academic performance and an increased dropout rate. It is well understood that resilient people have the ability to tackle, overcome, or recover from grave academic threats. So, schools, colleges and universities play a major role in developing academic resilience among students. Thus, my goal is to gather and present the latest ideology on academic resilience among students at national and international level. In culmination, symposium attendees will take home ideas, immediate useful strategies, and practical methods that impact student productivity, student empowerment, student beliefs, and student success in school and beyond.
