In-Service Workshops

Do you have a student or know a person who has "Given up” on trying to learn, feels like they are just not good enough, or outside or internal criticism has led them to believe that no matter what they do, their circumstance will not improve? They may be a struggling learner, and the pain of dealing with their disability, even though they feel they have tried to learn, has led them to constant failures, shame, and the inability to progress. This is a state called "Learned Helplessness." The person feels that whatever they do, they have no power to change their current circumstances. This can also lead to anxiety, stress, depression, and substance abuse. Dr. Martin Seligman theorized learned helplessness, which can leave a person feeling hopeless, passive, and lacking motivation or internal drive. Change can happen if we help a person rewire their brain. Changing the negative story they have been telling themselves is the first step in this process.

Helping Children Develop Resiliency and Self-Esteem is a professional development workshop designed to support educators in nurturing children’s emotional strength and positive sense of self. The workshop explores how supportive relationships, responsive teaching practices, and inclusive learning environments help children manage challenges, build confidence, and develop perseverance. Participants will reflect on their own interactions, learn practical strategies to foster independence and self-regulation, and gain tools to promote resilience and healthy self-esteem in everyday classroom experiences. This workshop is intended for PreK - Gr. 2 staff.

Perhaps the most important part of a person’s identity is their name and the story behind it. Pronouncing one’s name correctly (by practicing it when necessary) is an authentic connection with both students and adults. In my experience, when learning, using and sharing the story of their name, students and teachers are afforded the opportunity to be in a learning community that is welcoming and supportive of the academic achievement and success of the entire community.

Through this interactive session, attendees will work toward the following outcomes:

• Practice and bring to life the Peace and Justice Institute Principles of “How We Treat Each Other” to promote an equitable, welcoming and inclusive community.
• Develop trust and sensitivity among people who might otherwise not interact with one another.
• Use authentic storytelling to build bridges between different groups, and identify ways to be “allies” so as not to collude through silence.
• Identify specific action steps and realistic goals going forward.

Many building-level school administrators enter the role unprepared to make adaptive, emotionally responsive decisions when faced with behavioral, social-emotional, and functional challenges. Traditional preparation programs emphasize academic leadership and operational management but often neglect the emotional intelligence, co-regulation, and crisis-response skills that are essential in today’s school environments.