The Brown-Skinner model proposes a 5-step process for building trust with at-risk students: 1) listen, 2) validate, 3) problem-solve, 4) show positive regard, and 5) foster hope. The steps are interdependent and must be followed sequentially. When used with an at-risk student, the educator would first listen empathetically, then validate the student's feelings, assist with problem-solving, show unconditional caring, and ultimately help cultivate hope for the student's future. Following this process is intended to improve the learning environment and engagement of at-risk students.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...Jack Purdom
An often overlooked issue in today’s schools is the dire state of boys’ education. Research shows that institutions are failing to engage male students, and the outcome couldn’t be any clearer. Across all age, ethnicity, and economic demographics in the US, boys consistently account for the overwhelming majority of disciplinary referrals, failing grades, and ADHD diagnoses. While boys are as capable of learning classroom material as well as girls are, they are often not given the support they need to learn effectively. Fortunately, studies have also pointed us toward the environments that boys learn in best. The following white paper describes some key features of a boy-friendly learning environment.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...Jack Purdom
An often overlooked issue in today’s schools is the dire state of boys’ education. Research shows that institutions are failing to engage male students, and the outcome couldn’t be any clearer. Across all age, ethnicity, and economic demographics in the US, boys consistently account for the overwhelming majority of disciplinary referrals, failing grades, and ADHD diagnoses. While boys are as capable of learning classroom material as well as girls are, they are often not given the support they need to learn effectively. Fortunately, studies have also pointed us toward the environments that boys learn in best. The following white paper describes some key features of a boy-friendly learning environment.
Early Literacy and closing the GAPJazmine BrownleeWalden UEvonCanales257
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
4Content ReviewMotivating and Guiding School-Age.docxalinainglis
4
Content Review
Motivating and Guiding School-Age Children and Adolescents (EDUC - 3303 - 1)
Instructor(s): Robin Sachs
Yvonne Abron
Walden University
September 17, 2017
1.Based on the information in the article by Terri Apter, summarize how, when, and why self-doubt typically develops in young people. Then describe one "wrong" way to build self-esteem and one "right" way, explaining why for each.
Self-doubt can begin within childhood experiences, which may include issues with attachment. Positive interactions with teachers can result in a form of security attachment. Giving the child a feeling that they can rely on them. When the child reaches tween years they start to come into their own. They begin to experience life and the ups and downs that come with life. As children reach tween years they are attempting to be more grown up. We as adults should make sure the tween knows there success in life depends on them and the work they put out to be successful in life.
The wrong way to promote self-esteem is by not teaching the child that they are somebody. You have to help build self-esteem by giving compliments not by calling them dumb and they will never be nothing in life. If I child continues to hear negative things it will in term believe them. And feel like what’s the point of going to school. The right way to promote self-esteem would be giving the child choices, let them know no one is perfect among other things. Always let the child know they can achieve any goal if they work hard and stay persistent.
2.In the "The Strive of It" and "Joy in School" Kathleen Cushman and Steven Wolk each discuss how to motivate students by allowing them to choose their own pursuits. How do the strategies presented in these articles relate to the ideas of the Circle of Courage, as described by Martin Brokenleg and Tim McDonald? Explain at least two specific ways that ideas presented in one or both of these articles fulfill some or all of the values of the Circle of Courage.
As talked about in the articles Independence becomes a main form of the child developing who they are. A sense of belonging getting joy out of learning and being around others and interacting in a learning environment. The mastery would be taking on a new project and being the one best at the task at hand. If a task looks fun and interesting the child will jump aboard the learning experience. Generosity will close the circle by giving back to other students what the child has learned outside school. Making the task at hand seem more worth completing.
For example in the article “The Strive of It” by Kathleen Chusman it talks about children taking a trip to Washington D.C. Students interview embassies and nongovernment organization later to have a discussion with other students on questions to be answered. This allows the children to have a sense of belonging, as well as the generosity to share with others allowing them to grow and master the task that has been sit for them.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 20, NUMBER 3, 2007
1
Brown-Skinner Model for Building Trust with At-Risk
Students
Donald Brown
PhD Student in Educational Leadership
College of Education
Prairie View A&M University
Social Skills Teacher
Fort Bend Independent School District
Sugar Land, Texas
Desiree A. Skinner
PhD Student in Educational Leadership
College of Education
Prairie View A&M University
Academic Advisor
Bryan Independent School District
Bryan, Texas
ABSTRACT
Building trust with at-risk students is a challenge for all educators. Taking a personal
interest in each student is where educators need to begin. Creating meaningful
communication with at-risk students shows caring for the students as individuals, and
allows them to be more themselves. The authors propose that following, and mastering, the
five steps of the Brown-Skinner model will aide the educator in building a trusting
relationship with at-risk students. Trust in the education environment provides students an
opportunity to take initiative in their learning.
Introduction
ome was not built in a day, but the empire fell in one. Relationship building takes precise
steps, if you do not build trust, the relationship will crumble. Educators are expected to
know how to build trust with at-risk youth; however, this is not always a simple task.R
2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
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Students identified as at-risk are often those who do not fit the mainstream mold; their learning
styles, learning disabilities, or life experiences may be factors in low achievement or behavior
considered unacceptable (Kerka, 2003).
Purpose of the Article
The purpose of this article is to give educators a model to aide in building trust with at-
risk students. The authors propose the Brown-Skinner model as a tool to not only build
relationships with students, but to instill a desire for lifelong learning.
Many educators share similar experiences of students that are apathetic, as well as
unwilling to engage in the learning experience and ultimately fail. These students have mastered
withdrawing from the classroom as a defense. Teachers deal with anywhere from 100-125
students a day, maybe more. Dealing with unpredictable situations, on top of the educational
challenges, can be tiring and trying to build personal relationships may seem impossible. In a
socially charged environment “it also helps to recognize that angry words, menacing looks, and
apparent disregard for the subject says more about a student’s on-going discouragement in
school than it says about a teacher’s management skill and content knowledge” (Walsh, 2006,
pg. 13).
The Brown-Skinner model will guide in building trust by cultivating positive
relationships in order to create what may seem impossible, a connection with at-risk students.
Making a connection with these troubled students will lead to an improved learning environment,
improved academic performance, and manageable behavior to name a few. “Students who are
treated with respect, even while acting disrespectfully, keeps the door open for future contacts”
(Walsh, 2006, pg. 14). Following the five recommendations of the Brown-Skinner model will
build trust with at-risk students, and create a much more pleasant learning atmosphere.
1. Listen
Listening is the first step in building a trusting relationship with at-risk students, it
“requires conscious effort and continued practice” (Thompson, Grandgenett, & Gradgenett,
1999, ¶ 8). A perceived failure to listen is often interpreted by the speaker as a sign of not
caring, where as the perception that the receiver is listening is viewed by the speaker as a
caring behavior (Bulach, Pickett, & Boothe, 1998). Listening to at-risk students, before
trying to prescribe advice is important when building trusting relationships. Listening first
helps the listener to understand what the student has said and adds value to the beginning of
the relationship. Empathic listening (also called active listening or reflective listening) is a
way of listening and responding to another person that improves mutual understanding and
trust (Salem, 2003). This type of listening is an act of acknowledging and identifying the
feelings of a speaker while relaying the facts being stated. The listener can practice this by
using statements such as; “You feel _________ when you are not listened to.” (State
emotion.) Empathetic listening requires the listener to be able to identify the unstated feelings
that the at-risk student may be unaware of or unwilling to acknowledge. This establishes
effective and supportive communication for at-risk youth.
3. DONALD BROWN AND DESIREE A. SKINNER
____________________________________________________________________________________________3
2. Validate
At-risk students’ feelings should be respected and validated. Giving value to feelings
lets the at-risk student know that they are esteemed. By restating to the student what was
heard, in order to clarify understanding, gives the at-risk student opportunity to be expressive
and transparent. Restatement of what was heard gives the signal that listening occurred;
therefore, before validating a student, step one of the model (listening) must be successfully
completed.
Validating a student’s feelings does not mean to give freedom of inappropriate
behavior, but rather, validating is neutralizing and normalizing a feeling. Educators must
show consistency with all students. Educators must “maintain their authority, while staying
connected” (Walsh, 2006, pg. 12). However, “it’s important for children to see and feel that
their ideas and answers are not being judged” (Church, 2006, ¶ 5).
3. Problem-Solve
When at-risk students present a dilemma, ask questions in order to create a problem-
solving discussion. Questions help open the first line of connectable communication between
the educator and at-risk student. Asking an at-risk student, “How can I help?” communicates
the intention of caring. Many times an at-risk student will respond with “I don’t know.” Do
not be discouraged by this statement and give some suggestions to lead the at-risk student in
brainstorming.
Guiding at-risk students to take an active role in solving their problems provides life-
long skills. Many times the difficulties at-risk students face, are difficulties they can also
solve. “Because people are part of dynamic systems, they help shape solutions as much as
they contribute to problems” (Robinson & Kakela, 2006, pg. 202). Having a personal
working relationship with an at-risk student will lend toward an easier transition into the
classroom environment. At-risk students need to be respected, when deserved, in order to be
active participants in their learning. With respect to the Brown-Skinner model, steps one and
two must be successfully completed.
4. Positive Regard
Showing at-risk students positive regard, unconditional caring, is the best way
to create a trusting environment. “Positive regard also attempts to build a positive classroom
climate where student behavior and performance are recognized and acknowledged by the
teacher” (Walsh, 2006, pg. 14). At-risk students often test educators for negative reactions.
At-risk students have often had their trust violated, which leads them to not trusting others.
“To build trust, which increases learning, there must be honesty. People trust others who are
honest” (Sommers, 2007, ¶ 2). Educators must be consistent in showing at-risk students how
much they care, even during trying times. Taking a personal interest in an at-risk student’s
life by asking questions to determine well being encourages them to move forward as
individuals and with their relationship. Building on steps one, two, and three will have
convinced the at-risk student that the educator is genuine and sincere. Be careful in moving
too quickly through the Brown-Skinner model, as these at-risk students are more cautious in
trusting. Being patient with at-risk students is crucial in building a relationship.
Building relationships with at-risk students requires the educator to take a personal
interest in the students’ lives. Letting at-risk students know they are cared about when they
4. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
____________________________________________________________________________________________4
are pushing away is almost impossible, but it is a powerful tool to reach them. It is
imperative not to take their “I don’t care” attitude personally because it is not about the
educator; it is usually a defense mechanism that is usually about their personal lives and
hurdles.
5. Hope
The culmination of the Brown-Skinner model is hope. Once steps one through four
have been established with the at-risk student, and a relationship has been built, hope can be
fostered. At-risk students need hope; to believe that something good may happen and there is
the possibility for a better future. Hope needs to be established that educators do care, and
that education can be the avenue for future success. Truly believing that their situations have
the opportunity to improve instills a desire to try. Educators are put in powerful positions to
nurture an at-risk student’s dream of a better life.
At-risk students demonstrate negative behaviors that are about their personal situations.
Connecting and building relationships with at-risk students is not an easy task but it is
necessary to gain “an understanding of what is occurring in the daily lives of these students”
(Britt, Thomas, Blackbourn, Blackbourn, Papason, Tyler, & Williams, 2005-2006, pg. 1).
Negative behavior is often times the manifestation of many personal struggles throughout the
at-risk student’s life.
Learning about at-risk students as individuals humanizes the educational process. It
takes a daily effort to make a connection with students; an authentic educator can capture the
trust of at-risk students by being honest. “Paying attention to areas of interest, emotional
states, frustration levels, and behavior patterns provide access points into their (at-risk
students) worlds” enabling educators to get to know their at-risk students and reengage their
learning process (Walsh, 2006, pg. 7). Maintaining communication, engaging student
learning, and being in a consistent environment are the underlying fundamental boundaries
all students must have to take an active role in the education process. Consistency gives proof
to students that dependability is a constant.
Functional Model Description
The threads connecting the outer diameter of the model represent interconnectedness
through out the model culminating in the image of a shield. The combination of threads unveils a
shield of hope. Through the Brown-Skinner model, an avenue can be opened for the child and
educator to preserve and break through barriers that distract the success of at-risk students. The
diamond represents the potential of at-risk students. Educators must begin to look at the student
at-risk as a valuable unfinished product and find ways to cultivate these “diamonds in the rough”
into productive members of society. In essence, each line represents interconnectedness between
each step that when combined creates a shield of hope. Once a child has been successfully
listened to, a connection can be made to validate. Once the child has been successfully validated,
a connection can be made to problem solve. Once the child has successfully problem solved, a
connection can be made for positive regard, which in turn confirms the student’s feeling of being
5. DONALD BROWN AND DESIREE A. SKINNER
____________________________________________________________________________________________5
reached and then creates the shield of hope. Hope is a covenant that allows the child to be their
best selves.
Model in Action
For example, an at-risk student comes to you with disheartening information and you are
not sure what to do - this is an excellent time to put Brown-Skinner’s Building Trust with at-risk
student’s model to work. The first step the educator would take is to listen. By listening
empathetically you acknowledge the student’s plea for help. You instantly move to the next step
of validation, which shows the student that you truly care and value their feelings/emotions.
This step propels both student and teacher into the third step problem solve, which provides the
educator and student with tools to address the issue at hand. The problem solve step creates a
seamless connection to step four, positive regard. This step instills the last step of hope in the
mind and heart of the student at-risk. Fostering a sense of hope gives the students a chance to
live a better life for themselves and completes the five-step process. All students deserve a
chance and with Brown-Skinner’s model educators and people around the world can achieve
what once seemed impossible, possible.
Concluding Remarks
In conclusion, building trust with at-risk students is a necessary step towards improving
their experience in the educational environment. As educators we must find ways to cement gaps
and help improve the lives of students. “It is imperative that educators find more satisfactory
ways of instilling a desire for lifelong learning”. (Britt, Thomas, Blackbourn, Blackbourn,
Papason, Tyler, & Williams, 2005-2006, pg. 2). One way of instilling a desire for learning is to
build a relationship of trust between the educator and the at-risk student. Brown-Skinner’s model
effectively identifies the basic elements of trust and bridges the gap between trust building and
instilling other positive elements, such as hope, that provide a solid foundation for improving
communication during the learning experience. For educators to truly make a difference in the
lives of children, especially those at-risk, one of the most important things we can do is lend
them an ear; sometimes it may be necessary for us to demonstrate that we “hear them” before
they hear us.
7. DONALD BROWN AND DESIREE A. SKINNER
____________________________________________________________________________________________7
References
Britt, P., Thomas, C., Blackbourn, J. M., Blackbourn, R., Papson, B., Tyler, J. L., &
Williams, F. K. (2005-2006) Listen to the children: Students at risk for academic failure
speak out. National FORUM of Applied Educational Research Journal, 19(3E).
Retrieved February 10, 2007, from www.nationalforum.com
Bulach, C., Pickett, W., & Boothe, D. (1998). Mistakes Educational Leaders Make. ERIC
Clearinghouse on Educational Management Eugene OR., 06(00), 3.
Church, E. B., (2006). The art of asking questions. Scholastic Early Childhood Today
21(2). Retrieved February 10, 2007, from EBSCOHost Academic Search Premier
database.
Kerka, S. (2003). Alternatives for At-Risk and Out-of-School Youth. ERIC Clearinghouse on
Adult Career and Vocational Education, , 1.
Robinson, C. F., & Kakela, P. J. (2006). Creating a space to learn: a classroom of fun,
interaction, and trust. College Teach, 54(1). Retrieved January 29, 2007, from the Omni
Wilson database.
Salem , R. (2003). Beyoud Intractability. Retrieved July 28, 2006, from
http://www.beyondintractability.org/essay/empathic_listening/
Sommers, W. (2007). Our kids deserve your best. Journal of staff development, 28(1).
Retrieved February 10, 2007, from EBSCOHost Academic Search Premier database.
Thompson, F. T., Grandgenett, D. J., & Grandgenett, N. F. (1999). Helping
disadvantaged learners build effective listening skills. Education, 120(1). Chula Vista,
California. Retrieved February 10, 2007, from EBSCOHost Academic Search Premier
database.
Walsh,F. (2006). A middle school dilemma: dealing with “I don’t care”. American
Secondary Education, 35(1). Retrieved January 29, 2007, from the Omni Wilson
database.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com