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Emotionally-Inclusive Practices
Emotionally-Inclusive Practices is a framework used to integrate emotion into every part of the educational experience. Emotions lay the foundation for behavior that ground us in how we see the world and respond in our everyday interactions. Developing the emotional intelligence of adults and children across our implicit bias, culture consciousness, and understanding student and our own trauma give us the awareness and skills to create restorative communities that prioritize all relationships.
Seminar Overview
In schools across our country we are seeing a rise in the number of negative and confrontational interactions between students and teachers in the classroom and other school settings. These student-teacher interactions and relationships have a high impact on the behavioral and academic outcomes of students in the classroom (Hamre & Pianta, 2001).
Research-based curricula that provide students with opportunities to grow socially and emotionally are on the rise but often neglect to build the same skills for all stakeholders, primarily the teacher and leader. Our nation is also becoming more diverse and the unfortunate hardships many families experience leave children with unresolved trauma, requiring that educators have the training and skills to meet scholars and their own needs. Developing the emotional intelligence of students and teachers within a restorative community creates safety, belonging, and has strong student-teacher relationships. It also provides all community members the opportunity to talk through challenges, which is more vital now than ever before.
Emotionally-Inclusive Practices is a framework used to integrate emotion into every part of the educational experience. Emotions lay the foundation for behavior that ground us in how we see the world and respond in our everyday interactions. Developing the emotional intelligence of adults and children across our implicit bias, culture consciousness, and understanding student and our own trauma give us the awareness and skills to create restorative communities that prioritize all relationships.
Participation Outcomes:
- Increase the emotional intelligence of faculty, staff, and students
- Improved classroom management
- Dramatic reduction in office referrals
- Improved sense of community and belonging by students and teachers
- Increase in academic outcomes for students
- Decrease in trauma-related behaviors
- Improved teacher satisfaction and retention
- Improved peer-to-peer and student-teacher relationships
FAQ
Who Should Attend?
Seminar Agenda
Continuing Education Credit Hours
Who Should Attend?
– Classroom Teachers
– Principals
– Special Education Personnel
– School Counselors & Psychologists
– Other Administrators
– Social Workers (all levels)
– Law Enforcement/SRO
– Counselors & Therapists in Agencies & Private Practice
– Media Specialists
Seminar Agenda
DAY 1 Agenda
PART 1: BUILDING THE EMOTIONAL FOUNDATION
- What are Emotionally-Inclusive Practices
- What is Emotional Intelligence
- Creating an Emotionally Inclusive Classroom
PART 2: BUILDING THE RESTORATIVE COMMUNITY
- Building a Restorative Community
- Creating Belonging and Inclusion
- Setting Expectations Using Shared Leadership
- Building Ownership Using Proactive Accountability
- Ensuring Restoration and Repair Using Chats and Circles
- Building to Reduce Hidden Barriers Like Bias, Trauma and Equity
DAY 2 Agenda
PART 3: BUILDING TO DECREASE HIDDEN BARRIERS
- Identifying Implicit Bias and Its Impact on the Community
- Developing Cultural Consciousness and Its Importance in Building and Maintaining an Inclusive Community
- Understanding, Identifying and Responding to Trauma
- Collecting the Right Information to Ensure Equitable Practices
PART 4: IMPLEMENTATION
- Who, What, When, Where and How
- Identifying Desired Outcomes and Designing Backwards
- Monitoring EIP Implementation, Sustainability and Making Modifications When Needed
- Practice, Practice, Practice
Continuing Education Credit Hours
Certificates of Completion for this seminar, which indicate 6 contact hours of Continuing Education, will be available at the end of the seminar upon completion of a course evaluation. In many cases, depending on your Profession and Jurisdiction, this Certificate of Completion is sufficient for tracking your Continuing Education and Professional Development efforts. We suggest that you contact your local Board or Governing Agency to see exactly what steps are necessary for approval in your particular discipline. Please note that Developmental Resources is also an approved Provider for the following National and Regional Accrediting Agencies.
Developmental Resources has been approved by NBCC as an Approved Continuing Education Provider as an Approved Continuing Education Provider, ACEP No. 5602. Programs that do not qualify for NBCC credit are clearly identified.
Seminar Presenter
Brian Dinkins, Ed.D
*In case of an emergency, another qualified presenter will substitute
Presenter
Brian Dinkins, Ed.D is the author and creator of Emotionally-Inclusive Practices and the CEO for the Center for Empowering Education. Raised by a single mother in the inner city of Indianapolis, he achieved poorly, graduating with a 1.9 GPA. With the support of public school teachers, coaches and mentors, he earned a B.A. from Purdue University, where he played football for the Big Ten Boilermakers. Dr. Dinkins completed two master’s degrees, Ed.S, and a doctorate in educational leadership from Ball State University. He has served as turnaround principal in four high-poverty schools, including traditional, charter and private schools, and has committed his work to serving school communities. Dr. Dinkins is a nationally recognized motivational speaker and a Responsibility-Centered Discipline™ (RCD) Certified Master Trainer.
Questions? Let us know!
Special Accommodations
If you require special accommodations due to a disability, please fax or email our office at least two weeks prior to event. Also, please note your request on your registration form.