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Why Gender Matters

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course will re-examine the basic gender differences and social behavior patterns that parents and teachers should know. Biological and psychological gender differences are examined regarding society.  Teachers will examine the latest research as it applies to students and teachers in the classroom as well as school settings. Educators will learn about improving some gender accommodations for academic achievement of all students. Educators will research the basic gender differences as well as the alternative gender preferences and lifestyles that exist.  Teachers will develop lessons or activities for classroom applications that help all students understand basic gender differences and alternative preferences so students can be successful in school and society.

Teacher feedback about this course

$425

3 Semester Graduate Credits

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Why Gender Matters

- 3 Graduate Credits -

Course Objectives

  1. Educators will understand the basic psychological behavior variations that exist along with the physiological differences that affect the bodies operational systems.
  2. Students will recognize the hidden roles and social class expectations regarding both sexes and approaches to addressing problems, risks and social group practices.
  3. Educators will analyze the gender behavioral variations in schools and social media influences and how sexuality may be affected in both school and public environments.
  4. Participants will study about how drugs and alcohol may be perceived differently between the genders and the potential consequences of abuses to young people.
  5. Educators will research the issues related to gender differences as well as the various alternative sexual preferences and identities that are currently affecting social norms.
  6. Teachers will develop a lesson/unit plan and or activity/project that involve gender differences and improve their understanding for better student instruction and learning.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Why Gender Matters

Why Gender Matters

- 3 Credits - 3 Semester Credits(post-baccalaureate PD credits for re-certification andpay-lane increases)accredited nationwidestart any timeup to 5 months to completeindependent studyall course materials included with course tuitionview FAQCourse DescriptionThis course will re-examine the basic gender differences and social behavior patterns that parents and teachers should know. Biological and psychological gender differences are examined regarding society.  Teachers will examine the latest research as it applies to students and teachers in the classroom as well as school settings. Educators will learn about improving some gender accommodations for academic achievement of all students. Educators will research the basic gender differences as well as the

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)


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A Guide to the Scientific Method

- 3 Credits - 

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases
)

  • accredited nationwide
  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
  • view FAQ

Course Description

This course addresses the process used for studying and implementing the Scientific Method. Educators will renew their knowledge and procedures needed to understand and apply the Scientific Method. They will be able to analyze and comprehend how the current medical and related research issues are affecting society, students and schools. Teachers will examine the latest research as it applies to the body’s immune system and overall health of individuals. Educators will learn how to understand valid research studies, data and conclusions for use in educational and sociological research studies. They will research these methodological issues and develop writings, lessons/activities for classroom application to help students and educators understand, perform and utilize the scientific method.

Teacher feedback about this course

$425

3 Semester Graduate Credits

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A Guide to the Scientific Method

- 3 Graduate Credits -

Course Objectives

  1. Teachers will develop knowledge, understanding and strategies for applying and implementing the Scientific Method into various academic disciplines.
  2. Educators taking this course will be able to discern between Scientific Opinion vs. Scientific Methods by complying with valid procedures for accurate results.
  3. Teachers will learn about the practices of scientific journals both positive and negative regarding their funder’s goals and journal publications conclusions.
  4. Educators will learn about Confirmation Bias and its influence on objectivity as it relates to advocacy, promotion and acceptance of unreliable research.
  5. Teachers will research valid Scientific Methods use as they related to medical issues, policy and procedures that affect students’ health and safety in school.
  6. Teachers will examine these issues and develop lessons/activities that utilize strategies in the book for improving the use of scientific method applications.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

A Guide to the Scientific Method

What Others Are Saying About This Course

Elizabeth S. – MT –

“I have loved this course, and thank you for putting it out there!Please let me know if you need any more information from me, or would prefer any of this in a different format.And to be perfectly clear, once this course work has been evaluated and turned in to the University, one transcript will reflect both courses I have taken?Thank you so much.”                                    

Nancy O. – MO –

“I had the pleasure of ordering a course from you last year. It was a wonderful book study on Wayne Dyer’s “Excuses Be Gone” book. I’m a high school math teacher who teaches both upper level honors kids as well as low level freshman, and I noticed that across the board, my students can be excellent excuse makers!“

Denise B. – WI –

“It worked! I got all the info and re-ordered a transcript and got an email that it was mailed out today to the DPI here in Wisconsin and one to myself as well. Thanks so much for clearing it up for me. I really did enjoy the classes and the books. My niece, who is a sophmore in high school took my Seven Habits of Highly Effective Teens book and is sharing it with her friends as well. Thanks for the class offerings!! I will be sure to recommend it to my friends as well.“

Christine G. – IN –

“Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”

Tina B. – MD –

“I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)


Continue Reading >>

USD – How Boys & Girls Learn Differently

- 3 Credits - 

Instructor:

Joseph C’de Baca MaEd.

Accredited By:

- University of San Diego

Grade Type:

University Transcript: Letter Grade

Course Description

This course will examine the learning differences between girls and boys. Their inherent learning and social dynamics are explored. The development differences, structure and spectrum of gender brain operations are explained.....

View Full Course Description

$425

3 Semester Graduate Credits



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USD - EDC-X764U - How Boys & Girls Learn Differently

- 3 Graduate Credits -






Course Objectives

  • Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
  • Participants will analyze the social and psychological dynamics involving gender differences such as brain functional and chemical differences, as well as the advantages and disadvantages of taking a gender approach.
  • Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
  • Educators will examine the ideal classroom environments for pre-school, elementary, middle and high school classrooms. Strategies that stimulate and nurture student learning are also provided.
  • Teachers will write chapter reviews, research the topic and develop an application paper or lesson project activities that utilize the course content as it applies to classroom instruction and learning environments.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X764U - How Boys & Girls Learn Differently

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





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    USD – Eliminating Student Excuses

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course will examine the negative and self-defeating thinking patterns that prevent students from reaching their highest levels of academic success, happiness and mental health. The power of limiting beliefs that restricts people from learning new skills and acquiring knowledge is explained with the 18 most common excuses used.....

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X761U - Eliminating Student Excuses

    - 3 Graduate Credits -






    Course Objectives

  • Educators will develop an understanding of how the mind is programmed to believe and behave in certain negative or positive patterns that are socially conditioned.
  • Participants will analyze the social and psychological beliefs of the 18 most commonly utilized excuses for not exploring or experiencing new ideas, goals or endeavors.
  • Educators will learn about the seven excuses be-gone principals for reprogramming thoughts in order to change limiting, preconditioned beliefs and self-defeating behaviors.
  • Participants will examine the paradigm shifts needed for a new way of thinking and shedding subconscious habits and acquire strategies to develop a new way of being.
  • Educators will write an application essay and develop a lesson or project activity that applies the course content to classroom instruction and school learning environments.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X761U - Eliminating Student Excuses

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





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    Continue Reading >>

    USD – Educating for Emotional Intelligence

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course explores the areas of emotional intelligence as they apply to the classroom. Educators will be able to take the theories of E.I. and put them into practice in the elementary, middle school, and high school environments.....

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X760U - Educating for Emotional Intelligence

    - 3 Graduate Credits -






    Course Objectives

  • Educators will review the emotional brain and what emotions are for in human development and interactions along with the anatomy of emotional connections.
  • Participants will explore self awareness of knowing thyself and the consequences of excessive passion or emotional hysteria that can be unproductive.
  • Educators will be presented with general concepts of why and how aptitude, empathy and emotions are interrelated within the human social arts.
  • Participants are presented with how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
  • Educators can examine how the lack of emotional literacy can be costly in human relations and how to use emotional intelligence concepts in school environments.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X760U - Educating for Emotional Intelligence

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





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    Continue Reading >>

    USD – Coaching for Success

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course will present coaching techniques and strategies to should be applied to schools and teaching. The content goes beyond the sports field and into the classroom and relationships to students......

    View Full Course Description

    $425

    3 Semester Graduate Credits



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    USD - EDC-X758U - Coaching for Success

    - 3 Graduate Credits -






    Course Objectives

  • Educators will learn how to bring the coaching spirit into the classroom and develop trust and relationships that go beyond the general standard instructional format.
  • Teachers will review basic listening, feedback and questioning techniques. Paradigms of situational coaching will be presented for using intuition and a responsibility for results.
  • Educators will be presented with clarifying life goals and school purposes along with visualization techniques so students can set specific goals and visualize outcomes.
  • Students will be able to use the Law of Attraction to enhance their learning and school experience and preserver regardless of obstacles and setbacks to achieve academic goals.
  • Teachers will develop writings, lessons and affirmations for classroom and student applications that make their students dreams possible as well as for educator success.
  • Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type

    University Transcript: Letter Grade

    USD - EDC-X758U - Coaching for Success

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues





    Insert Content Template or Symbol

    Continue Reading >>

    A Framework for Understanding Poverty

    - 3 Credits - 



    3 Semester Credits

    (post-baccalaureate
    PD credits for re-certification and
    pay-lane increases
    )

    • accredited nationwide
    • start any time
    • up to 5 months to complete
    • independent study
    • all course materials included with course tuition
    • view FAQ

    Course Description

    This course will study the patterns and behaviors of people in the culture of poverty. Social class rules and characteristics of generational poverty are explored. Teachers will examine the latest research as it applies to students in the classroom as well as parents. Educators will learn about improving instruction and academic achievement among students. Educators will research this issue for alternative or additional views to addressing the issue of poverty. Teachers may develop lessons or activities for classroom applications that help all students to be successful in school.

    Teacher feedback about this course

    $425

    3 Semester Graduate Credits







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    A Framework For
    Understanding Poverty

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will acquire a framework of the culture of poverty and the role of language.
    2. Participants will learn about the hidden roles among social classes and how those roles influence how students work, behave and perceive the school experience.
    3. Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
    4. Participants will explore the resources, role models, discipline and support systems.
    5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
    6. Teachers will develop a lesson or unit plan that utilizes strategies or activities in the book and how to use instructional techniques to improve student achievement.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Grade Type

    University Transcript: Click Here For Details

    A Framework For Understanding Poverty

    What Others Are Saying About This Course

    Jane T. – IL –

    “I learned a great deal in this class and appreciate it’s affordability.”                                    

    Karen S. – IN –

    “Thanks! I loved the book!!”                                    

    Catherine H. – MI –

    “got it, thanks for the quick response. And I really like hearing that it’s all about me! Cathy (the Poverty one, not the Dropout one) :)”

    Dolores H. – MI –

    ” My name is Dolores Harley. I registered for the online course “Understanding Poverty” in September of 2010. I dove in and read the entire book and started applying the ideas and concepts right away. The book was fascinating and I couldn’t put it down. Due to an extremely heavy work load during the school year I was not able to dedicate the time I wanted to complete the course work. I am beginning that work now. It is my hope that you will accept my work between now and sometime in September, 2011. I am enjoying the work

    Marshelle G. – ND –

    ” Thank you so much for getting this done in such a timely manner! I will be able to have it post marked by the 15th and this saved me paying double to have my SW license renewed! I really appreciate your time! I am glad that my assignments were up to your standards for an “A” grade! I learned so much from this book! Thank you again!”

    TLC Testimonials

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


    $425

    (3 Semester Graduate Credits)








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    Encouragement They Will Understand

    - 3 Credits - 



    3 Semester Credits

    (post-baccalaureate
    PD credits for re-certification and
    pay-lane increases
    )

    • accredited nationwide
    • start any time
    • up to 5 months to complete
    • independent study
    • all course materials included with course tuition
    • view FAQ

    Course Description

    This course examines the psychological dynamics of Encouragement They Will Understand and their impact on social and family systems. Educators will become knowledgeable about the various types of encouragement they will understand and how they apply to students in school settings. Teachers will research the issues and dynamics of attachment theory. They will discover their own type of encouragement they will understand and how they can apply the 5 Encouragement They Will Understand to education. The course examines social and psychological issues in human relations so teachers can work effectively with students and parents in classroom and school settings. (3 credits).

    Teacher feedback about this course

    $425

    3 Semester Graduate Credits







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    Encouragement They Will Understand

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will have a working knowledge of the different types of love styles and attachment theory issues that people use for human needs and emotions.
    2. Teachers will analyze possible causes of divorce, family issues and the impact on the affective needs of children, adolescents and student applications.
    3. Participants will learn how to incorporate and evaluate the encouragement they will understand of children, teens and students in classrooms and school environments.
    4. Educators will be able to discern the 5 languages: Words of Affirmation, Quality Time, Receiving Gifts, Acts of Service and Physical Touch and apply them appropriately.
    5. Educators will participate in family, friends as well as peer discussions and research topics related to the encouragement they will understand topics as applied to human relations.
    6. Teachers will write about encouragement they will understand in family and society with an emphasis on attachment theory as applied to society, students and school environments.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Grade Type

    University Transcript: Click Here For Details

    Encouragement They Will Understand

    What Others Are Saying About This Course

    Ann H. – MD –

    “Thank you so much for helping me to get my course graded in time for submission, I really appreciate it!”

    TLC Testimonials

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


    $425

    (3 Semester Graduate Credits)








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    Assertive Discipline : Positive Behavior for Today’s Classroom

    - 3 Credits - 



    3 Semester Credits

    (post-baccalaureate
    PD credits for re-certification and
    pay-lane increases
    )

    • accredited nationwide
    • start any time
    • up to 5 months to complete
    • independent study
    • all course materials included with course tuition
    • view FAQ

    Course Description

    This course will present traditional discipline strategies for classroom management in a proactive and assertive form. The myths that blame teachers for student misconduct are exposed in an age of misapplied self-esteem and increasing safety concerns. Educators learn to maintain a structured and supportive learning environment at all times with discipline plans from the books resources. Applying consequences along with positive recognition are outlined. Discover traditional classroom-proven practices that reduce teacher distractions so educators can focus on instruction and students learning.

    Teacher feedback about this course

    $425

    3 Semester Graduate Credits







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    Assertive Discipline

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will learn how assertive discipline approaches assists and supports teacher rights, authority and responsibilities.
    2. Teachers will examine myths and misinformation that often unjustifiably blame teachers for issues beyond their control or authority.
    3. Educators will be presented with numerous discipline plans and behavior modification strategies for implementation into the classroom environment.
    4. Students will be able to use the specific directives, implementing consequences and on-task behavior strategies for classroom management.
    5. Teachers will develop a discipline plan or classroom management activity that utilizes positive recognition along with limits, structure and respect for authority.

    Credit Hours

    3 Semester Credits (post-baccalaureate professional development credit)

    Course Instructor

    Joseph C’de Baca MaEd.

    Grade Type

    University Transcript: Click Here For Details

    Assertive Discipline

    What Others Are Saying About This Course

    Kimberly W. – PA –

    “I LOVED the Assertive Discipline text and have already begun to implement many of the aspects – behavior narration, 100% compliance-100% of the time- into my classroom”                                    

    Melissa W. – PA –

    “Thank you so very much! I’m really looking forward to taking these courses! Have a wonderful day, and again, thank you for your help! I have attached the PDF to this email. I hope that’s acceptable!”                                    

    David M. – FL –

    “Here are my course evaluation and my completed registration form PDF. In the registration form I checked the “summer” course box; I hope that’s the correct box.“

    TLC Testimonials

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues









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    Providing Effective Feedback to Foster Student Growth

    - 3 Credits - 

    Instructor:

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type:

    University Transcript: Pass/Fail Grade

    Course Description

    This course will explore the importance of providing constant and effective feedback to students. Participants will characterize the critical nature of feedback in the learning process and identify key strategies for improving their current practices. The components of effective feedback, tools for providing feedback, and potential barriers to implementation will also be discussed.

    View Full Course Description

    $425

    3 Semester Graduate Credits





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    Providing Effective Feedback to Foster Student Growth

    - 3 Graduate Credits -






    Course Objectives

    From this course, participants will:

    1. Examine the role of feedback in the learning process.
    2. Differentiate the key components of effective feedback.
    3. Apply best practices and strategies for providing feedback.
    4. Develop a strategic feedback plan for an existing unit or project.

    Credit Hours

    3 Semester Credits
    (post-baccalaureate professional development credit)

    Course Instructor

    David A. Beyers Ed.M.

    Accredited By:

    - Colorado State University Pueblo

    Grade Type

    University Transcript: Pass/Fail Grade

    Providing Effective Feedback to Foster Student Growth

    What Others Are Saying...

    I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.”
    – Tina B. , Maryland
    Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
    – Christine G. , Indiana
    Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
    My superintendant forwarded an email about TLC to me”
    – J. Churchill. Danvers, MA
    I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
    – M. Barry. Fairfax, VA
    Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
    – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues






    Continue Reading >>
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