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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.....

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$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 – Grandparents Raising Grandchildren

    - 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 issues relating to grandparents raising grandchildren as this nationwide phenomena impacts our schools student population. The differences between the morals, values and upbringing styles between generations are examined......

    View Full Course Description

    $425

    3 Semester Graduate Credits

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    USD - EDC-X763U - Grandparents Raising Grandchildren

    - 3 Graduate Credits -

    Course Objectives


  • Educators will learn about the theories of how and what goes on in the minds of children with Aspergers syndrome and develop an understanding of how they think.
  • Teachers will research the generational issues, beliefs and values of our technology and media culture as they impact the parenting relationships of the generational divide.
  • Educators will examine the difficult issues regarding why the biological parent/s is not raising the child as well as the other family and social dynamics that arise.
  • Teachers will review the physical and emotional issues that aging grandparents have and how it affects their ability to provide for, nurture and educate their grandchild.
  • Teachers will develop writings, research this topic and develop lessons or activities that utilize the course content to improve the learning and school experience of everyone.
  • 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-X763U - Grandparents Raising Grandchildren

    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 – 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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    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


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    USD – A Nation of Wimps: The High Cost of Invasive Parenting

    - 3 Credits - 

    Instructor:

    Joseph C’de Baca MaEd.

    Accredited By:

    - University of San Diego

    Grade Type:

    University Transcript: Letter Grade

    Course Description

    This course examines the approaches to parenting in our current culture. The styles of parenting in today’s culture are more abstract and permissive regarding limits and discipline. These behaviors are manifested by students whose misbehaviors are modeled and protected by parents and media.....

    View Full Course Description

    $425

    3 Semester Graduate Credits

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    USD - EDC-X756U - A Nation of Wimps: The High Cost of Invasive Parenting

    - 3 Graduate Credits -

    Course Objectives


  • Educators will review the historical progression of rules and unrealistic expectations that have been implemented in society to protect children from themselves.
  • Teachers will look at how schools have been blamed for all of society problems and how schools have taken on the responsibility of addressing all potential situations.
  • Educators will examine social change that have taken place and that shifts have placed the burden of responsibility from individuals or parents onto other institutions, teachers, social support staff and school systems.
  • Teaches will explore ways to discern problem situations and then place the burden of responsibility where it belongs and to address overly protective parents.
  • Educators will then research this topic as it relates to their society, personal lives as well as its impact on schools, classrooms, students and apply solutions to these issues.
  • 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-X756U - A Nation of Wimps: The High Cost of Invasive Parenting

    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 – Teaching Students How to Remember

    - 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 study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained....

    View Full Course Description

    $425

    3 Semester Graduate Credits

    Item categorypsychology-sociology-the-brain not found.Item ma-categorypsychology-sociology-the-brain not found.Item categorypsychology-sociology-the-brain2 not found.Item ma-categorypsychology-sociology-the-brain2 not found.

    USD - EDC-X739U - Teaching Students How to Remember

    - 3 Graduate Credits -

    Course Objectives


  • Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
  • Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
  • Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
  • Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
  • Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.
  • 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-X739U - Teaching Students How to Remember

    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 >>

    Queen Bees: Working with Adolescent Girls

    - 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 issues of adolescent girls and the way they behave towards other girls. The feminine dynamics that occur in schools in-between girls such as cliques, popularity and bullying are explained. Teasing, gossip, power plays as well as appearance and beauty are analyzed. How girls interact with boys, dating, relationships and promiscuous behaviors are discussed. Approaches for teachers to use in schools to inform classroom instruction, and address and mitigate these concerns are presented. Educators will also research this topic along with an application essay or develop lessons or activities to work with girls.

    Teacher feedback about this course




    $425

    3 Semester Graduate Credits

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    Adolescent Girls' Interaction: Queen Bees and Wannabees

    - 3 Graduate Credits -

    Course Objectives

    1. Educators will review the changes that take place in adolescent girls as they become involved in more complex interpersonal interactions with other girls in school settings.
    2. Participants will examine the interpersonal behaviors such as gossip, cliques, teasing notes and appearance and how these behaviors play themselves out in schools.
    3. Educators will learn about power and influence in-between girls as well as jealously and judging behaviors that take place on the internet and in school settings.
    4. Participants will explore dating issues, the influences of boys, crushes, matchmaking and a variety of adolescent sexuality issues and dramas that take place in schools.
    5. Educators will research this topic to be able to provide guidance and solutions to teen girls in school settings. These wells help preventing young girls from the dangers of sex, drugs and negative interrelationships in school and society.

    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

    Adolescent Girls' Interaction: Queen Bees and Wannabees

    What Others Are Saying About This Course

    Laurie R. – CO –

    “Thank you! I sure appreciate your program – it is great for a single, busy mother/teacher like me!“

    Marge M. – IL –

    “I hope someday we can meet! You crack me up!! You seem like the kind of professor I would enjoy having a class with!Thanks for all your kind words! Have a wonderful weekend! I plan on working on working on some ideas this weekend for the next week of classes!“

    Marge M. – IL –

    “thank you!I enjoyed taking your courses and I am sending many fellow teachers your site to take additional courses! I wish I could have gotten started with your courses soon, I felt they were much more applicable to teachers.Have a great summer!“

    Cathy L. – NY –

    “Thanks so much. It was a fun course. I think I might actually be able to use some of the info I learned. 🙂“

    Alexis L. – PA –

    “Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

    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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    Teaching Students How to Remember

    - 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 learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and learning strategies for improving student achievement. Students will develop written lessons and activities for classroom applications to help students remember curriculum content.

    $425

    3 Semester Graduate Credits







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    Teaching Students How To Remember

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
    2. Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
    3. Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
    4. Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
    5. Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.

    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

    Teaching Students How To Remember

    Teaching Students How to Remember

    - 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 study learning and memory and how the brain processes information for memory retention and retrieval. The anatomy of the brain and how brain cells function as well as chemical reactions that facilitate the memory and learning process are explained. Teachers will learn about the different types of memory, such as semantic, location, emotional, episodic, and procedural and location memories Educators will evaluate their teaching methods and apply brain memory and

    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)







    Theresa M. – PA –

    “Hello, Dave. In my email to parents, I mentioned my very recent course with you [Designing an Online Classroom]. I had no idea how timely it would be. I do believe that my students and I haven’t skipped a beat! Of course, it changes things a fair amount, but I am very glad to already have experience with tools that were fun in the classroom but indispensable now!”

    Tracey W. – WV –

    “That was speedy! Thank you again for your time and all that you do!”                                    

    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”                                    

    Paul W. – OH –

    ” Thank you for the opportunity to reflect. I enjoyed the book! “                                    

    Vicki W. – OH –

    “Thank you soooo much! I appreciate all of your help getting started (and finished) with this course! “                                    

    Jean W. – MN –

    “The course I took was perfect for me as I am trying to write some Health curriculumwith two other Health teachers in the building. Teaching in Special education and regular ed allows me to see subjects from both sides. Instead of doing the two page paper at the end I chose to write a differentiated lesson plan for my Health class as that will be beneficial to me. Great course. I have recommended to a few others as well.Rubric for grading. My writing assignment corresponds with A/B grade area.”                    


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    The Five Love Languages for Educators

    - 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 Love Languages and their impact on social and family systems. Educators will become knowledgeable about the various types of love languages 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 love language and how they can apply the 5 Love Languages 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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    Five Love Languages for Educators

    - 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 love languages 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 love language topics as applied to human relations.
    6. Teachers will write about love languages 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

    Five Love Languages for Educators

    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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    Nation of Wimps: Overprotective Parents

    - 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 approaches to parenting in our current culture. The styles of parenting in today’s culture are more abstract and permissive regarding limits and discipline. These behaviors are manifested by students whose misbehaviors are modeled and protected by parents and media. The family dynamics in society are very different then previous generations. Social attitudes regarding values and children along with overprotective parenting are issues in schools and classrooms. Ways of addressing these complex social and family dynamics are presented. Educators will research and develop writings and activities regarding these issues for school applications.

    Teacher feedback about this course

    $425

    3 Semester Graduate Credits







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    A Nation Of Wimps The High Cost of Invasive Parenting

    - 3 Graduate Credits -






    Course Objectives

    1. Educators will review the historical progression of rules and unrealistic expectations that have been implemented in society to protect children from themselves.
    2. Teachers will look at how schools have been blamed for all of society problems and how schools have taken on the responsibility of addressing all potential situations.
    3. Educators will examine social change that have taken place and that shifts have placed the burden of responsibility from individuals or parents onto other institutions, teachers, social support staff and school systems.
    4. Teaches will explore ways to discern problem situations and then place the burden of responsibility where it belongs and to address overly protective parents.
    5. Educators will then research this topic as it relates to their society, personal lives as well as its impact on schools, classrooms, students and apply solutions to these issues.

    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 Nation Of Wimps The High Cost of Invasive Parenting

    What Others Are Saying About This Course

    Peter M. – NJ –

    “Thank you for being so considerate and understanding. If you need anything else please let me know.“

    Amy L. – OR –

    “Thank you so much for your time and consideration; have a wonderful rest of your weekend! Thank you so much again.“

    Amy S. – OH –

    “Thanks for getting back to me so quickly! I wanted you to know I enjoyed the books and coursework very much, and I plan to take further coursework through TLC in the years to come…”

    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 >>
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