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Educating For Emotional Intelligence

- 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 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. Teachers will examine EI instructional strategies in classroom environments and social interactions. Student understanding, counseling and other applications of EI theory are presented. Assignments include research and writings for teacher applications in school settings.

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Emotional Intelligence: Why Can it Matter More Than IQ

- 3 Graduate Credits -

Course Objectives

  1. Educators will review the emotional brain and what emotions are for in human development and interactions along with the anatomy of emotional connections.
  2. Participants will explore self awareness of knowing thyself and the consequences of excessive passion or emotional hysteria that can be unproductive.
  3. Educators will be presented with general concepts of why and how aptitude, empathy and emotions are interrelated within the human social arts.
  4. Participants are presented with how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
  5. 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.

Grade Type

University Transcript: Click Here For Details

Emotional Intelligence: Why Can it Matter More Than IQ

What Others Are Saying About This Course

Karen C. – CO –

“I just signed up for two courses: Emotional Intelligence and The Biology of Belief. The instructions are being sent to my office e-mail… I can’t wait to review everything tomorrow. I am excited about the courses as they look very interesting! Thank you for this opportunity! I will forward the flyer you sent me to other teacher friends in my area.“

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 >>

Undoing Eating Disorders

- 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 address the mysteries related to Eating Disorders (ED) and strategies to address the problems. The nature of ED and warning signs and possible diagnoses of are explained. Prevention, risk-factors and causes of ED are presented. Treatment and professional medical care are explained for potential educator referrals. Understanding and supporting the recovery process are explored for managing ED. Approaches to working with family, friends and school professionals are presented for understanding ED issues. Educators will research the ED issues and develop writings or activities to improve understanding and address ED concerns that may arise in school settings.

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Understanding Eating Disorders for Schools

- 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

Understanding Eating Disorders for Schools

Undoing Eating Disorders

- 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 address the mysteries related to Eating Disorders (ED) and strategies to address the problems. The nature of ED and warning signs and possible diagnoses of are explained. Prevention, risk-factors and causes of ED are presented. Treatment and professional medical care are explained for potential educator referrals. Understanding and supporting the recovery process are explored for managing ED. Approaches to working with family, friends and school professionals are presented for understanding

TLC Testimonials

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.” – Mary J. , Wisconsin , Understanding Poverty
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.” – Mary J. , Wisconsin , Understanding Poverty
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.” – Mary J. , Wisconsin , Understanding Poverty
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo.” – Mary J. , Wisconsin , Understanding Poverty

$425

(3 Semester Graduate Credits)


Continue Reading >>

Understanding the Dropout Dilemma:

- 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 examine the statistical, educational, and social issues associated with the school dropout dilemma. Statistical analyses of dropout rates and demographics will be presented. Statistical correlations between economic cycles and dropouts rates and social class relationships are analyzed. This course will focus on educator perspectives and experiences regarding these issues. Causes and reasons why students drop out of school will be examined and categorized. Teacher dropout interventions and prevention strategies will be examined. Alternative schools, dropout programs and social adjustments that address the dropout dilemma will also be presented.

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Dropout Dilemma

- 3 Graduate Credits -

Course Objectives

  1. Students will have a working knowledge of the statistical magnitude and the social demographic characteristics related to the dropout issue at national, state and local levels.
  2. Educators read and review publishes articles on the dropout problem and view movie segments that examine dropout issues and the corresponding social issues.
  3. Students will learn to categorize and label the causes associated with dropping out of school into the various areas of social responsibility and authority.
  4. Participants will analyze the social and psychological dynamics involving family systems and the numerous issues that cause students to drop out of school.
  5. Teachers will develop dropout interventions, solutions and prevention strategies that can reduce the likelihood of students dropping out of school.

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

Dropout Dilemma

What Others Are Saying About This Course

David H. – TN –

“I’ve been working on the “Dropout Dilemma” and will probably finish it up tomorrow. Just want to say that I’ve enjoyed becoming acquainted with your viewpoints in “Understanding Hispanic Students” and the “Dropout Dilemma.” … it is refreshing to hear someone in education speak the truth without fear of offending the politically correct. Your observations and recommendations for improving education are spot-on. I can tell you have spent some time in the real-life classroom environment. Thanks for everything”

David H. – TN –

“Once again, I really enjoyed the course and got a lot out of it. Thanks.”

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 >>

How To Deal With Difficult 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 explores the dynamics of today’s difficult parents who may challenge schools or teachers. Analyzing the cause of combative parents such as poverty, affluence and family system dynamics help educators understand these parents. Ways of dealing with and communicating with difficult parents are presented. Strategies for teachers and school personnel to prevent conflict with parents and handling difficult situations are discussed. Presenting bad news to parents as well as increasing parent involvement is also addressed. Educators will research this issue and write an application essay or project activity that addresses difficult parents in schools

Teacher feedback about this course

$425

3 Semester Graduate Credits

Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Dealing with Difficult Parents

- 3 Graduate Credits -

Course Objectives

  1. Educators will review the historical dynamics of today’s parent and their relationship to schools, how that has changed and how to handle parenting situations that may arise.
  2. Teachers will be presented with a variety of strategies to communication and cultivating relationships with parents as well as being proactive to avoid potential problems that may arise in difficult situations.
  3. Educators will examine ways of presenting bad news or other student deficiencies to parents in a manner that is none threatening and yet is consistent with school policy.
  4. Teachers will explore the curriculum's focus and how teachers, principal, students, and parents all contribute to the harmony of a positive school experience for students.
  5. Educators will then research this topic and parent involvement in monitoring student responsibilities such as homework as well as parent involvement in school activities.

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

Dealing with Difficult Parents

What Others Are Saying About This Course

Jane T. – IL –

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

Peter M. – NJ –

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

Mary M. – WA –

“I have received all I need for now. Thank you so much for expediting these papers for me. I appreciate the quick response and will start work on the course at the end of our final school day today. I’m looking forward to learning more about this subject.“

Helen F. – VT –

“Dear Joseph, thanks for this information. It was a pleasure to complete the work! I have used the research paper a few times in school meetings. Thanks again for offering these services to teachers, especially those of us living in the hinterlands!”

Whitney D. – CA –

“Thank you for a wonderful experience. I cannot wait to take what I have learned and apply it to my new first grade teaching job. I know I will be able to use both classes to continue improving myself as an educator.“

Anne B. – OH –

“I found the course very interesting, and can’t wait to begin the paradigm with some of my high school students. Thank you.“

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


Continue Reading >>

Coaching Success: 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 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. Concepts for coaching in the classroom that builds trusting relationships are presented. Other paradigms of coaching models used by motivational and self-improvement authors and speakers are offered for educator use and school applications. Educators will apply the concepts into schools settings by developing writings, lessons and classroom activities for instructional settings and schools.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Coaching for Success: A Teacher's Guide

- 3 Graduate Credits -






Course Objectives

  1. 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.
  2. Teachers will review basic listening, feedback and questioning techniques. Paradigms of situational coaching will be presented for using intuition and a responsibility for results.
  3. Educators will be presented with clarifying life goals and school purposes along with visualization techniques so students can set specific goals and visualize outcomes.
  4. 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.
  5. 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.

Grade Type

University Transcript: Click Here For Details

Coaching for Success: A Teacher's Guide

Coaching Success: for Educators

- 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 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. Concepts for coaching in the classroom that builds trusting relationships are presented. Other paradigms of coaching models used by motivational and self-improvement authors and speakers are offered for educator use and school applications. Educators will apply the concepts into schools settings by

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 >>

Teaching Children with Autism

- 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 the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the books concepts to the classroom and school environment for improving the learning experience of children with autism challenges.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Teaching Children with Autism

- 3 Graduate Credits -






Course Objectives

  1. Educators will learn about the latest theories and interventions about teaching children with autism and their language and communication challenges.
  2. Teachers will be presented with concepts of overselective responding, descriptions and the spontaneous communicative skills of higher-functioning children with autism.
  3. Educators will examine parent education and stress issues, family support and how to develop friendships with mainstream children.
  4. Students will research the latest techniques in teaching children with autism and examine models for relationships between education professionals and parents.
  5. Teachers will develop lessons, activities and writings that help them understand and work with autistic children in classrooms and schools.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Robin Lasley MaEd.

Grade Type

University Transcript: Click Here For Details

Teaching Children with Autism

Teaching Children with Autism

- 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 present the causes, symptoms and issues related to teaching children with autism. Language Intervention issues are examined as to their significance in understanding and teaching children with autism. Parenting issues and concerns are addressed in order to help professionals work with parents as their child experiences the school environment. Participants will research and develop writings and lessons to apply the books concepts to the classroom and school environment for improving

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
My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA
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 >>

Child Obesity Solutions

- 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 address the topics associated with overeating, poor health and child obesity. Child obesity is a result of adult modeling and social conditioning. The book examines the historical myths of fad dieting or will power and why they do not work. Solutions are presented regarding cravings, nutrition, exercise, hormones, focus and various issues related to health. The relationship between the brains major role and the holistic integration of healthy life style habits are emphasized. Negative thinking patterns, inattention and brain disorders are addressed for teacher awareness and school interventions. Educators will develop an action plan or activities that address how teachers and schools can address the concerns of child obesity in today's society.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Child Obesity: Change Your Brain, Change Your Body

- 3 Graduate Credits -






Course Objectives

  1. Educators will be presented with the ten principals for changing your brain and body that includes the brain's physiology and action steps to address any deficiencies.
  2. Participants will learn about balancing brain chemistry to regain control over cravings and the will power robbers that keep individuals from their optimal weight.
  3. Educators will learn about the ideal foods to meet the nutritional needs of the brain in order to function at optimum levels both physically and mentally for focus and learning.
  4. Participants will review the role of exercise to the body as well as the value to the brain that include positive behavior, better sleep, hormone balancing and other benefits.
  5. Educators will examine the new brain and body science as it relates to them personally and develop lessons or activities that address health and child obesity issues in schools.

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

Child Obesity: Change Your Brain, Change Your Body

What Others Are Saying About This Course

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 >>

Classrooms and Character Education

- 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 the obvious case for teaching values and character in schools and review general values and character education programs. Teachers are reminded of their responsibility as a role model, mentor and moral disciplinarian. Educators are encouraged to teach VC throughout the curriculum in their particular subject area. Strategies for teaching controversial issues regarding values and character in schools as well as social applications are presented. Educators will develop writings, lessons and activities that can be utilized in classroom and school environments.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Character Education in Our Schools

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the case for teaching values and character (VC) in schools as well as the why? and what concepts should be taught.
  2. Teachers will review what values and good character are and strategies on how to teach respect and responsibility as a roll model, caregiver and mentor.
  3. Educators will be presented with strategies to present Moral Discipline in a democratic classroom community and school environment.
  4. Students will learn to be able to teach values through the curriculum in a cooperative learning structure as well as how to teach controversial issues in schools.
  5. Teachers will develop writings, lessons or activities for implementing values and character education concepts for classroom and school implementation.

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

Character Education in Our Schools

Classrooms and Character Education

- 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 present the obvious case for teaching values and character in schools and review general values and character education programs. Teachers are reminded of their responsibility as a role model, mentor and moral disciplinarian. Educators are encouraged to teach VC throughout the curriculum in their particular subject area. Strategies for teaching controversial issues regarding values and character in schools as well as social applications are presented. Educators will develop writings, lessons

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 >>

Essential Elements of Career Counseling

- 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 examine the realities, theories and job market trends involved in career counseling. Educators will review the context of the human relationships involved when choosing various career options. Student/Client concerns and problems that are related to knowing "thy-self" when exploring career possibilities are explored. Counselors will learn about the latest career centers and technologies for researching career demographics. Educators will develop writings, action plans or activities that assist students with career searches and evaluating the process for use in counseling settings.

Teacher feedback about this course

$425

3 Semester Graduate Credits







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Career Counseling: Essential Elements

- 3 Graduate Credits -






Course Objectives

  1. Educators will examine the myths and realities of career counseling as well as the latest theories and technological developments in career counseling.
  2. Teachers will review the context of career planning and the relationships involved within the various disciplines and the associated responsibilities.
  3. Counselors will be presented with strategies for defining and addressing student concerns, decisions and the problems they will encounter in self-understanding.
  4. Students will be able to use career counseling websites to access trends in labor markets and get guidance for making a virtual career center at their school.
  5. Teachers will develop writings that use action plans, career planning, consolidating career decisions and evaluating student progress in counseling settings.

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

Career Counseling: Essential Elements

Essential Elements of Career Counseling

- 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 examine the realities, theories and job market trends involved in career counseling. Educators will review the context of the human relationships involved when choosing various career options. Student/Client concerns and problems that are related to knowing "thy-self" when exploring career possibilities are explored. Counselors will learn about the latest career centers and technologies for researching career demographics. Educators will develop writings, action plans or activities that assist students with career

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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How Boys & Girls Learn Differently

- 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 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. Practical considerations for creating the ultimate classroom environments for elementary and secondary schools are profiled. This course will focus on classroom applications for an understanding of how brain-based gender learning affects teaching. The course covers behavior, math instruction, testing and academic achievement to teaching applications in school environments.

Teacher feedback about this course

$425

3 Semester Graduate Credits







Item categoryaccredited-by-csuppage7 not found.Item ma-categoryaccredited-by-csuppage7 not found.Item categoryaccredited-by-csuppage72 not found.Item ma-categoryaccredited-by-csuppage72 not found.

Boys and Girls Learn Differently

- 3 Graduate Credits -






Course Objectives

  1. Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Grade Type

University Transcript: Click Here For Details

Boys and Girls Learn Differently

How Boys & Girls Learn Differently

- 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 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. Practical considerations for creating the ultimate classroom environments for elementary and secondary schools are profiled. This course will focus on classroom applications for an understanding of how brain-based gender learning affects teaching. The course covers behavior, math instruction, testing and academic achievement

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 >>