Category Archives for Classroom Instruction

$489

3 Semester Graduate Credits

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Empowered Behavior- Trauma-Informed Practices

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Deepen understanding of socioemotional and cognitive (thoughts) factors which
contribute to student behavior
Learn practical tools related to mindfulness which can be embedded into daily work
Learn practical tools related to trauma-informed practices
Develop practical tools related to proactive behavior management
Develop proactive tools related to responding (not reacting) to behavioral issues
Learn a practical tool related to restorative practices
Develop strategies for your own (and your students’) wellness and socio-emotional success
Learn tools which are a part of a system of support designed to empower student responsibility for their behavioral (and emotional) success

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Dr. Drew Schwartz

Accredited By:

- University of California San Diego
- Lindenwood University (Missouri)
(choose after course checkout)

Grade Type

University Transcript: Letter Grade

Empowered Behavior- Trauma-Informed Practices

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

$489

(3 Semester Graduate Credits)

Regular Classrooms And Gifted Learners

- 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 teacher professional development course addresses the numerous issues and content utilized for teaching gifted learners in K-12 educational settings. It identifies ways of helping teachers enhance the general classroom content for gifted learners. The book provides strategies to modify and implement lessons for challenging students of all ages and contents areas. Methods for enhancing creative and critical thinking skills as well as effective teaching strategies for subject areas are presented. Educators will research this topic and develop a written application essay or a unit /lesson plans or activity/project for classroom implementation.

$425

3 Semester Graduate Credits

Format

Type

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -

Course Objectives

Educators will explore what it means to be a gifted learner, how to create a successful program and the basic beliefs and background about the education of gifted learners.
Participants will review the categories of academically, intellectually and creative thinking giftedness. The areas of visual, performing arts and psycho-motor giftedness are defined. Using contracts and customizing strategies for differentiation are presented.
Educators will examine issues such as underachievement, barriers to providing support for the gifted student and to understand this complex topic and for personalizing the program curriculum for gifted learners.
Participants will be presented with eleven ways to differentiate instruction for gifted learners such as organization, teacher and student roles, techniques and strategies, special assignments and evaluation.
Educators will learn about rubrics, instruction, enrichment and advanced placement strategies or for classroom implementation. Parenting Issues are also presented.

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 Gifted Students in the Regular Classroom

What Others Are Saying About This Course

Trudy H. – OR –

“Awesome! I just finished the Gifted Learner course and will be e-mailing it right away. I will sign up for that course you suggested too. Thanks so much for helping me with this. It is so nice to talk to an actual person, especially one who is helpful. Be looking for my work.”

TLC Testimonials

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

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

$425

(3 Semester Graduate Credits)

Format

Type

Math Wonders to Inspire Teachers and Students

- 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 help teachers engage students in advanced math lessons and activities that encourage them to explore math principles that are complex and fun to use. The book contains an amazing collection of quirks, illustrations, problems and surprises that engage learners. The book's many problems use attention-getters, motivators, and enrichment activities that keep students exploring mathematical mysteries. Teachers will write an essay on learning theory and develop lessons or activities for classroom applications. As well as to help students use the book content to advance their mathematical inquiry, problem solving and creativity.

$425

3 Semester Graduate Credits

Format

Type

Math Wonders to Inspire Teachers and Students

- 3 Graduate Credits -

Course Objectives

Educators will explore the various concepts, lessons and activities that stimulate and challenge students in advanced mathematical concepts and problems.
Participants taking this course will learn how to implement a variety of mathematical teaching concepts and complex or creative math problems for advanced learners.
Educators will learn about numerous mathematical lessons that are different and provide challenges and problems solving activities for both teachers and students.
Participants will study and utilize a variety of mathematical teaching strategies and implement various activities for classroom instruction and applications.
Educators will write an essay about math learning theory and they will develop lesson or unit plans using the strategies or activities from the book in their classroom.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Whitney Hartwell Ma.Ed.

Grade Type

University Transcript: Click Here For Details

Math Wonders to Inspire Teachers and Students

What Others Are Saying About This Course

Regina R. – OH –

“Thank you for an amazing course. I look forward to hearing from you.“

Eric R. – MI –

“Thanks for your help! I enjoyed both courses. “

Michael N. – CO –

“Thank you – I look forward to the possibility of taking a course with you again in the future.“

TLC Testimonials

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

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

$425

(3 Semester Graduate Credits)

Format

Type

Help Them Learn Through Their Unique Strengths

- 1 Credit -

1 Semester Credit

(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 explore the four learning styles: Concrete, Sequential, Random and Abstract. The combinations of learning styles are presented in depth to explain the learning preferences of each style and gaps they may have in learning environments. Teachers will find their preferred learning style and also examine how each style concentrates, remembers and understands best. Educators will develop a written paper, lessons or activities for classroom applications of learning style theory.

$225

1 Semester Graduate Credit

Format

Type

The Way They Learn

- 1 Graduate Credit -

Course Objectives

Teachers will learn about the basic theories and concepts of Concrete-Sequential (CS) and Random Abstract (RA) learning style preferences of learners and students.
Educators will examine the dominant Concrete-Sequential learning style and dominant Concrete-Random learning style and the learning characteristics that are preferred.
Students will examine the dominant Abstract-Sequential learning style and the Abstract-Random learning styles and describes why these learners have different preferences.
Educators will be presented with theories and explanations about how students concentrate, remember material, and how they understand academic content.
Teachers will examine numerous charts and diagrams that categorize and explain the various learning style preferences and how to use the information for instructional purposes in classrooms

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

The Way They Learn

What Others Are Saying About This Course

Kathleen M. – MA –

“Thanks for a great course.“

Chelsie M. – OR –

“The book was interesting to read. Course assignments were appropriate. The instructor was quick with responses to questions.“

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.“

Kathleen M. – MA –

“Thank you for offering this course. I can say this is the most useful course I have taken. Let me know if there is anything I need to complete.”

TLC Testimonials

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

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

$225

(1 Semester Graduate Credit)

Format

Type

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Credit -

1 Semester Credit

(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 provide examples of field-tested strategies on how to succeed in today's increasingly diverse classrooms. Educators will learn proven techniques on how to match instructional approaches to the readiness, interests and talents of all students. Teachers will examine learning centers, hands-on activities, contracts, and investigative projects. Educators will learn new ways of structuring lessons to provide "scaffolds" for lesson content and their learning projects. Educators will develop a written paper, lesson plans or activities for classroom applications and student achievement.

$225

1 Semester Graduate Credit

Format

Type

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -

Course Objectives

Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
Teachers will examine the role of the teacher in a differentiated classroom setting.
Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
Teachers will be able to differentiate content, process, educational products and grading assessments in classrooms with mixed ability learners.

Credit Hours

1 Semester Credit (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Differentiated Instruction in Mixed-Ability Classrooms

What Others Are Saying About 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.”

Christine W. – CO –

“Thank you. I am looking forward to the next course. The independent study format works so well for me. I’m grateful that it is available.”

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 M. – NY –

“Great content, ease of working on my own time schedule“

Erik K. – ID –

“I learned a tremendous amount from this course and it will improve the quality of my classes in the coming year. Thank you for making this course available.“

Patrick J. – NH –

“Thank you for the confirmation email and for offering such an accessible and engaging course. If there are snail mailings for your courses I would be more than happy to post them around our SAU. Between the middle school, high school, our charter and vocational school we have over 200 full time teachers. This total does not include admin, para-professionals or any faculty from our 8 sending elementary schools. Anyways, I am happy to post signage and pass the professional word. “

TLC Testimonials

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

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

$225

(1 Semester Graduate Credit)

Format

Type

Educating Oppositional and Defiant Children

- 1 Credit -

1 Semester Credit

(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 issues related to understanding oppositional and defiant children in the school environment. It will review some of the common approaches that are used and explore other methods of working with these students. Daily classroom management and removal of disruptive students are outlined. Providing social services at school and working with parents are also explained. Behavior modification and developing a positive environment are also reviewed.

$225

1 Semester Graduate Credit

Format

Type

Educating Oppositional and Defiant Children

- 1 Graduate Credit -

Course Objectives

Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Credit Hours

1 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Educating Oppositional and Defiant Children

What Others Are Saying About This Course

Ian M. – OH –

“Thanks for all your help.Great thing you’ve got going here.“

Lisa C. – OH –

“Thank you for the opportunity to take this class. It was very informative and it will, no doubt, make me a better teacher!.“

Darin K. – OR –

“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.”

TLC Testimonials

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

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

$225

(1 Semester Graduate Credit)

Format

Type

Multiple Intelligences in the Classroom

- 2 Credits -

2 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 review and explore the areas of multiple intelligences as they apply to the classroom. Educators will be able to take the theories of MI and put them into practice in the elementary, middle school, and high school environments. Teachers will examine MI instructional strategies in classroom environments and management. Student assessment, special education, and other applications of MI theory will be presented. Graphic figures, resources, and examples of MI lessons and programs will be examined for teacher applications in school settings

$325

2 Semester Graduate Credits

Format

Type

Multiple Intelligences in the Classroom

- 2 Graduate Credits -

Course Objectives

Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.

Credit Hours

2 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Multiple Intelligences in the Classroom

- 2 Credits - 2 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 review and explore the areas of multiple intelligences as they apply to the classroom. Educators will be able to take the theories of MI and put them into practice in the elementary, middle school, and high school environments. Teachers will examine MI instructional strategies in classroom environments and management. Student assessment, special education, and other applications of MI theory will

TLC Testimonials

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

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

$325

(2 Semester Graduate Credits)

Format

Type

Improving Mathematics Instruction with Literacy Strategies

- 2 Credits -

2 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 explains how to prepare students to be successful math learners by teaching them the strategies they will need to comprehend math vocabulary, writing, textbooks, and problem-solving processes. Educators will learn about the language of math and how to utilize reading and writing in the math classroom to help students understand and apply the mathematical applications. Participants will write a paper on instructional theory for teaching mathematics or develop lessons or activities for classroom applications that help students understand and compute mathematics

$325

2 Semester Graduate Credits

Format

Type

Literacy Strategies to Improving Mathematics Instruction

- 2 Graduate Credits -

Course Objectives

Educators will learn about the use the application of language and writing as it applies to mathematical concepts and situational examples that translate to numerical applications.
Teachers will examine reading problems that hinder student comprehension of worded problems and to simplify or reword questions so students understand the math involved.
Educators will learn about applying writing to the mathematics classroom and how that helps students comprehend the mathematical computations involved within language and literacy development.
The wording for describing graphic representations from a visual format and then expressing the concepts to create meaning are also presented.
Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Credit Hours

2 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Whitney Hartwell Ma.Ed.

Grade Type

University Transcript: Click Here For Details

Literacy Strategies to Improving Mathematics Instruction

Improving Mathematics Instruction with Literacy Strategies

- 2 Credits - 2 Semester Credits (post-baccalaureate PD credits for re-certification andpay-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 explains how to prepare students to be successful math learners by teaching them the strategies they will need to comprehend math vocabulary, writing, textbooks, and problem-solving processes. Educators will learn about the language of math and how to utilize reading and writing in the math classroom to help students understand and apply the mathematical applications. Participants will write a paper on

TLC Testimonials

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

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

$325

(2 Semester Graduate Credits)

Format

Type

Understanding Hispanic Students: Module B

- 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 provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems, Latino gangs, Chicano ideological influences, and current Hispanic political dynamics are also analyzed in module B. Academic achievement issues and educational settings are addressed throughout the course. The Hispanic Students and Issues courses are designed in two modules for three credits per each module.

Prerequisite: Module A required (3 credits)
-- then take Module B (3 Credits.)

$425

3 Semester Graduate Credits

Format

Type

Module B: Understanding Hispanic Students and Issues

- 3 Graduate Credits -

Course Objectives

Analyze statistical, educational, and social demographics of Hispanic students.
Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
Review contributions of farm labor, industrial manufacturing & service industries.
Examine the origins of Mexican stereotypes and myths regarding immigration.
Learn about and contrast various Hispanic cultural views, behaviors, and traits.
Understand Hispanic religious beliefs and the immigrant assimilation process.
Discern between traditional cultural behaviors and U.S. media social forces.
Learn about and discuss the current social- political issues affecting Hispanos.
Learn diagnostic skills- strategies to improve student academic achievement.
Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
Learn about the various Hispanic educational obstacles and school dropout issues.
Review learning theory-methodology for improving instructional effectiveness.
Learn about current Latino/Chicano social subcultures and political ideologies.
Research, design and apply instructional units/lessons for classroom use.

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

Module B: Understanding Hispanic Students and Issues

Understanding Hispanic Students: Module B

- 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 provide an historical overview of the Mexican Era 1821 and United States era 1847 to the current Hispanic issues in 2015. The Origins of Mexican stereotypes and the diversity of Central and South American countries are examined regarding national origins. Current social and political issues, immigration policy, discrimination and Hispanic demographic populations are examined. Educational obstacles related to the achievement gap, and instructional methodologies are presented along with social problems,

TLC Testimonials

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

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)

Format

Type

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.

$425

3 Semester Graduate Credits

Format

Type

Emotional Intelligence: Why Can it Matter More Than IQ

- 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.

Grade Type

University Transcript: Click Here For Details

Emotional Intelligence: Why Can it Matter More Than IQ

What Others Are Saying About This Course

Megan H. – MI –

” Thank you very much for your help this summer.”

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

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

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)

Format

Type