Category Archives for Most Popular

Building ​Your​ Google Classroom: ​Distance Learning Your Students Will Recognize

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

Do you need to create and teach in a Google Classroom? Learn how to effectively develop and teach within a Google Classroom. Participants will create an online classroom using the Google Classroom LMS, develop curriculum, acquire resource awareness and produce an e-course option that will allow for blended or distance learning. Let's get started!

View Full Course Description

$395

3 Semester Graduate Credits

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Building Your Google Classroom: Distance Learning Your Students Will Recognize

- 3 Graduate Credits -

Course Objectives


From this course, participants will:

  1. Demonstrate growth in content knowledge related to teaching assignment and the application of content knowledge to classroom instruction and assessment.
  2. Understand scientifically-based practices in teaching and learning, including strategies in literacy education, instructional technology, differentiation of instruction, and apply them to raise student achievement.
  3. Demonstrate multiple means of assessing and evaluating student learning and use them to change teaching and learning.
  4. Locate, interpret, synthesize, and apply educational research in best practices in teaching.
  5. Understand models for professional change, including teacher collaboration, professional learning communities, strategies for mentoring and coaching to facilitate change, and effective professional development.
  6. Demonstrate understanding of reflective practice that results in improved classroom teaching and learning, including teacher reflection, use of technology in self-assessment, collaboration for change, and self-management of change.
  7. Demonstrate understanding of system and organizational change in education, including models for school change and current research and trends in school change.
  8. Demonstrate responsibility for student learning at high levels.
  9. Demonstrate responsibility for school reform and leadership in school change.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Building Your Google Classroom: Distance Learning Your Students Will Recognize

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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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




$395

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

$395

(3 Semester Graduate Credits)


Continue Reading >>

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 a writtings, lessons or activities for classroom applications to help students remember curriculum content.

$395

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


$395

(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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Student Achievement for African Americans

- 3 Credits - 



3 Semester Credits

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

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

Course Description

This course addresses achievement for African-American students by describing the behaviors and interactions within urban African-American students. Planning lessons inclusive of African American culture and interests are presented. Teachers will examine the latest research as it applies to academic achievement amongst Afro-American students. Educators will learn about improving instruction and academic achievement for all students. They will research this issue and develop writings, lessons or activities for classroom application to help students become successful in school.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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African-American Student Achievement

- 3 Graduate Credits -






Course Objectives

  1. Teachers will develop a framework of knowledge and understanding of the various strategies for improving achievement for African-American students in the classroom and school situations.
  2. Educators taking this course will learn about planning lessons inclusive to Africa-American culture as well as capitalizing on student interests.
  3. Teachers will learn about the effective interactions with Urban African-American culture as well as awareness of African American gender issues.
  4. Educators will examine the involvement of African-American parents in their child's educational experience and ways to improve support for schools.
  5. Teachers will examine these complex issues and develop a lesson or unit plan strategies or activities in the book and how they can use instructional techniques for improving student achievement and behavior 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

African-American Student Achievement

What Others Are Saying About This Course

Jenise R. – CO –

“Thank you so much for all of your assistance along the way! I really appreciate your help.“

Rachel M. – MA –

“Thanks again for your fast reply. I appreciate your attention to all of my questions. “

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 >>

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Credits - 

Instructor:

David A. Beyers Ed.M.

Grade Type:

University Transcript: Pass/Fail Grade

Accredited By:

- Colorado State University Pueblo

Course Description

This course will explore what it means to be "at-risk" and the strategies, programs, and services that exist to support at-risk students. Participants will define the term at-risk, identify strategies from motivating and encouraging at-risk students in the classroom, research available community programs and services, and create a detailed individual student profile and plan.

View Full Course Description

$395

3 Semester Graduate Credits





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Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Graduate Credits -






Course Objectives

From this course, participants will:

  1. Characterize the at-risk student.
  2. Incorporate effective strategies for at-risk students into classroom procedures and policies.
  3. Explore district and community programs for at-risk students.
  4. Develop a comprehensive, individualized plan for an at-risk student.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Strategies for Reaching At-Risk Students in the Elementary Setting

What Others Are Saying...

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






Continue Reading >>

A Framework for Understanding Poverty

- 3 Credits - 



3 Semester Credits

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

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

Course Description

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

Teacher feedback about this course

$395

3 Semester Graduate Credits







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A Framework For
Understanding Poverty

- 3 Graduate Credits -






Course Objectives

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

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

A Framework For Understanding Poverty

What Others Are Saying About This Course

Jane T. – IL –

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

Karen S. – IN –

“Thanks! I loved the book!!”                                    

Catherine H. – MI –

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

Dolores H. – MI –

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

Marshelle G. – ND –

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

TLC Testimonials

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


$395

(3 Semester Graduate Credits)








Continue Reading >>

Student Anger Management

- 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 issue of anger management and how teachers can identify the personal anger triggers and responses in students. Using a variety of control strategies to have student express anger constructively to deal with crises situations are presented. Activities and handouts are available to use in the classroom and counseling situations. The course expands the repertoire of interventions techniques for individual or group settings. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research the topic of anger management along with an application essay or develop lessons for implementation.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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Anger Management for Youth: Stemming Aggression and Violence

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the issues related to anger management and the traditional approaches that have been utilized to address anger in youth, society and schools.
  2. Participant will present sample lessons, key concepts, learning objectives and various approaches to develop working model lessons that they can design and implement.
  3. Educators will learn about defining anger acceleration, its sequences and methods to control anger responses. Handouts and strategies are provided for use in class settings.
  4. Participant will explore the use of coping strategies, self-talk and appropriate expressions of anger in group settings and how to apply them in counseling, school, home, work and personal relationships.
  5. Educators will research a topic related to anger management and develop a written application essay and/or unit/ lesson plans or anger management processing activity for classroom or school 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

Anger Management for Youth: Stemming Aggression and Violence

What Others Are Saying About This Course

Amy M. – IN –

“Thank you so much for your help. I truly appreciate your efficiency! “

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 >>

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

$395

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


$395

(3 Semester Graduate Credits)








Continue Reading >>

Assertive Discipline : Positive Behavior for Today’s Classroom

- 3 Credits - 



3 Semester Credits

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

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

Course Description

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

Teacher feedback about this course

$395

3 Semester Graduate Credits







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Assertive Discipline

- 3 Graduate Credits -






Course Objectives

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

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Assertive Discipline

What Others Are Saying About This Course

Kimberly W. – PA –

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

Melissa W. – PA –

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

David M. – FL –

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

TLC Testimonials

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









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Best Practices for At- Risk 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 course presents 46 research-based tools, worksheets and resources which have been field-tested at schools and in dropout prevention programs nationwide. They help teachers, administrators, counselors and special educators who work with at-risk learners. It also explores the 15 strategies identified by the National Dropout Prevention Center. The book has indexes by grade level, job title and by individual strategy. Educators will research the topic; develop writings, lessons or activities for classroom applications that help at-risk students to be successful in school.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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At-Risk Learners: Best Practices

- 3 Graduate Credits -






Course Objectives

  1. Educators will acquire a framework of working knowledge to teach at-risk students.
  2. Participants taking this course will learn about ways of encouraging students to think about staying in school and how to make schools family friendly.
  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. Participants will explore the best practices and strategies that can help reduce school disenfranchisement and potential dropouts.
  5. Educators will research the topic, develop a lesson or activities that utilizes strategies in the book and use the instructional techniques for improving 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

At-Risk Learners: Best Practices

What Others Are Saying About This Course

Vicki W. – OH –

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

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!“

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









Continue Reading >>
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