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Category Archives for Psychology, Sociology & The Brain

Brain Based Teaching

- 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 teaches neurologically-based approaches to instruction, using recent research to support and develop improved teaching strategies. Teachers will examine the latest research concerning how the brain constantly searches for meaning and seeks patterns and connections. Educators will view a Video that reveals how the sectors of the brain function together in the learning process, which will lead to the development of neurologically-based curriculum. Teachers will write a culminating essay or develop lessons or activities for the classroom to demonstrate their knowledge of using recent research to help students retain and apply information.

Teacher feedback about this course

$395

3 Semester Graduate Credits

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Teaching With The Brain In Mind

- 3 Graduate Credits -

Course Objectives

  1. Educators will learn about and develop a working knowledge of the latest brain research and learning theory. They will also acquire a basic understanding of the brain's physiology, size, content, lobe areas and basic brain operations.
  2. Educators taking this course will understand how humans actually learn and remember new information. Teachers will learn how to use the brain's learning systems for memory retention, storage and the retrieval of knowledge.
  3. Educators will learn about the brain's high and low attention cycles. They will examine the special education issues of ADD, LD and ADHD and the classroom implications.
  4. Educators will explore how the brain’s natural reward process affects the attitudes of the students and learn techniques for developing intrinsic motivation.
  5. Educators will develop a final application essay; activities or lesson plans that help teachers improve attention and create a more effective educational environment.

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 With The Brain In Mind

What Others Are Saying About This Course

Elisabeth W. – VA –

“Thank you so very much for your time and consideration. It has been a real pleasure—and, of course, learning experience—taking these classes, and I am very pleased to have had the opportunity to take them. “                                    

Laurie R. – CO –

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

Jillian H. – WI –

“Thank you! I learned a great deal that is applicable to my future teaching.”

Billie S. – MI –

“Thank you so much Joseph! I truly appreciate how quickly you evaluated the work! Have a wonderful spring and summer!.”

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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Success and Social 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 area of social intelligence as it applies to human relations and the classroom. Educators will learn about and be able to take the theories of SI and put them into practice in the elementary, middle school, and high school environments. Teachers will develop several SI instructional strategies for classroom environments and management. Educator understanding, counseling, and other applications of SI theory are presented. Various appendixes are available for examination for teacher applications in schools settings.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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Social Intelligence: The New Science of Human Relationships

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the way humans are wired to connect with others in a natural WiFi system and instinct for altruism that defines social intelligence.
  2. Teachers may explore self awareness as it relates to social intelligence in a variety of settings and why genes are not destiny in developing SI skills.
  3. Students will be presented with the need for a secure base and to develop personal set points for happiness that facilitate positive webs of attachment.
  4. Teachers are exposed o how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
  5. Educators will examine how biology, stress and the lack of social connectedness can affect how we utilize social intelligence techniques 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

Social Intelligence: The New Science of Human Relationships

What Others Are Saying About This Course

Daniel S. – OH –

“I found this course to be quite interesting and relevant to my career as a school counselor. I have to get my transcripts to the Ohio Department of Education as soon as possible, so please let me know as soon as they can be ordered. I will be taking more courses in the future.”                                    

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)








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The Mysteries of Motivation and Learning

- 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 strategies and tips on ways for teachers to increase motivation and learning for students in the classroom. They will examine brain-based learning and multiple intelligences to help teachers design instructional units. Hundreds of teaching tips and student activities are presented for teacher implementation. Teachers will view DVDs about consciousness, quantum physics and the Law of Attraction. Educators will also learn about developing instructionally supportive activities and strategies to improve motivational and instructional impact in classrooms.

$395

3 Semester Graduate Credits







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Motivation and Learning

- 3 Graduate Credits -






Course Objectives

  1. Teachers will review student relationships and how to make learning easier without lowering standards. They will learn how to use various teaching tips and strategies.
  2. Students will read about various quick-tips for increasing motivation and learning. They will examine and apply the various ideas for possible applications into their teaching environment.
  3. Educators will examine how motivation works in human behavior and how to get students to be intrinsically motivated. The video: The Law of Attraction and are also viewed to blend mental consciousness concepts into motivation applications.
  4. Educators will examine the motivation tips as they relate to instructional content and teaching for classroom implementation.
  5. Teachers will learn about assessments, testing, and grading tips as they check for validity regarding testing and how they can be used for motivating students

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

Motivation and Learning

What Others Are Saying About This Course

Giuseppe L. – NJ –

“As an Assistant Principal in the beginning stages of implementing PLC’s I found the book to be a useful resource. I hope that my work reflects the valid real life experiences I was able utilize in my position.“

Giuseppe L. – NJ –

“This is the third course I’ve completed through your program and again I will be able to incorporate what I have learned in my everyday experience.“

 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 >>

The Law of Attraction 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 provide educators with an understanding of the Law of Attraction and how it relates to human achievement and accomplishments. This course examines the processes, uses and applications of the laws of attraction in order to implement them in student goal setting. Teachers will utilize these concepts in their teaching and instructional delivery to improve student learning and motivation. Positive thinking, changes in mindset, self confidence and productive outcomes in life and school goals are explained. Personal support in holistic wellness, health, creativity, and mental growth for human relations are offered. Teachers will develop lessons or a project and an essay explaining how the course content can be implemented in the classroom and schools.

$395

3 Semester Graduate Credits







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Law of Attraction for Educators

- 3 Graduate Credits -






Course Objectives

  1. Students will learn about the basic universal laws and the law of attraction as a scientific theory of quantum physics and how they apply to human psychology.
  2. Teachers will learn about the law of deliberate creation and how positive or negative thoughts and emotions attract outcomes. Verbal affirmations are explored and together with vibration harmony assists in manifesting reality and personal goals.
  3. Educators will learn about positive affirmation and how the art of allowing can be implemented in schools to improve teaching relationships and for motivating students.
  4. Teachers will examine their own personal and spiritual lives as they relate to working in today's stressful schools. The will learn to utilize segment intending to practice the law of attraction in school environments with educators and students.

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

Law of Attraction for Educators

What Others Are Saying About This Course

Jane-Ellen D. – VT –

“Thank you very much for sending the document, and responding so quickly. I really appreciate it. I have been enjoying the exciting course work, and feel confident I will be completing it soon. I will just share that I am an artist. Although I have adapted over the years to writing thoughts down in words, I think in mostly pictures. My writing style might be considered a bit informal. I hope it meets with your approval. Thank you again for your prompt reply, and the fascinating collection of courses you offer. This kind of work/ science should be applied

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 >>

Grandparents Raising Grandchildren

- 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 issues relating to grandparents raising grandchildren as this nationwide phenomena impacts our schools student population. The differences between the morals, values and upbringing styles between generations are examined. Addressing the complex internal family dynamics regarding why the parents are not raising their child are presented. The financial, physical and emotional stresses on ageing grand- parents are explained. Educators will research this issue and develop writings, lessons or activities that help them work with students and grandparent/s in school systems.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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Grandparents Raising Grandkids

- 3 Graduate Credits -






Course Objectives

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

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Grandparents Raising Grandkids

Grandparents Raising Grandchildren

- 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 issues relating to grandparents raising grandchildren as this nationwide phenomena impacts our schools student population. The differences between the morals, values and upbringing styles between generations are examined. Addressing the complex internal family dynamics regarding why the parents are not raising their child are presented. The financial, physical and emotional stresses on ageing grand- parents are explained. Educators will research this issue and develop writings, lessons or activities

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 >>

Tweens, Teens, and Teachers

- 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 new brain learning research findings and how they work with psychology. It looks at brain mapping, environment and genetic effects. How the brain goes through a variety of changes during adolescence is explained. The use of technology, computers, cell phones and other devices has changed how the brain is programmed and how adolescents in today’s society have changed. Strategies for engaging student in learning are presented to assist teachers and school administrators to improve academic performance. Educators will research the topic of teen brain and social development write and application essay or a project activity for implementation.

Teacher feedback about this course

$395

3 Semester Graduate Credits







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Engaging Teens and Tweens

- 3 Graduate Credits -






Course Objectives

  1. Educators will review the new findings in brain research that explain how the brain learns, make new connections and how our thinking is changed through brain plasticity.
  2. Participants will be presented with the various changes that the brain makes during adolescence and explore how technology and the media have changed how the brain functions with the new generations of students.
  3. Educators will learn about making material meaningful, how emotions affect the brain and learning as well as how stress affects the brain and body.
  4. Participants will explore techniques for managing student psychological states in order to engage them in learning and help them to recall and apply knowledge.
  5. Educators will research this topic as it applies to student choices regarding drugs, promiscuity, and alcohol as well as to their broader decision-making abilities.

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

Engaging Teens and Tweens

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 >>

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

$395

3 Semester Graduate Credits







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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


$395

(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

$395

3 Semester Graduate Credits







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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


$395

(3 Semester Graduate Credits)








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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

$395

3 Semester Graduate Credits







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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









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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

$395

3 Semester Graduate Credits







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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


$395

(3 Semester Graduate Credits)








Continue Reading >>