The Five Love Languages for Educators

ED 501 Course Syllabus and Assignments

Course Readings

The Five Love Languages by Gary Chapman (1995) Chicago, IL: Northfield Publishing. 203 pages.

Course Description

This course examines the psychological dynamics of Love Languages and their impact on social and family systems. Educators will become knowledgeable about the various types of love languages and how they apply to students in school settings. Teachers will research the issues and dynamics of attachment theory. They will discover their own type of love language and how they can apply the 5 Love Languages to education. The course examines social and psychological issues in human relations so teachers can work effectively with students and parents in classroom and school settings. (3 credits).

Course Objectives

1. Educators will have a working knowledge of the different types of love styles and attachment theory issues that people use for human needs and emotions. 

2. Teachers will analyze possible causes of divorce, family issues and the impact on the affective needs of children, adolescents and student applications. 

3. Participants will learn how to incorporate and evaluate the love languages of children, teens and students in classrooms and school environments. 

4. Educators will be able to discern the 5 languages: Words of Affirmation, Quality Time, Receiving Gifts, Acts of Service and Physical Touch and apply them appropriately. 

5. Educators will participate in family, friends as well as peer discussions and research topics related to the love language topics as applied to human relations. 

6. Teachers will write about love languages in family and society with an emphasis on attachment theory as applied to society, students and school environments.

Contact Hours: 

Independent study courses require 45 contact hours of time for 3 credits. 

Registration and Course Delivery Process: 

Educators will preview and order a course at the Teachers Learning Center’s website at www.graduatecoursesonline.com. They will receive a course confirmation email that contains the North Dakota State University (NDSU) registration form, course syllabus with assignments, rubrics, evaluation and "How the Courses Work" document that explains the process and procedures for taking TLC courses.
Teachers are encouraged to ask questions by email and/or to call the instructor. They are also encouraged to discuss course content with friends, colleagues and their professional learning community (PLC) as well as with the instructor.
After completing assignments, educators will email them to the instructor in an email attachment. The assignments are read and graded by the instructor, who will discuss any improvements or revisions that need to be made by the student. A grade will be issued at the end of the term and the student may then order a transcript from NDSU 

Course Evaluation Process: 

Evaluation forms are emailed to the students when they register for a course. Students can then mail the completed course evaluation by US mail to the instructor without their return address on the envelope for anonymity. Evaluations will be mailed periodically to the NDSU office for analysis and course improvement.

The Five Love Languages for Educators

$395

3 Credits

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Order: Step 1 of 2

Email * (please provide personal email - school district emails often fail or get blocked)
First Name *
Last Name *
Your School District *

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Order: Step 1 of 2

Email * (please provide personal email - school district emails often fail or get blocked)
First Name *
Last Name *
Your School District *

Course Syllabus and Assignment Rubrics

(right-click and "Save As" to download)

The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities and commitments. This course aligns with #1, #2, #3 #4 and #5 of those standards.

Chapter Review/Reflections:

Write several paragraphs summarizing the main ideas, knowledge or information you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See rubric for guidelines.

Chapters:

1. What Happens to Love After the Wedding
2. Keeping the Love Tank Full
3. Falling in Love
4. #1 Words of Affirmation
5. #2 Quality Time
6. #3 Receiving Gifts
7. #4 Acts of Service
8. #5 Physical Touch
9. Discovering Your Primary Love Language
10. Love Is a Choice
11. Love Makes a Difference
12. Loving the Unlovely
13. Children and Love Languages

Writing Assignments

After the chapter reviews, research or DVD Review, lesson or activity, write a two-page final application essay linking key concepts from the book, The Five Love Languages by Gary Chapman to your specific classroom context. Compose your writings on areas of interest that are relevant to your teaching discipline or professional experience. This will enhance your capacity to apply the new concepts learned in this course. Focus your writings and activities on the concepts and strategies from the book and related assignments on how you can apply them to your school environment, teaching methodology and instructional practice.

Required Assignments

1. Book chapter readings
2. Chapter reviews and reflections.
3. Research review
4. Project or activity
5. Final Application essay (APA or MA writing style format)

Email Assignments to: teacherslearningcenter@gmail.com in 1 or 2 Words docs.
Instructor: Joseph C'de Baca 727-258-7233

The Five Love Languages for Educators

$395

3 Credits

shopping-cart

Order: Step 1 of 2

Email * (please provide personal email - school district emails often fail or get blocked)
First Name *
Last Name *
Your School District *

shopping-cart

Order: Step 1 of 2

Email * (please provide personal email - school district emails often fail or get blocked)
First Name *
Last Name *
Your School District *
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