Category Archives for Classroom Environment

Curriculum and Instruction for the Thinking Classroom

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how the thinking classroom uses brain science for synergistic thinking to develop the intellect as disciplinary ways of thinking and doing.
2. Teachers will examine how a concept-based journey in the inherent structure of knowledge helps educators develop a paradigm shift for conceptual understanding.
3. Educators will review academic standards and contextualize them into the curriculum to bring district level coherence to standards for understanding and implementation.
4. Students will be introduced to best practices techniques concept-based lessons while adapting instructional materials for supportive methods of teaching.
5. Teachers will develop writings, lessons and activities that utilize concept-based curriculum and instruction thinking strategies for classroom implementation.

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

Eliminating Student Excuses

- 3 Graduate Credits -

Course Objectives

1. Educators will develop an understanding of how the mind is programmed to believe and behave in certain negative or positive patterns that are socially conditioned.
2. Participants will analyze the social and psychological beliefs of the 18 most commonly utilized excuses for not exploring or experiencing new ideas, goals or endeavors.
3. Educators will learn about the seven excuses be-gone principals for reprogramming thoughts in order to change limiting, preconditioned beliefs and self-defeating behaviors.
4. Participants will examine the paradigm shifts needed for a new way of thinking and shedding subconscious habits and acquire strategies to develop a new way of being.
5. Educators will write an application essay and develop a lesson or project activity that applies the course content to classroom instruction and school learning environments.

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.

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.

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.

Character Education in Our Schools

- 3 Graduate Credits -

Course Objectives

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

Boys and Girls Learn Differently

- 3 Graduate Credits -

Course Objectives

1. Students will have a working knowledge of the inherent differences in learning approaches between boys and girls and how their minds are different.
2. Participants will analyze the social and psychological dynamics involving gender differences such as brain functional and chemical differences, as well as the advantages and disadvantages of taking a gender approach.
3. Educators will learn how to identify high-performing at-risk students and what parents can do to intervene when their child begins to fail in school.
4. Educators will examine the ideal classroom environments for pre-school, elementary, middle and high school classrooms. Strategies that stimulate and nurture student learning are also provided.
5. Teachers will write chapter reviews, research the topic and develop an application paper or lesson project activities that utilize the course content as it applies to classroom instruction and learning environments.

Art and Science of Teaching

- 2 Graduate Credits -

Course Objectives

1. Educators will establish the concepts of blending scientific instructional methods with creative, artistic, social and personal relationships to help students effectively.
2. Teachers will examine how to generate effective test hypotheses to deepen student understanding of instructional content for better learning outcomes.
3. Educators will review adherence to rules and procedures to keep students engaged while maintaining a positive and effective learning 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 writings, lessons or activities that determine specific teaching directions for cohesive unites and effective classroom instruction.