New Session 

Dealing with Trauma Grief in the Classroom- It’s more than Normal Grief

​Jan. 16th

Select your date and register. 

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Course Description:

During the pandemic many of our learners lost one loves. When a loved one passes away suddenly, the people left behind often experience traumatic grief. In order to deal with this intense kind of grief, addressing the social emotional needs of our students can be a helpful and healthy way to process painful emotions. In the session the participants will identify ways to address the emotional regulation, reduction of trauma symptoms and recognize learning skills to cope and manage trauma of students in the classroom.

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Learning Objectives

• During the training the participant will identify the emotional regulation associated with trauma grief.

• During this training the participant will identify strategic methods to address social and emotional needs of learners dealing with trauma grief.

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New Session 

Powerful, Practical Strategies for Working Successfully with "I Don't Care!" You Can't Make Me" and Underperforming Students to Increase Their School Success, Grades 3-12

Feb. 8th, Feb. 16th,  Feb. 22  June 18th

Select your date and register. 

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Course Description:

Everyone wants to know how to connect with their underachieving, unmotivated kids who act as though they don't care about learning. This engaging, inspiring, and compelling session will highlight effective tactics you can implement in your classroom or school to help your difficult students change for the better. The large number of pupils who have "checked out," are unmotivated, disengaged, and performing below expectations irritates a lot of us. Sometimes the answers are unknown, but we are aware of the symptoms. The good news is that these students' cycle of helplessness can be broken, and there are methods to do so.

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New Session 

“Ah Ha” Addressing cultural awareness and implicit biases: Focusing on building a cultural responsive environment accepting and appreciating all children regardless of race, gender, mental and physical ability 

Feb. 28th  May 28th  June 13th  

Select your date and register. 

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Culturally responsive classroom culture exists when classrooms are safe spaces where students are seen, valued, cared for and respected as their full selves. Our unconscious social biases form involuntarily from our experiences. For example, as we are repeatedly exposed to actual incidences or media portrayals of minority men and women, those associations become automated in our long-term memory. These biases are reinforced on a daily basis without us knowing, or thinking consciously about it. Stereotypes reflect what we see and hear every day, not what we consciously believe about what we see and hear. It is possible for us to hold unconscious stereotypes that we consciously oppose.

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Because we are, by definition, unaware of our automatic, unconscious beliefs and attitudes, we believe we are acting in accordance with our conscious intentions, when in fact our unconscious is in the driver’s seat. It is possible for us to treat others unfairly even when we believe it is wrong to do so. Cognitive neuroscience research has taught us that most decisions we make, especially regarding people, are “alarmingly contaminated” by our biases. Our assessments of others are never as objective as we believe them to be.

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This session will provide educators with the tools to be able to address cultural bias in the school among teachers and its implication in teaching children. Participants will reflect on their own bias and build on trust and commitment to provide all children with a quality education. This training will also provide activities that “show” rather than “tell” how we as educators can address cultural awareness and reduce bias to ensure all kids receive a quality education no matter the race, gender, mental and physical ability.

 

Learning Objectives

• Participants will understand implicit bias and its impact on decision making in schools and classroom settings-Address the elephant in the room. Processing our own attitudes and value systems.

• Participants will understand implicit bias and the facilitation of Planning Culturally Responsive Instruction

• Participants will understand microagressions that affect relationship building of parents, students and all stakeholders.

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Practical Management and Discipline: Techniques for Handling Tough, Challenging Students

Jan. 15th, June 6th  

Select your date and register. 

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Course Description:

The strategies for dealing with challenging students' misbehavior, defusing potentially explosive situations, and holding problem-solving conferences to assist non compliant students in accepting responsibility for their actions are all demonstrated in this session.

Teachers may have to deal with unruly, disrespectful, or non-compliant students even in well-run classrooms. You'll discover useful intervention techniques for dealing with off-task behavior that could persist in spite of a teacher's best efforts. You'll see teachers use a variety of tactics, such as verbal abuse and behaviors that are threatening or frightening, to deal with disruptive student conduct. In this session, we will identify positive strategies that will promote and empower all in the classroom.

 

You will learn how to:

• Use a broad range of potent techniques to respectfully and successfully address a variety of student misbehavior.

• Adapt treatments to best address students' intents and behaviors

• Even in the face of blatantly inappropriate remarks and behavior, keep your composure and maintain control.

• Avoid engaging in power conflicts or confrontations with other students who are out for retribution.

• Collaborate effectively with difficult children to find solutions and transition to more responsible classroom behavior

 

 

Fostering Positive Behavior of Students Who Want Attention, Are Manipulative, and Present Difficulties

Jan. 17th , 24, or 31st  Feb.  7th, Feb. 15th, 21st Feb. 28th  June 18th June 24th July 18th

Select your date and register. 

 

Course Description:

The primary topics covered in this course include de-escalation techniques, promoting positive conduct, and resolving difficult classroom situations. In the introduction to the courses, the present will provide the methods that can be used to build a friendly, inclusive classroom for children who could or might not have behavioral difficulties. The course is brimming with suggestions for how to apply research in a setting with a range of behavioral difficulties. The presenter will provide a wealth of useful tips and tactics that have assisted  educators all over the country in helping students refrain from using negative behavior and pick up more constructive ones.

 

You will learn how to:

• Provide attention-seeking and manipulative pupils with a more welcoming and encouraging learning environment.

• Employ required corrective discipline practices without using irrational or irrelevant penalties.

• Using alternatives to greater force and control can prevent the escalation of power confrontations.

• Teach pupils how to interact with others in order to help them develop appropriate behavior.

• Reduce disruptive and attention-seeking conduct in your classroom.

• Address and support students with the four categories of behavior in particular

• Use relationships with students to resolve challenging disputes and promote a calmer classroom atmosphere

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Effective Behavior Management Techniques for Inclusive Classes

Jan. 16th ,  Jan. 23rd, Jan. 30th  Feb. 6, Feb. 13, Feb. 20th  May 23rd June 5th 

Select your date and register.  

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Course Description:

Although many educators firmly believe in inclusion, a strong belief system alone will not guarantee success. To handle the various learning requirements and behaviors of students, teachers need to use creative techniques and unique strategies to reach our young learners. You will learn a variety of strategies in this course that can be applied to both full classes of kids to establish productive classroom routines and procedures and to individuals to address specific behavioral difficulties.

This presentation will cover a variety of quick, practical strategies that have a beneficial effect on students' conduct in inclusive classrooms. The courses and activities are simple and affordable, based on reliable research, and acceptable for a wide range of student populations, including those with severe disabilities.

 

You will learn how to:

• Engage kids in self-monitoring and self-improvement without using demeaning tactics

• Use intermittent positive reinforcement in an effective and original manner to create positive classroom conduct

• Improve the focus and attention of children who are easily distracted.

• Use preventive methods as much as possible to reduce student disturbances.

• Minimize student distractions with easy-to-use, fun tools and techniques.

• Educate kids on effective methods for limiting impulsive bad conduct.

• Use practical methods to implement major behavioral improvement in your educational setting.

 

 

Addressing Middle School Behavioral Challenges

July 2nd July 30th  July 23rd

Select your date and register.  
 

Navigating the complexities of behavior challenges in middle school can be a demanding task for educators. This comprehensive course delves into effective strategies and interventions tailored specifically for addressing behavioral issues in the unique context of middle school settings. Whether you're a new middle school teacher or a seasoned educator seeking fresh insights, this course provides practical tools and approaches to foster a positive and conducive learning environment.

Key highlights of the course include:

• Understanding Middle School Behavior: Explore the developmental aspects of middle school students and gain insights into the common behavioral challenges they face.

• Proactive Classroom Management: Learn proactive strategies to set clear expectations, establish routines, and create a structured environment that minimizes disruptions.

• Positive Behavior Interventions and Supports (PBIS): Discover evidence-based practices that promote positive behavior, reduce incidents, and create a supportive atmosphere for both students and educators.

• Individualized Behavior Plans: Explore the development and implementation of individualized behavior plans to address specific challenges faced by students, fostering personalized support.

• Collaborative Approaches: Understand the importance of collaboration among educators, administrators, and parents in addressing and managing behavioral issues effectively.

Throughout this course, participants will engage in practical scenarios, case studies, and discussions, equipping them with actionable strategies to navigate and overcome the behavioral challenges commonly encountered in the dynamic middle school environment. Gain the tools and knowledge needed to create a positive, engaging, and inclusive atmosphere conducive to both academic and behavioral success.

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Starting the Year with Proactive Classroom Management Strategies

July 11th  July 25th 

Select your date and register.

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Setting the tone for a successful school year is essential for effective classroom management. This video-based course is dedicated to crucial practices at the beginning of the academic year that lay the groundwork for a well-organized learning space and mitigate the likelihood of misbehavior. Whether you're a novice educator or a seasoned professional, you'll discover practical ideas and strategies applicable to intermediate grade students. The course not only showcases classroom-based tactics but also includes interviews with experienced teachers.

The primary objective of this course is to illustrate the process of crafting a dynamic first day of school and integrating strategies that foster a collaborative and enriching classroom atmosphere, specifically targeting grades 3-6. Teachers exemplify positive and productive methods for establishing a robust management foundation, ideally suited for the initial weeks of the school term, promoting cooperation, and minimizing disruptive behavior.

Throughout the course, you will gain insights on:

• Launching a successful first day of school

• Establishing effective routines and procedures

• Reinforcing expectations

• Involving students in the creation of class rules

• Cultivating a cooperative classroom environment

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Classroom Expectations and Routines 

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Course Description:

Educator demonstrates an understanding of successful use of classroom expectations and routines to promote an environment that is conducive to learning.

Establishing positive classroom expectations paves the way for the teacher to engage students in learning. This helps to provide a safe space for students. When expectations are clearly explained, students know what to do, and transitions are smooth. Expectations should be both written and introduced to students at the beginning of the year and a various times throughout year.  This workshop will provide participants with strategies to establish expectations and routines in active classrooms. 

 

You will learn to,

• Involve the class in creating classroom expectations.

• Develop specific routines for these basic situations:

• Beginning the day

• Sharpening pencils

• Passing papers

• Working in small groups

• Putting away materials

• Safety routines

• Going to the bathroom

• Walking in the halls

• Attending assemblies

• Going to lunch

• In common areas

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Creating a Classroom Community  

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Course Description:

Cultivating Relationships Among All Learners Educators should first demonstrate knowledge that the learners in the room include both the students and teacher. Therefore, positive relationships must be established between all of the learners in the classroom. In this workshop, participants will learn to:

• Create and display a space in your classroom where all learners can post pictures of themselves, their hobbies, and their likes and dislikes

• Activities that encourage learners to learn each other’s names and learn more about each other’s cultures, backgrounds, and other characteristics

• Team-building activities

• Encouraging the sharing of ideas

• Invite parents into the classroom and include them in the learning

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Organizing the Physical Layout of the classroom  

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Course Description:

The educator designs workspaces that support student navigation and student focus on instruction and allow for the celebration of student work. The educator understands that the design of a classroom space engages all learners in a successful, social, kinesthetic, and cooperative environment has positive effects on learning and the community. Educators adjust their classrooms to meet unique learner needs and situations. They design the classroom space with safety, accessibility, learning, and the display of information in mind.  In this workshop participants will learn to:

• Develop   and understand the physical layout of the classroom that will allow for safe and easy access to materials and work spaces.

• Establish the classroom environment that will explicitly foster and support inclusion, diversity, equity, and cultural competency that includes and exceeds the demographics of the student body.

• Develop classroom design that reduces distractions and makes the most use of available space.

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Trauma Informed Practices 

Select your date and register. 

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Course Description:

During the pandemic  many of our learners lost one loves. When a loved one passes away suddenly, the people left behind often experience traumatic grief. In order to deal with this intense kind of grief, addressing the social emotional needs of our students can be a helpful and healthy way to process painful emotions. In the session the participants will identify ways to address the emotional regulation, reduction of trauma symptoms and recognize learning skills to cope and manage trauma of students in the classroom.

• The participants will identify children’s literature which will assist students to “decrease symptoms” and “increase coping skills”. Participants will identify effectives to integrate these pieces of literature into their academic introduction.  The participants will reflect on their own social emotional journey throughout the pandemic, addressing their current state as they prepare for Fall return. In the reflection they will be encouraged ways to facilitate post-traumatic growth.

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