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Adventures In Attitudes
HUMAN RELATIONS FOR EDUCATORS
Reading List for
AIA (Not required for a "B" grade)
Building Rapport and Creating an Effective Educational Climate
Attitudes impact learning and instruction. Negative perceptions of
teacher and student communications pose significant barriers to raising
student achievement This course is designed to provide you with
concepts
and strategies of effective human relations and healthy attitudes. In
an
energizing interactive group format, you will explore attitudes and
practices
used by successful educators to reduce negativity and build success
strategies
in themselves and students.
A FEW OF THE MANY THINGS YOU WILL LEARN
* How our attitudes get positive or negative results in the classroom
* How to get (students, colleagues, parents) to respond favorably to
you
* The three emotional positions that control actions
* How to use affirmations to reframe attitudes
* How to turn weaknesses into strengths
* How to persuade and motivate students
* Three ways of handling any human relation problem
* How groups influence attitudes and actions
* Six mental steps to student and teacher motivation
* How beliefs influence the energy and drive of both educators and
students
* Understanding and avoiding student and staff burnout
Praxis III Domains addressed: Domain B & Domain
D
Using
Creative Strategies to Teach Content Standards
Authors: Kathleen
Frazier EDS, Deborah Walker MA
Reading List
OVERVIEW:
Research studies have concluded that there is a
strong
positive relationship between the creative arts and academic success.
Educational theorists such as Piaget, Erikson, Maslow, and Gardner
support arts
integration as a moral imperative to challenge student thinking and
enhance
social and intellectual development. PEN (2004) confirms that teachers
are the
single most important factor in raising student achievement. This
course is
designed for K-12 educators who wish to energize the curriculum,
provide
creative opportunities for students to construct meaning using life
experiences, and establish a safe, risk free, learning community where
students
develop skills to solve problems and be independent learners.
Participants will
discover their innate, creative ability to develop lessons that are
“hands
on/minds on,” intrinsically motivating, and cognitively stimulating
through
integration of the arts.
<> Overall
Course
Goals:
- Students will explore and learn
theories and research that support integration of arts
in the curriculum
- Students will be able to identify and
support students’ creative potential
- Students will construct classroom
environments that exhibit and encourage the arts
- Students will integrate
the arts into content-specific lessons using music, drama, creative
movement, and visual arts
- Students will incorporate literary arts into the curriculum
- Students will participate
in and learn how to facilitate creative and engaging instructional
strategies such as SCAMPER, simulations, creative problem
solving, lyric learning, synectics, and creative visualization
- Students
will create techniques and tools to assess, exhibit, and evaluate
creativity
<> Course Objectives:
- provide rationale for classrooms to
include arts integration
- explore ways to create meaningful
creative arts lessons and projects based on content standards
- provide
participants opportunities to explore individual creativity through
self discovery
- encourage participants to develop self
confidence and to take risks in order to creatively meet the individual
needs of their students
- provide
participants with the ability to ascertain and choose meaningful
Creative Thinking Tools to enhance learning
- recognize the importance of providing
students with engaging lessons and activities
- value arts integration and make this process a
natural daily connection to the curriculum
- identify advantages
to teaching in, with, about, and through the arts
- gain an awareness of the relationship
between arts education and student learning successes in other
disciplines
- Manipulate varying media in each of
the fine arts with proficiency.
- Develop and use rubrics and artifacts
for documenting learning in the arts
- Recognize a role of all teachers is to
be an artist.
Praxis III Domains addressed: Domain A, B, C &
D
LifePOWER
STRATEGIES FOR REDUCING EDUCATOR AND STUDENT STRESS
Reading List for
LP (Not required for a "B" grade)
Student and teacher stress can be barriers to achievement. Students
learn
and perform best when they are relaxed and confident, not fearful and
anxious.Teachers
teach best and are most effective when they are not stressed. In her
book,
Enhancing Professional Practice: A Framework for Teaching,
Charlotte Danielson states: ãIt is useful to think of teaching
as similar
to not one but several other professions, combining the skills of
business
management, human relations, and theater arts. But even more demanding
than its complexity is the level of stress that teaching
generates.
The physical demands of the job are daunting, requiring enormous
stamina.
Most teachers leave school exhausted at the end of the day, knowing
that
their students will return the next day rested and ready for
more.
ãWill I be ready?ä teachers ask themselves.
ãCan I be ready?
What will we do all day? How will I engage my students so that I
can maintain control and they will learn something significant?ä
In this interactive course, educators will learn strategies to reduce
the stressors that inhibit student learning and teacher performance.
This
course provides you with tools to do just that.
A FEW OF THE MANY THINGS YOU WILL LEARN
* Techniques for dealing with student and staff resistance and diluting
negativity
* Why people have negative feelings about themselves
* Rules for venting emotions in non-threatening ways
* Skills for coping with stressful situations
* Basic attitudes that influence feelings of self-worth and
capability
* The importance of laughter for living and learning
* Dynamics of the subconscious mind on student performance
* Strategies to gain control over emotions/behavior
Praxis III Domains addressed: Domain B & Domain D
Literacy for Learning:
Reading & Writing Across the Curriculum (LFL)
Literacy
for Learning
Author: Rebecca L. Zullo, M.Ed.
Help students meet your subject area standards. When you
learn
and use the dozens of strategies presented in this course, you can
boost
your studentsâ mastery of content. Learn to plan lessons
that effectively
teach content and nurture greater literacy using: writing strategies
that
deepen studentsâ understanding of content, strategies that help
students
learn, retain, and recall important information, and comprehension and
vocabulary strategies which will engage your students. This graduate
course
is designed to help educators learn how to help their students acquire
and comprehend content through the purposeful use of reading and
writing.
It is based on the newest research and practices on literacy
instruction
for the content areas. Practical applications of research-proven
strategies will be a major emphasis of the course.
A Few of the Things You Will Learn·
· Pre-reading, During-reading, and Post-reading strategies.
· How to use writing as a way to learn content.
· Effective techniques for helping students internalize
vocabulary
and concepts.
· How to successfully model your thinking, reading, and
writing
for your students.
· How to use cooperative learning strategies that engage
students in the reading and writing process for acquiring content
knowledge.
· Comprehension and ãfix-upä strategies for
reading difficult
text.
· Strategies for guiding and scaffolding students through
content-related literacy tasks.
Praxis III Domains addressed: Domain A,B,C,D
PEAK PERFORMANCE IN COMMUNICATION
Reading List for
PP (Not required for a "B" grade)
Clear, concise and effective communication plays a vital role in
helping
students to achieve in the classroom as well as in life.Effective
communication
with others doesn't just happen. This course is designed to provide you
with information and skills that will assist you in gaining rich
communication
experiences with students and adults. When a teacher knows how to
analyze
behavioral style data, they can assess different styles and plan for
more
effective instruction and intervention. Since the most effective
schools
realize that to raise student achievement, it is necessary for teachers
to work collaboratively, it is essential to know how to make both
teacher
and student teams function at maximum effectiveness. Through a
variety
of methodologies such as group discussions, mini lectures, tapes,
assessment
profiles, and activities you will have an opportunity to not only
gain insights into your own communication patterns, but you will be
better
able to understand and enhance communication with students, parents and
co-workers. In addition to classroom applications, this course is
extremely
valuable for those involved in a team-based approach.
A FEW OF THE MANY THINGS YOU WILL LEARN
* Learn how your own behavioral style impacts the climate, and
your communication with students, parents and co-workers
* Learn to adapt for maximum communication effectiveness with
students and team members
* Applying behavioral style knowledge to increase effectiveness
of parent conferences
* Techniques to deal with "difficult students, parents and
colleagues"
* Application of "Situational Leadership" to effective student
instruction and learning
* Understanding and adapting to different "listening" styles
of students
* Avoiding and overcoming listening barriers to maximize
student listening and learning
* Strategies for enhancing student listening
* Understanding , appreciating, and communicating with the
diversity
of value structures within our schools and communities
* Moving groups to the production stage quickly
* Avoiding and overcoming unproductive teamwork
Praxis III Domains addressed: Domains B, C &
D
DEVELOPING SELF-RELIANT PEOPLE
Reading List for
DSP (Not required for a "B" grade)
Student achievement is often influenced by a studentâs perception
of
himself. If he perceives he isnât able to do well, it often
becomes a self
fulfilling prophecy. In this course you will study the work of
internationally
known educator and family psychologist H. Stephen Glenn.
You
will benefit from Glennâs many years of research in determining
the basic
factors and perceptions necessary for students to realize
success.
This course provides educators with strategies to assist students in
realizing
they are significant and capable of becoming responsible self-reliant
individuals
who can achieve educational success.
A FEW OF THE MANY THINGS YOU WILL LEARN
* The 3 underlying perceptions that undergird student learning at any
level
* The 4 major skill categories that need to be developed in
students
for success
* How to help student see mistakes as opportunities for learning
* How to assist students in developing attitudes and skills to
be responsible learners
* Replacing the major communication ãbarriersä that
effect student
listening and desire to learn
* Structuring situations for students to develop strong perceptions
of personal potency
Praxis III Domains addressed: Domains B, C, D
EDUCATING FOR CHARACTER
Reading List for
EC (Not required for a "B" grade)
EDUCATING
FOR CHARACTER
The research shows that students test scores and academic success
increase
when schools are effectively teaching character
development.
This course is designed for K-12 educators who wish to enhance the
effectiveness
of teaching character in their classroom. Whether or not your district
currently has a formalized character education program or not, you will
benefit from the ideas in this course. The major components discussed
in
this course are based on the ãCharacter Counts!ä core
pillars of Trustworthiness,
Respect, Responsibility, Fairness, Caring and Citizenship.ä
Participants
will obtain many concrete ideas for immediate use with students to help
their character development and their bottom line learning.
A FEW OF THE MANY THINGS YOU WILL LEARN
* Components and best practices of an effective character education
program
* Helping students take responsibility for their own learning
* Overcoming potential obstacles from the community and staff
* How to teach the core virtues to enhance student achievement
* Resources and specific activities for character education
* Infusing character education into the existing curriculum and
the total school climate
* Models for ethical decision making, and resisting unhealthy
temptations
* Strategies for helping students develop healthy habits
* Effective teaching strategies for instilling character
Praxis III Domains addressed: Domains A, B, C &
D
IQ-EQ
CONNECTIONS :
EMBRACING THE LINK
BETWEEN COGNITIVE AND AFFECTIVE LEARNING
Reasons to Keep the "Fun" in Fundamentals
Course Description
This course will explore the
connection between cognitive and affective learning. Benjamin Bloom,
well known
for his hierarchy of thinking skills, also proposed a hierarchy of
affective skills. His work suggests that in order to help students
reach higher levels of “thinking”, educators must also help students
reach higher levels of “caring”. Using the theories of many respected
neurologists and psychologists, participants in this course will work
together to translate others’ research into our daily practice. Using
dozens of classroom-tested strategies and a variety of learning
activities, participants will experience the role that novelty,
interaction and choice play in student learning. Educators will also
explore practical ways in which our systems for grading, classroom
management and discipline can help students learn life lessons while
they also learn curriculum lessons.
The course is designed to inspire and equip educators to create
“teachable moments” for students, so
that school content can serve as a springboard for cognitive growth and
for emotional growth. To the extent
that we provide for both types of growth, students will be more apt to
retain necessary information, and to
develop the skills of lifelong learners, and the attitudes of
responsible citizens. IQ-EQ Connections is premised
on the belief that little things DO matter and little moments CAN be
remembered for a lifetime.
A FEW OF THE THINGS PARTICIPANTS WILL LEARN:
*How to create practical applications for studies on how the brain
learns and retains information
*How to recognize and experience the link between cognitive and
affective thinking
*How to use your systems for grading, classroom management and
discipline to teach life lessons
*How to develop proactive plans to address societal changes that affect
our schools.
*The relationship between school success and adult success
*Practice differentiating lessons to address the needs of both eager
and reluctant learners.
*Over 15 classroom games that can be adapted to a variety of age and
ability levels
*A learning simulation to renew compassion for students facing
difficult content
*Useful tips for dealing with kids, colleagues, content, and the
community
Praxis III Domains addressed: Domains
A, B, C, D
PEOPLE SKILLS IN COACHING ATHLETES
Reading
List for PSC (Not required for a "B" grade)
Coaching is indeed a rewarding experience, however, it can also be
very challenging at times. Successful teams are not built on
talent
alone. In this interactive course participants will examine and explore
the "People Side" of coaching. Topics will be explored through a
variety of interactive activities: small and large group
discussions,
assessments,
activities, games, and simulations. Coaches will also have an
opportunity to learn from some of the great motivators through video
tapes.
A FEW OF THE MANY THINGS YOU WILL LEARN
* Understanding different coaching and athletic behavior styles
* Application of "Situational Leadership" to coaching
* How to deal with success and failure
* Cohesive team building and staff development
* How to deal with "difficult players"
* Motivating and building confidence in young athletes
* The prevention of subgrouping and negative cliques
* How to develop a balance between competition and cooperation
to bring out the best in athletes
Praxis III Domains addressed: Domains B & C
PROFESSIONAL ENRICHMENT
THROUGH COOPERATIVE LEARNING
Reading List for
Cooperative Learning (Not required for a "B" grade)
Research verifies that cooperative learning, when used effectively,
has a positive impact on student learning and achievement. In
this
interactive course, participants will be exposed to the major concepts
of cooperative learning. The course, developed by Dr. Rosemarie
Mucci,
is based on an eclectic approach using the best practices of
cooperative
learning experts Robert Slavin, Spencer Kagan, and David and Roger
Johnson. The emphasis of the course will be on practical
application
in the classroom. The task-focused interactions are presented in a
manner
that they can be utilized immediately by teachers or administrators for
the management of any group work. The class will be run as a
cooperative learning classroom. Educators will participate in various
cooperative learning structures that will enrich their personal and
professional
repertoire of effective instructional methods. Topics include:
Cooperative
Learning Theory, Multiple Intelligences, Classroom Management,
Cooperative
Domains, Bloom Îs Taxonomy and many more
elements of effective instruction.
A FEW OF THE MANY THINGS YOU WILL LEARN
* How to choose the most effective cooperative strategy
for each lesson
* When and how to implement cooperative structures
* How to determine students' learning styles
* How to address Multiple Intelligences
* How to motivate students to achieve
Praxis III Domains addressed: Domains A, B, C, D
RAISING STUDENT ACHIEVEMENT: A Survival Course For Educators (3
SEM.HRS.)
Reading
List for Raising Student Achievement
Have you been wondering what you and your fellow staff members can do
to
help the students in your class and in your school increase their level
of achievement? This course will help you to discover the many
keys
to improving the performance of students both in the classroom and on
state
mandated tests. This graduate course is designed by Rebecca Zullo
to help educators develop new and varied strategies for meeting the
challenges
of standards-based assessment and accountability. It is based on
the newest research and practices on standards-based instruction and
assessment.
Participants will examine best practices in the areas of
teaching/learning
strategies, lesson alignment with state model curriculum (backward
design),
development of reading skills across the curriculum, test-taking skill
development, effectively including and informing parents, and
maximizing
student participation, motivation, and ownership of the
content.
Practical applications of research and classroom proven strategies will
be a major emphasis of the course.
A
FEW OF THE MANY THINGS YOU WILL LEARN
*
How to run a successful standards-based classroom
*
How to design instruction for achievement using backwards design
*
Effective strategies for closing the achievement gap
*
How to design and use assessment to improve student performance
*
How to teach reading across the curriculum
*
Test-taking and study skills for your students
*
How to motivate students to improve their classroom and test performance
*
How to develop tutoring programs that meet the needs of your students
*
Creative methods of parent communication and involvement
*
Techniques for instructional design which correlate with Ohio's
Academic
Content Standards
*
How to foster student responsibility for learning
Praxis
III Domains addressed: Domains A,B,C & D
<>From Risk to
Resilience:
Strength-Based Interventions for Students At Risk
(SBI)
Author: Christine Haymond, M.A.
Reading
List for Strength Based Intervention
Educators need a practical
and effective skill set in order to articulate, plan, and
evaluate realistic learning goals and behavior expectations for all
students. This
graduate course was designed by Christine Haymond to help educators
develop
confidence and competence when dealing with students (and families) who
present
behavior and academic challenges. Participants will become familiar
with relevant
aspects of students’ environments and how these personal challenges and
stressors
affect learning and behavior. Five distinct research based modules will
explore
Emotional Intelligence, Resiliency, Students from Addicted Families,
Culture in the
Classroom, and Reclaiming Youth: The Circle of Courage. Although
research based,
course emphasis is on practical applications and participants will be
actively engaged
in their learning. Participants will have an opportunity to callaborate
and develop age
appropriate classroom interventions for students who are often “school
resistant.”
A few of the many things you will learn:
* What is Emotional Intellilgence (EQ), why it is important in the
school environment
* How educators can foster and encourage Emotional Intelligence in
their students
* The Damage vs. Challenge model of student behavior
* The Seven Resiliences, and how to recognize and develop them in
students
* How to “re-frame” negative labels and behavior
* Recognizing, understanding, and intervening with the common defenses
used by
students from at risk environments
* Positive school based interventions for students raised in
generational poverty
* The hidden rules of school culture that confuse children raised in
poverty
* The impact of parental addiction on children and the school
environment
* The four quandrants that comprise a positive “Reclaiming” environment
Praxis III Domains addressed: A. B. C. and D.
TIME & LIFE
MASTERY
Reading List for
TLM (Not required for a "B" grade)
- TIME & LIFE MASTERY: TIME MANAGEMENT FOR EDUCATORS
ORGANIZING FOR TEACHER AND STUDENT SUCCESS
The purpose of this course is to assist you in maximizing your
effectiveness
and efficiency in managing time and to help students do the same. A
barrier
to student achievement relates to structure and time management. Since
research shows that effective teachers are a key to student success,
effectiveness
and efficiency strategies are emphasized. Participants will gain
insights into time mastery skills and behaviors to increase time on
task
for themselves and their students. You will also explore your
behavioral
style and its implications in terms of time mastery and dealing with
students,
colleagues and tasks. Furthermore, you will learn valuable time
mastery
skills and organizational strategies to assist in implementing and
improving
productivity in the classroom and teacher planning and preparation
time.
Special emphasis will focus on doing those things that are the most
important
to obtain designated results.
A FEW OF THE MANY THINGS YOU WILL LEARN
*How attitudes impact both teacher and student use of time
*How to set, attain, and prioritize learning goals
*Application of universal principles
*Examining our time habits
* How to plan and schedule effectively
* Dealing positively with classroom interruptions
* Strategies for making meetings and class time more productive
* Reducing the paper avalanche
* Delegating tasks for more productivity
Praxis III Domains addressed: Domains A, B, D
POSITIVE
DISCIPLINE
IN THE CLASSROOM
Reading List for
PD (Not required for a "B" grade)
Discipline problems often interfere with students not being
successful
academically. When discipline problems are at a minimum, teachers
are
able
to concentrate on getting the material across to the student. Teachers
who have students with discipline problems know there has to be a
better
way. This course will show participants how a classroom environment
that
encourages and rewards positive behavior, mutual respect and a
commitment
to basic values can have an immediate and long-term impact on young
people.
Jane Nelsen, Alfred Adler, Rudolph Dreikurs and Donald Dinkmeyer
believe
a misbehaving child is a
discouraged child. Participants will learn how to construct a
sound psychological foundation and develop a positive discipline
philosophy.
Large and small group discussions, role-playing, simulations and other
interactive activities will help participants build an understanding of
how they can make the positive discipline process work in their
classroom.
A FEW OF THE MANY THINGS YOU WILL LEARN
* How to create an atmosphere of caring and success based on
kindness,firmness,dignity
and mutual respect
* How your interactions influence behavior
* Four problem solving steps that help students take
responsibility
for their behavior
* How to identify and redirect student misbehavior
* How to reach solutions that are win-win
* How to use a ãTeacher Helping Teacherä model
* The building blocks for effective class meetings
* How to use a variety of classroom management skills
Praxis III Domains addressed: Domains B, C &
D
EFFECTIVE
INSTRUCTION
Reading List for
EI (Not required for a "B" grade)
-
In this course, participants will be exposed to the elements of
effective
teaching and classroom management. Although much of the material for
the
course is based on the best practices of Dr. Harry Wong, approaches
from
Madeline Hunter, Lee Canter, William Glasser, William Purkey and others
are also included. Dr. Rosemarie Mucci designed this interactive
course with emphasis on practical application in the classroom, and
with
enough theory to provide an understanding of the concepts involved and
the motivation for using them. These concepts presented can be
utilized
by teachers and administrators to improve instruction, motivation and
student
learning.
A FEW OF THE MANY THINGS YOU WILL LEARN:
* Effective instructional techniques
* How to prepare for the first day of school
* How to develop procedures & routines in the classroom
* How to utilize cooperative learning
* How to establish an inviting classroom culture/climate
* How to achieve lesson mastery
* How to communicate positive expectations
Praxis III Domains addressed: Domains A, B, C & D
Dear Educator,
Since 1987, thousands of Ohio's educators have taken our courses
for
re-certification and professional development needs. Our courses
continue to enhance the professional growth of educators by
providing
strategies for increased student performance and educator
effectiveness.
All educators will apply and /or adapt the course content to
their
specific professional development needs.
We realize you have many choices for your professional
development.
Therefore, we would like you to consider that our courses are...
* Live (face to face) to maximize interaction, share experiences
and learning
* Held at convenient locations and times
* Practical -offering ideas for immediate application
* Broad enough in topic and strategies for application in grades K-12
* Based on solid research, theory, and best practices.
* Opportunities to dialogue and share with professionals
from
various districts
* Filled with strategies for teacher and student development
* Educating,Energizing and Enlightening, not boring lectures
* Designed for you to LEARN & LAUGH
* Designed for both new and veteran educators
* Led by professional educators who are competent, committed and caring
* Highly rated by the people who count most--your colleagues!
* Very cost effective !
Please note that we have listed the Praxis III Domains that are
addressed in each course. This should assist you in choosing courses
that
meet your professional goals.
All courses are offered
through the Walsh University Graduate Education Division. Walsh
University,
located in North Canton, is a fully accredited university which is
approved
for teacher certification in the state of Ohio.
Please visit our web site
at www.communicateinstitute. com to read more about our courses.
You can register for courses on-line and also find information on
in-service
training topics.
We hope you will be able to attend one or more of our courses. If you
are a past participant, thank you! We hope to see you again. Please
call
or visit our web site if we can be of help.
Sincerely,
Nancy Kienzle Utterback, Ph.D., CSP
COMMUNICATE INSTITUTE TRAINING AND DEVELOPMENT
P.O. Box 35543 Canton, OH 44735-5543
Phone 330-833-7986
Fax 330-837-1724E-mail:
nku@communicateinstitute.com
Copyright 1997-2008 Communicate Institute
Training
and Development
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