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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Click Here to buy the book direct from the publisher. All children, not just those with challenging behaviors, need the social and emotional tools to grow and thrive on their own. This course provides everything you need to help all children build and use six essential life skills: attachment, belonging, self-regulation, collaboration, contribution, and adaptability. Developed and tested in the classroom, this strength-based approach includes strategies, examples of supportive interactions, and special activities to help you manage challenging behaviors and foster social and emotional development in all children. Educators will be able to teach children to exhibit more prosocial behaviors, work better as a classroom community, and become excited and active learners. Aimed at the early childhood level. Click Here to download the course syllabus. -
This course will be dropped on June 30, 2024 If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course outlines brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. It presents experiental learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child’s brain and allow both boys and girls to gain maximum learning opportunities, increase academic opportunities, and improve behavior. It provides the latest scientific research on the differences between boys’ and girls’ brains, neurological development, hormonal effects, behavior, and learning needs. Click Here to Purchase Brain-Based Learning direct from the publisher Click Here to Purchase Made for Learning direct from the publisher. Click Here to download the syllabus. -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Click Here to buy the book direct from the publisher. Educators are teaching in a very different environment compared to twenty years ago, with students presenting at-risk social and emotional behaviors in general education classrooms, leaving educators feeling ill-equipped to effectively deal with their issues. This course provides the skills-based interventions educators need to address the most common problem behaviors in the classroom. It uses problem-specific best practices combined with an attachment-based foundation of sound pedagogical principles and strategies for reaching and teaching disruptive, difficult, and emotionally challenged students. The course also empowers educators to act wisely when problem behaviors occur, improve relationships with students, and teach with greater success and confidence. Click Here to download the course syllabus. -
This course will be dropped on June 30, 2024 If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Unlike traditional grouping, which typically puts like with like or combines students without regard to the best way to promote their individual growth, flexible and learning-centered grouping is both purposeful and fluid, regularly combining and recombining different students in different ways to pursue a wide range of academic and affective goals. In this course, you will learn to: In this course, you will learn:-
What it means for teachers to honor themselves, each learner, and the content they teach.
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How to assemble a curriculum that ignites students' imaginations and drives discovery.
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How to guide classroom experiences that develop the mind of each learner in accordance with that learner's marvelous individuality.
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How to shape curriculum, assessment, and instruction to support both equity and excellence.
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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Based on the diverse experiences of LGBTQ students and their allies, this essential course brings together the major issues that schools must address to improve the educational outcomes for gender and sexual minority students—as well as all students. The course highlights how educators can make their schools more supportive of LGBTQ students’ positive development and academic success. It covers emerging practices such as creating an LGBTQ-inclusive curriculum, fostering a whole-school climate that is support of LGBTQ students; and initiating effective community outreach programs. Click Here to Buy Safe Is Not Enough: Better Schools for LGBTQ Students Direct from the Publisher Click Here to Buy LGBTQ Youth and Education: Policies and Practices (Second Edition) Direct from the Publisher Click Here to preview the Syllabus -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours.Based on the positive psychology of appreciative inquiry, this course builds on what is working with students to address what is not working. It provides a system of support that helps general education teachers partner with specialists and parents to learn new ways to enrich academic, social-emotional, and behavioral growth through structured conversations and a series of productive meetings of 30 minutes or less.
Using more than 25 video clips, the course walks you through the six basic steps of the appreciative inquiry problem-solving process:
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Connect with team members and stakeholders.
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Review the meeting focus/concern.
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Share a story that details when you successfully addressed the concern.
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Establish a goal using a concise "DATA" framework.
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Design an action plan.
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Commit to an action.
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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course prepares educators to initiate and facilitate meaningful, productive dialogues about race in the classroom. It provides practical strategies to engage with students. Educators will learn the following:- How to recognize the difference between meaningful and inconsequential race conversations
- How to build conversational “safe spaces,” not merely declare them
- How to infuse race conversations with urgency and purpose
- Ho to thrive in the face of unexpected challenges
- How to administrators might equip teachers to thoughtfully engage in these conversations
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This course will be dropped on June 30, 2024 If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. When schools fail to address the problems of struggling students, the consequences can be dire: course failures, absenteeism, suspensions or expulsions, dropouts. Those effects continue to ripple with lower rates of college attendance and graduation, underemployment and lower wages, and even incarceration. Many of these students can experience a very different trajectory when their learning difficulties are addressed. Whether it’s a student with ADHD who has trouble sitting still, a student just arrived from the Dominican Republic who speaks no English, or a traumatized student who dissociates in class, there are strategies that have proven effective in overcoming the hurdles they face. Though it may seem radical to use words like love, compassion, and heart when we talk about behavior and discipline the actions and strategies teachers employ in the classroom directly shape who students are--and who they will become. This course will help teachers recognize the most common barriers to learning and apply solutions that will work in their classrooms with compassion and acceptance, and creativity. Click Here to Buy Teaching Vulnerable Learners direct from the publisher Click Here to Buy Teaching Vulnerable Learners direct from the publisher Click Here Here to download the course syllabus. -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This solutions-based course shows how to organize and structure a classroom to create a safe and positive environment for student learning and achievement to take place. It offers 50 procedures that can be applied, changed, adapted, and incorporated into any classroom management plan. Each procedure is presented with a consistent format that breaks it down and tells how to teach it and what the outcome of teaching it will be. While the work and preparation behind a well-managed classroom is rarely observed, the dividends are evident in a classroom that is less stressful for all and one that hums with learning. Click Here to Buy THE Classroom Management Book and elearning course direct from the publisher Click Here to download the course syllabus. -
If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. “Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves. Teaching executive function skills in your classroom doesn’t have to be difficult. This unique course—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include:- Descriptions of each skill and its impact on learning
- Examples of instructional steps to assist students as they set goals and work to achieve success.
- Strategies coded by competency and age/grade level
- Authentic snapshots and “think about” sections
- Templates for personalized goal-setting, data collection, and success plans
- Accompanying strategy cards
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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. It is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. This course describes the effects of trauma on body and mind, and how to recognize them in students' behavior. It introduces the trauma-sensitive practices implemented in schools, connects the relationship between mindfulness, compassion, and resilience. Click Here to buy The Trauma Sensitive Classroom Direct from the Publisher Click Here to buy Trauma Doesn't Stop at the School Door Direct from the Publisher Click Here to download the course syllabus -
Understanding the Social and Emotional Lives of Gifted Students presents a comprehensive treatment of social and emotional development in high-ability learners. The course discusses the following:- Theories that guide examination of the lived experiences of gifted students
- Social and emotional characteristics and behaviors evidenced in gifted learners
- Friendships and family relationships that support them;
- Contextual influences that shape their social and emotional lives;
- Identity development
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If you have taken this course for graduate credit through ArmchairEd, you cannot take the same course for clock hours through ArmchairEdClockHours. This course untangles scientific fact from pedagogical fiction, debunking dozens of widely held beliefs about the brain that have made their way into the education literature. In ten central themes on topics ranging from brain structure to classroom environments, the course traces the origins of common neuromyths—from categorizing individuals as "right-brained" or "left-brained" to prevailing beliefs about multitasking or the effects of video games—and corrects the record with the most current state of knowledge. Combining neuroscience research, educators learn to create equitable and inclusive classrooms through the following:- Establish a school culture that champions equity and inclusion.
- Rethink the long-standing structure of least restrictive environment and the resulting service delivery.
- Leverage the strengths of all educators to provide appropriate support and challenge.
- Collaborate on the delivery of instruction and intervention.
- Honor the aspirations of each student and plan accordingly.