This session will offer information and resources to help participants manage the stress and anxiety during these unprecedented times. We will engage in strategies that you can use, as well as some that you can teach to others. Acknowledge your own stress Learn strategies to lower the effects of toxic stress Renew your sense of well-being

We have all read the stories, seen the videos and experienced the impact of bullying. It is perhaps one of the longest lasting epidemics in the educational world. As a profession we have made great strides in preventing bullying in the school, yet there is so much more work to be done. This course will focus on establishing a safe learning environment where all students can learn. Strategies for preventing bullying and assisting the victims of bullying will be addressed.

The Internet has become the primary tool for communication and research. Teaching and learning are quickly moving away from the passive acquisition of facts and towards active application of knowledge. The focus is on assisting students to construct knowledge both independently as self-directed inquiry and communally in peer groups to demonstrate their knowledge attainment through enactment and application. In this online course, participants will learn how to guide this process and provide students with the tools and assignments to facilitate this self-construction of knowledge in education.

Anxiety and stress are major factors in the lives of both school professionals and students. The purpose of this course is to enhance student performance by minimizing the negative effects of stress in the classroom. Participants learn a working definition of stress and anxiety, study research findings on the cause of stress, learn reasons explaining its impact upon teaching and learning, and conduct a thorough assessment of stress factors in their classrooms. This knowledge facilitates application of tools and techniques to identify, prevent, and manage stressors to improve academic success. Participants will also identify specific students experiencing debilitating stress and take actions to address these problems and help the student restore personal equilibrium and enhance their performance. This course is appropriate for all K-12 teachers and school professionals.

APD is a disorder that affects a person's ability to understand speech and process auditory information. The impact that this disorder can have on a student is profound. How often do you have a student ask you to repeat something or have a delay in answering your questions? The effects go beyond this. Their classwork, homework, test grades, comprehension and retention all suffer. A student who has trouble processing incoming information or directions, will give answers that seem odd or not even related at all. Their output is effected and can lead to countless errors. This course will focus on what APD is, diagnosing APD, distinguishing differences between APD and other disorders, treatment of APD, classroom modification, teaching strategies, and compensatory strategies to make these students more successful in the classroom.

The course will examine the academic, social and emotional needs of the adolescent with learning and behavioral problems. The focus will be on remediation, program development, compensatory techniques and social adjustment. Field experience required. (Special Ed Course)If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils at tgamils@teachercentercw.org or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits.

An introductory workshop: LEVERAGING PARTNERSHIPS TO PROMOTE JUSTICE, MEANINGFUL CHANGE, and SOCIAL ACTION -The Justice Fellowship was initially proposed as a speaker series connecting communities across multiple districts to engage in conversations around equity, justice, and inclusion. The theme for the 2020-21 fellowship is education. With the support of community partners and two Sarah Lawrence Mellon Fellows, students are creating oral histories within their communities around the topics of education and justice. At the end of the school year they will present their projects to an audience of community members and stakeholders. Fostering partnerships among regional higher education partners and multiple PK-12 school districts is a key component of efforts to effect meaningful change and social action. Please join us to learn more about the existing partnership, consider strategies for replication and expansion of the collaborative model in other locations, and share success stories from your schools and colleges.

This course will focus on the sociological and academic factors that have resulted in the creation of the modern middle school concept. The course will emphasize how active learning, team structures, and lesson design can support the social, emotional and intellectual development of students in the middle grades. We will develop strategies for motivation, instruction, assessment, and classroom management. We will also explore how to create a collaborative environment among students, colleagues, and parents and examine the effects of state standards and mandated testing. Students are expected to be active participants in the conception and creation of lessons.If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils at tgamils@teachercentercw.org or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits.

This course focuses specifically on the literacy needs of English Language Learners in the regular education classroom, with special attention to comprehension, fluency, vocabulary, phonemic awareness, phonics, and writing. Culturally responsive pedagogy is discussed and demonstrated. (Literacy Course)If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils at tgamils@teachercentercw.org or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits

The focus of the course is to develop an understanding of autism spectrum disorders as well as other low incidence disabilities and acquiring effective pre-academic, academic and social interventions to help students learn and participate fully in the classroom. The course provides an overview of autism spectrum disorders, from early childhood through the school age years, the identification and etiology , and best practices in programs and services for students identified with ASD's, as well as other low incidence disabilities. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits.

Students need to be engaged and excited about learning to meet their full potential. This course will allow educators to develop and implement strategies that increase student motivation and engagement. Educators will analyze different tools for creating fully engaging lessons where students are both excited to learn and able to meet their full learning potential. Course materials will assist educators in gaining more active student engagement and motivation in classroom lessons.

As teachers, we want our students to be voluminous, active, engaged readers who want to read. In this workshop, we will explore engaging books at a variety of levels to support engaged readers. We will look closely at the text complexity and challenges books present at varied levels to understand ways to support all readers. After the first synchronous meeting, the group will determine the three additional dates for additional synchronous classes. There will be work participants will complete in between synchronous meetings. Four meeting dates starting February 2nd and three additional meetings to be determined with the group.

Students will acquire the practical and theoretical knowledge needed to guide the literacy development of young children. They will explore the developmental influences on preschool learning and examine the role of language in supporting literacy development and consider research-based early literacy activities and methods such as book reading, writing activities using invented spelling, storytelling, as well as other activities that foster phonemic awareness, print concepts, phonics skills, vocabulary development, and comprehension. Students will examine methods and materials to support literacy development. They will also consider the role of families in supporting the literacy development of young children. If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits.

Connect with colleagues moving instruction online to share what's working and problem solve what's not. Get the support you need to be confident moving from traditional classroom teaching to the world of online instruction. Explore , experiment, and with colleagues on methods that work. Let's take back your time, solve problems, and celebrate success, together. Listed dates and times below are synchronous. Each week also includes asynchronous research and discussion posts which accounts for the remaining hours.

The Writing Institute for National Board Certification, co-sponsored by NYSUT and the Lower Hudson Teacher Center Network, was created in response to requests from current National Board candidates to provide a collegial environment to support them in completing their portfolios. Candidates have the opportunity to write, read, and reflect in congenial and supportive surroundings on portfolio entries, either working independently, with partners, or in writing groups. The community of writers and reviewers supports the development of portfolio entries and the peer review of videos of their classroom teaching in regards to the Five Core Propositions of what teachers should know and be able to do and the NBPTS Standards. Recognizing that candidates need time for intellectual stimulation, for reading and writing, and exchanging feedback with their colleagues and the professional learning facilitator, the Writing Institute helps teachers exchange ideas and respond to each other's work, enhancing their awareness of effective practices. This Institute is unlike other gatherings because candidates have the opportunity to discuss and listen to issues particular to their unique work, as their work is unfolding. This program is open only to NBC Candidates and Advanced (Retake) Candidates. Materials: Candidates need to bring a laptop computer, flash drive, written commentary entries, student work, NBPTS portfolio directions, standards, and scoring guide. Instructor will confirm on the first day the hours you will meet on the 17th. This course is limited to six hours within a two day period. Any questions please contact tgamils@teachercentercw.org.

This course offers the opportunity to develop an understanding of current research related to the teaching of writing and to apply the writing process in teaching writing in the middle or secondary classroom, including topic selection, drafting, conferencing, revising, editing, and publishing. Other topics include responding to and assessing student writing; writing in various genres and about various subjects; motivating students to write; sharing model texts for writers craft as read alouds, including multicultural texts; management of writing workshops; and, consideration of socio cultural and gender perspectives. (Literacy Course)If you would like to take this graduate course and are not a matriculated Manhattanville student, please contact Toni Gamils at tgamils@teachercentercw.org or call 914 368-8771 before registering. Additional discounted college tuition will be incurred for graduate credits Begins 2/23/21

This workshop will initially provide a brief introduction and overview of the conceptual framework so that we have a shared language and terminology. Educators will participate in a self-awareness activity enabling them to reflect on their own positionality (who we are, what we bring) relative to Ed Equity. Attendees will engage in interactive dialogue around application, using prompts and questions to think about the work they do and conclude with suggestions for practice.

Suspending students has been a part of the school world we work in for decades. There are often very real and necessary reasons for suspending students. When we take a look at what a suspension is, and the impact it has on learning outcomes - we would be better served avoiding suspensions as much as possible. Educators in this course will take a look at behavior and different approaches for avoiding suspensions that could be implemented both at the classroom and building levels. Educators will develop strategies for making connections and addressing behaviors in a manner that prevents suspensions. This class is appropriate for all K-12 educators and PPS Staff. "If a child doesn't know how to read, we teach."" "If a child doesn't know how to swim, we teach."" "If a child doesn't know how to multiply, we teach."" "If a child doesn't know how to drive, we teach."" "If a child doesn't know how to behave, we ""punish?""

Anxiety related issues, just as in our society, are on a rise in today's classrooms. Each year, schools are seeing more students with diagnosed anxiety conditions and emotional disturbances. Educators taking this course will build strategies and techniques for meeting the needs of the emotionally-disabled student in the mainstream classroom. Educators will research, analyze and develop effective strategies on building positive personal relationships with students and behavior modifications for this population. This course will offer recent research on behavior modification programs and their implementation in the classroom. Through internet articles, websites and case studies, participants will focus on how to provide a safe and predictable structure that students with E.D. require. This course is appropriate for both regular and special education teachers and PPS Staff.

Social and emotional learning, when embedded in the classroom (and in the school) curriculum, can have many positive student outcomes. It can reduce aggression and emotional distress among students, increase collaborative classroom interactions, improve self-confidence and lead to improved student learning. We will examine the five (5) keys to social emotional learning and look at how SEL translates to the classroom culture and to classroom management. We will view videos, read articles and explore various strategies that will work with our students. We will focus on self and social awareness, self-management, relationship skills, responsible decision making and how we can apply best practices in our classrooms.

The barriers that occur to learning cannot be single-handedly removed. Unfortunately, one such barrier occurs when behaviors are disrupting the learning community. The climate of each school community is different. Therefore, a "one size fits all” approach is not as effective as interventions based on the needs of each school. Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success. A system focused on creating school-wide, classroom and individual supports improves academic and behavioral results. This course will assist educators in creating a support system for their classroom that will help to improve behavioral and academic results.

A central aspect of teachers' professional knowledge and competence is the ability to assess students' achievements adequately. Data-driven instruction is a precise and calculated approach to improve student comprehension throughout the school year. Implementing and utilizing data to drive instruction is perceived to be an overwhelming task. This course will help educators use data analysis to improve student learning. The use of different assessment types and data are at the heart of data-driven instruction. Participants will analyze data, focus on increasing rigor in the classroom, review types of assessment, and build the blocks to implement successful data-driven instruction.

Participants will explore how to share a classroom and build powerful relationships between a general education teacher and a special education teacher. Tools to create an effective learning environment will be utilized, reviewed and tested through case studies and views into successful classroom environments. Strategies to enhance your classroom will be implemented in each segment of the course. We will look at how co-teaching will improve program intensity and increase instructional options for all students. As we create effective partnerships and powerful learning environments for teachers and students, we will find high quality learning.

Think about how much time you spend addressing behaviors in your class. Wouldn't it be nice to be able to control behaviors without interrupting your instructional practices? Classroom management and student discipline have been issues in the classroom since the one room school house. The decisions we make when disciplining a student are imperative for creating a safe and productive learning environment. Participants in this class will create, implement and assess behavior modification systems for their classroom, as well as examine several models of student discipline while evaluating some of their own discipline policies.

A teacher's use of formative assessment techniques is essential in ensuring he or she is meeting the learning targets for a unit. Teachers need to know "who knows what"� before moving on. Formative assessment is nothing new - our teachers were administering formative assessments to us when we were in school many years ago. In today's digital era, we are lucky to have so many more tools to assist us in our formative assessments. Teachers in the class will review the research on formative assessment as well as explore dozens of instructional tools that can be used for formative assessments. Teachers will leave this course with concrete and easy to use examples for embedding more formative assessments into their lessons.

We have all heard the expression, "on the spectrum,” but what does it mean? What implications would this have on your classroom? This course will review the characteristics of Autism Spectrum Disorder, Asperger's Syndrome and Pervasive Developmental Disorder. Participants will examine best instructional practices and methodologies.

In this course participants will be introduced to the concept and theory of Critical Consciousness and how it can be applied to classroom instruction to directly affect student outcome and success. Participants will be encouraged to think about their own perspectives working within a diverse environment. The focus of this course will be on how to infuse the mindset of critical consciousness within our students while also infusing cultural responsiveness in our daily instructional practices. Being able to engage a diverse student population has a strong, direct effect on student development. As educators we need to design and implement lessons that encourage students to share multiple perspectives, feel confident in speaking out against social injustices while using a language of critique in regards to presented information, media presentations and opinions of others. Additionally, as the classroom teacher, we have the responsibility to create a classroom environment and lesson design that engage students from multiple backgrounds and interests so that we are reaching as many students as possible and integrating topics and language that is of interest to them and that they are able to relate to personally. It is increasingly important for us to make students aware of the world around them and how they can relate what they are learning to real-life experiences. We must first understand this concept ourselves and embody the vision. This course will also train participants to teach all students to understand and promote diversity. Further, participants will discuss how to appropriately integrate critical consciousness with their students, adopt the mindset, and maintain that dialogue within the classroom. Student grouping, instructional practices, etc., regarding cultural responsiveness also will be discussed. This course is beneficial to all educators that work in the school, including traditional classroom teachers, counselors, psychologists, and those working within small group and alternative settings.

The fastest way to get our students thinking at a higher level is to question them at higher level. With higher and more exhaustive standards being placed on our students, we must use our ability to question students in a manner that improves their ability to think critically and problem solve. This course will prepare teachers to meet the demands of the New York State Learning Standards and improve student learning outcomes.

In this course, we will explore classroom integration of computer science and view cutting-edge videos that will help you integrate technology into your curriculum. We will navigate an hour of code through a website dedicated to acquaint and teach the beginning of code. Since one million jobs will be available in the Computer Science field by 2020, it is imperative that we as teachers provide our students will 21st Century skills. Bill Gates said: "Learning to write programs stretches your mind and helps your think better, creates a way of thinking about things that I think is helpful in all domains." This course will provide you with the information you need to help achieve a 21st Century classroom and include some great take-a-ways on using the computer in the elementary classroom.

Every teacher has a number of different learners that come to class ready to meet their daily classroom goals. The strategies that teachers employ will help them attain these goals. In this online course, we will explore, but not limit our search to, dyslexia, autism, speech, ELL, and social emotional disorders. While we will be examining specific learning disabilities, the strategies that you take back to the classroom will support all learners and will provide you with the tools to frame your lessons in new and creative ways. Using strategies such as Think-Pair-Share and/or Partner Talk will strengthen both student collaboration and understanding, and will allow each student to be successful in the classroom. At the end of this course, you will have the resources, strategies, websites and ideas you need to transform your classroom into a creative learning environment for each and every student.

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content. Greater student investment will lead to many other benefits, such as more rigor and motivation. This course will walk educators through the process of learning about the link between culture and neuroscience, as well as methods for infusing daily lessons with culturally responsive activities. A happier, focused classroom will be the resulting outcome.

This course will allow educators to build a repertoire of tools for integrating technology into the classroom. Utilizing technology in your content area is more than letting students "use computers"�½ or going to a computer lab. This course will allow educators to explore online tools and other strategies for integrating technology into their daily lesson plans. Course participants will research and develop classroom strategies for surrounding blended learning, flipped classroom, QR Codes, instructional games, TED Talks and lesson plans, Khan Academy, instructional videos, and utilizing mobile devices in the classroom. Teachers will also explore technology options for communicating with parents.

We often look at behavior as something that needs to be addressed before instruction can occur. Research shows that with the right instructional tools, we can limit those unwanted behaviors that interrupt the learning process. Educators in this course will examine dozens of research-based strategies to address behavior through instruction. Each educator in this course will focus on specific behaviors from their own classrooms and will make a plan to utilize research-based strategies for overcoming these barriers to learning.

As our country's demographics shift, the impact can be seen in the classroom as we are teaching students from across the world. There is great potential for embracing cultures and enhancing instructional activities, while bridging cultures between home and school. Educators will review research-based strategies to better incorporate students from other cultures into the classroom. Educators in this course will become empowered to adjust instructional delivery to meet the needs of their classroom's changing demographics and improve educational outcomes for all students.

Every teacher across the country deals with some form of a problem behavior in the classroom. This course will present strategies for preventing these behaviors and responding to them. Participants will develop the capacity to provide a caring, energetic and safe classroom atmosphere where all students are encouraged and engaged. Participants will also examine methods for adapting instruction to prevent behaviors before they occur.

Research shows that up to 25 percent of all students in a school have experienced some form of trauma. This percentage rises to 80 percent when we talk about special education students. This trauma results in difficulties regulating behaviors and likely leads to cognitive and executive function difficulties. Many students are unable to regulate internal behaviors and as a result display withdrawal, shutting down and zoning out. Educators will examine the impact of trauma on cognitive and emotional growth, the learning challenges that result from trauma, and trauma-informed classroom strategies.

Our country's diversity and demographics have changed what our classrooms look like. We all encounter students that have limited English, and we need to differentiate instruction to meet their needs. In order to meet academic success, this population needs to make linguistic gains in order to begin to master course content. Participants will work with evidence-based practices and instructional intervention strategies to improve language skills for this population.

This course will deeply analyze and develop strategies for improving classroom management. All strategies are evidence- based and will help teachers improve their management of physical space, instruction, routine development, correcting behavior and issuing consequences. Teachers will develop proactive strategies that will improve student learning outcomes and behavioral outcomes.