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Choice Theory in the Classroom: Where Every Student Can Succeed

Course Description

Course Description

This course covers the theoretical underpinnings of choice theory as well as suggested strategies for teaching choice theory to students, integrating choice theory in the learning environment, and illustrating choice theory in lesson plans across subject areas. This course focuses on conveying strategies to help teachers develop choice theory connections with and among the students in their classrooms. It is intended to present the basic concepts of choice theory and how it is applied in the classroom at any grade level. Participants will have the opportunity to learn choice theory by reflecting on its relevance in their own lives and applying it in their classrooms. This course builds a framework for understanding students’ motivations from a new perspective and an opportunity to practice choice theory by creating learning experiences for students that help them to keep school, teachers, and school work in their quality worlds for a lifetime of learning. This course will require participants to engage in self-reflection, critical thinking and personal practice of the ideas being taught. Just reading about choice theory is not enough to internalize its ideas and begin operating from them intrinsically. Personal experiences with choices theory involving critical thinking and personal practice will help participants understand the relevance and benefits of applying choice theory in their lives, in their relationships with students, and in their professional practice. Choice theory in education provides an intrinsic model of teaching and learning that is focused on increasing students’ self-understanding and their ability to evaluate their choices and schoolwork for quality and effectiveness. Austrian neurologist and renowned Holocaust survivor, Viktor Frankl affirmed, “Between stimulus and response there is a space. In that space is our power to choose our response. In our responses lie our growth and our freedom.” This course will invite participants to find and explore that space of choice and freedom. As such, this course may challenge the way participants were taught to learn and teach, but all of the ideas presented in this course can be implemented in any classroom at any school if the people in those systems choose to do so.

Course Objectives: Participants will

  • Learn that choice theory is an intrinsic model of psychology and learning that is based on the premise that we can make effective choices that lead to happiness
  • Understand the detriment of external control practices in relationships and schools
  • Learn the 5 basic needs of choice theory and appreciate that students’ behaviors reflect their attempts to satisfy one or more of these basic needs
  • Appreciate that everyone has a quality world that contains pictures of what is most important to them and that degrees of happiness correspond with the ability to have quality world experiences
  • Understand that all behavior is total behavior comprised of actions, thoughts, feelings, and physiology
  • Learn that all total behavior is chosen and that self-understanding increases the likelihood of making more effective choices that contribute to happiness
  • Discover that each individual has a unique creative system that is a reservoir of possibility and ingenuity
  • Understand that the threat of failure has detrimental outcomes for students and that there are considerable benefits to creating a success-based learning environment
  • Create classroom meetings plans that explore choice theory topics using the define, personalize, and challenge method of teaching
  • Understand the meaning of quality in schools and how quality is reflected by leader teachers who expect competent schoolwork and encourage quality
  • Learn how to use classroom meetings, choice theory language, connecting relationship habits, and solution-focused strategies to teach choice theory to students
  • Know the value of providing students with meaningful, relevant educational experiences and how to embed choice theory in lesson plans
Promotions

Memorial Day


Memorial Day is observed on the last Monday of May. It was formerly known as Decoration Day and commemorates all men and women who have died in military service for the United States. Many people visit cemeteries and memorials on Memorial Day, and it is traditionally seen as the start of the summer season. To celebrate the beginning of summer, many take to the outdoors, have picnics and barbeques with friends and family. We are choosing to offer the following courses at a discount from May 23rd – June 4th, 2017:

Discount: $299.99 (save $50). Use promo code MemorialDay17 at checkout.

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Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • This course has opened my eyes to several things. First, I became more acutely aware of how much external control is used in education and in society in general. I regret to say, that as a mother I have used it far too much with my boys. As a teacher, I have resorted to it as well. This course has heightened my awareness of the negative consequences of external control. I will be even more conscientious in limiting my use of the 7 deadly habits and try to replace them with the 7 caring relationship habits. In so doing, I hope to limit my classroom of external control. A second take-away was just a reinforcement of what I have always practiced and that is the importance of quality world as student motivation for behavior. Understanding my students' quality worlds is essential for their success in my classroom. Always has been, and now I know better why! Lastly, I found concept of competence the total behavior model very informative. I will try to use this in my educational practice as a way to understand my behavior and my students. It made a lot of sense to me. I think one way I will use this in my classroom by applying it to behavior of characters in readings in English to begin with. Lastly, I found the concept of competency based work to be worthy of more thought. As a math teacher, work is often right or wrong, although I have always been a firm believer in giving students more credit for the process than for simply the correct answer. The idea of open-testing, using peers for help, etc is something I will need to put more thought into. I have used some of these ideas in the past in my classes, but I think I would like to investigate further how these concepts of competency, schooling, using knowledge to problem solve and open testing can be applied (and endorsed by my school) in my classroom. So, in summary this course has challenged me to rethink about some of what I do as a classroom teacher for over 30 years. I know I will implement much of what I have learned, and hope to pass on these concepts to my colleagues in the school I teach at in Spain.

    What a participant from Minnesota said about Choice Theory in the Classroom: Where Every Student Can Succeed
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

    What a participant from California said about Differentiating Instruction in Your Classroom