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Courses

Self-Esteem for Educators

Self-Esteem For Educators was the first program ever designed to assist teachers in integrating self-esteem principles and methods into curriculum content areas. The purpose of this course is for teachers to increase content area learning of students by first learning and applying a model for enhancing self-esteem and then integrating that model into the curriculum they are currently teaching. In this class, participants will learn specific techniques and skills for assessing and improving their own self-concepts, then collaboratively develop strategies and lesson plans to incorporate these concepts into their daily activities with students.

Carlow University ED 651 • Madonna University EDU 5830.05 • Notre Dame College ED 572 D • The College of Saint Rose EDU 662

The text for this course is Enhancing Self-Esteem, 3rd Edition by Jesse Carlock. 1-56032-396-5


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 11/12/19 - 2/11/20
  • 1/14/20 - 4/14/20
  • 3/10/20 - 6/9/20
  • 5/12/20 - 8/11/20
  • 7/14/20- 10/13/20
  • 9/8/20- 12/8/20
  • 11/10/20 - 2/9/21

Course Schedule

York, PA

Mar 6-8 and Mar 20-22, 2020

Session/Module 1: Assessing Personal Styles

  • Purpose Statement
  • Self-esteem Introductions
  • Course Objectives and Session Outline
  • Forward and Preface to Enhancing Self-esteem
  • The Name Game
  • Goals and Expectations
  • Assignments
  • Self-esteem Is...

Session/Module 2: Identity-Phase I

  • Self-esteem Norms
  • Maslow's Hierarchy of Needs and Self-esteem
  • Four Phases of Intervention: A Developmental Model of Self-esteem
  • Identity
  • Who Are You, Really?
  • Self-esteem Materials Assignment
  • The Importance of Self-esteem for Content Area Learning

Session/Module 3: Strengths & Weaknesses Phase II

  • Opening: What I Was Like in High School
  • Homework Discussion: Chapter 3
  • Phase II-Strengths and Weaknesses
  • Characteristics of Healthy Adults
  • Story Exchange
  • Typical Self-Talk
  • Resistance to Change

Session/Module 4: Communication

  • Affirmations and Visualizations
  • Communication and Self-esteem
  • Hidden Messages and Self-esteem
  • Criteria for Self-esteem Communication
  • Experiencing Negative Communication
  • A Model for Effective Communication
  • Feelings Versus Thoughts
  • Self-esteem Dyads
  • Listening to a Student: Role Play

Session/Module 5: Forgiveness & Anger

  • Listening to Another
  • Wish List
  • Asking for What You Want Dyads
  • Satir's Communication Stances
  • Exploring Issues of Anger
  • Forgiveness
  • Homework and Study Time

Session/Module 6: Feedback

  • Observing What Is
  • Giving Positive Feedback
  • Taking Positive Feedback
  • Practicing Visualizations and Affirmations
  • Homework

Session/Module 7: Nurturance - Phase III

  • Homework Review
  • Nurturance-Phase III
  • Assessing Your Relationship Network
  • Helping Students Think
  • Significant Others
  • Life Stories

Session/Module 8: Instruction

  • Speech: My Three Best Traits
  • Recalling a Nurturer
  • Content Area Criteria Brainstorm
  • Content Area Curriculum Review
  • Content Area Lesson Plan Design

Session/Module 9: Content Area

  • Opening: Something I Noticed About You
  • Lesson Plan Presentations
  • What Teachers Can D
  • Ideas for Improving Content Area Instruction
  • Final Exam Preparation
  • Telling Jokes

Session/Module 10: Maintenance - Phase IV

  • Final Exam
  • Presentations on Audio Programs and Book Reports
  • Self-esteem Action Plan
  • The "Real" Final Exam
  • Overview of Self-esteem for Educators: Part II
Objectives

Develop an operational definition of self-esteem

Apply Maslow's theory of human need

Compare and contrast Maslow's theory and Branden's definition of self esteem

Compare and contrast intention and self-esteem

Assess individual strengths and weaknesses

Assess the impact of strengths and weaknesses on teaching and learning

Distinguish between cognition and emotion

Create a lesson plan relating to self-esteem

Compare techniques for effective communication

Evaluate the outcomes of practicing effective listening

Evaluate the relationship between negative communication and self-esteem

Practice effective self-disclosure and analyze the results

Use self-disclosure to acknowledge and motivate students

Assess the role of nurturance in the enhancement of self-esteem

Hypothesize key sources of support and nurturance

Evaluate personal relationships

Assess the quality of relationship networks, personally and for students in the classroom

Create specific intentions for improving the quality of networks and relationships

Implement and judge strategies for maintaining self-esteem

Create strategies for maintaining student self-esteem

Design and apply a new model for integrating self-esteem into instruction

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.