| Professional Development Provider | Brad Tassell  2009-10 | |
| Contact Information | Brad Tassell llessat@aol.com P.O Box 1437 Bowling Green, KY 47579 United States Phone: (812) 660-0191 | |
| Program Type | Individual Program | |
| Program Rating |   based on 3 evaluation(s). | |
| Target Audience | Education: Superintendent, Curriculum Director, Business Manager, Professional Development Director, Technology Director, Gifted and Talented Coordinator, Title One Coordinator, Principal, Teacher, Paraprofessional, Parent, College/University, Media Specialist/Librarian,Business/Community: Business Member, Community Member, Government Agency | |
| Maximum Number of Participants | as many as can see the program, at one site. | |
| Minimum Number of Participants | 1 | |
| Primary Disciplines | Best Practice, Collaboration, Creating a School/Community Partnership (Vista), Event Management, Instructional Programs, Leadership, Problem Based Learning, Professional Learning Community, Writing, Bully prevention | |
| Program Description | Comedian/Author Brad Tassell's Motivational Time-out is the perfect thing to help any group relax and be motivated at the same time, all the while laughing like there is no tomorrow. Brad is a 23 year comedy veteran and Carnival Cruiselines top rated comedian in 2007 and 2010. But with his books on Character Education and Bullying he can get even the toughest crowd to grow in mind and spirit right along with the laughs. This program is perfect for a staff luncheon, or to lighten up professional development. It could be used as a great treat for maintenance staff or a secretaries group. If you are getting together for any reason this program fits. Brad will touch on many topics to think about and grow from, but always keep it light and funny. Everyone will go away refreshed and enlightened and thanking you for this treat! | |
| Program Format | 1. I always start with a surprise magic trick. Ages 4-90 laugh every time. But there is a lesson in it too about the real magic in the world! 2. The song of life. It's a game, a song, and some silliness inbetween. 3. What is our biggest problem in the world? Teaching kids bad habits. We will talk about some with stories that will have them rolling in the aisles. 4. We will also touch on a zillion other subject to enlighten and tickle that funny bone. 5. a little about stopping bullying. | |
| Objectives | explode with laughter contemplate being better in a world that is constantly trying to be harsh relax every muscle and mind to refresh their batteries to come back and work another day BE more proactive in your empathy and relationships with colleagues and others. | |
| National Staff Development Council Standards to which this program aligns | The program is meant to entertain in a fun and appropriate way as a break for educators and others, but the information even though funny teaches and motivates on subject ranging from, Student learning, bullying, societal interaction and civility, interpersonal growth, empathy. | |
| Council of Chief State School Officers Core Competency Standards for Educators to which this program aligns | Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. | |
| Extra Standards to which this program aligns | Social studies programs should include experiences that provide for the study of people, places, and environments. Technological advances connect students at all levels to the world beyond their personal locations. The study of people, places, and human-environment interactions assists learners as they create their spatial views and geographic perspectives of the world. Today's social, cultural, economic, and civic demands on individuals mean that students will need the knowledge, skills, and understanding to ask and answer questions such as: Where are things located? Why are they located where they are? What patterns are reflected in the groupings of things? What do we mean by region? How do landforms change? What implications do these changes have for people? This area of study helps learners make informed and critical decisions about the relationship between human beings and their environment. In schools, this theme typically appears in units and courses dealing with area studies and geography. In the early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of the physical environment. During the middle school years, students relate their personal experiences to happenings in other environmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographic understanding across a broad range of fields, including the fine arts, sciences, and humanities. Geographic concepts become central to learners' comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary. The importance of core geographic themes to public policy is recognized and should be explored as students address issues of domestic and international significance. Social studies programs should include experiences that provide for the study of individual development and identity. Personal identity is shaped by one's culture, by groups, and by institutional influences. How do people learn? Why do people behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? Questions such as these are central to the study of how individuals develop from youth to adulthood. Examination of various forms of human behavior enhances understanding of the relationships among social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action. In schools | |
| Program Length | 30-35 minutes | |
| By Request | This program is available by request ONLY | |
| Connection Type(s) Available and Program Fees | Cost per Site: $100.00 | |
| Program Fee Notes | Payments are due within 10 days after program. Invoice will be mailed directly after program is requested. | |
| Cancellation Policy | you can cancel if you need to, but rescheduling is prefered. | |
| Program is Offered Through | Videoconference - H.323 (Polycom, Tandberg, LifeSize, etc...) | |
| Is Recording allowed? | No | |
| Recording Notes | Just don't make money on using this program, and if you play it for a group I would like to be paid again. | |
| The Provider broadcasts over | IP | |
| Minimum Technology Specifications for sites connecting to this provider | Please, go to: www.vcbrad.com to tech's page for all connection information. Minimum 384 K connection |
