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16 US$

weekly

or 250 US$ for 16 classes

Estableciendo mejores límites: un programa de desarrollo de habilidades de 16 semanas para niños de 9 a 12 años

Edades 9-12

Curso grupal en vivo

Los niños (de 9 a 12 años) aprenderán a establecer límites saludables, a decir “no” con confianza, a manejar la presión de grupo y a defenderse en las amistades, la familia, la escuela y los espacios en línea a través de actividades divertidas y práctica en el mundo real.

Ms. Devon Moore

Videoconferencias en vivo

1 x por semana, 16 semanas

9-12 alumnos por clase

60 min

Acerca de Descripción general del aprendizaje Maestro Reseñas

Qué está incluido

16 reuniones en vivo

16 horas presenciales

Tareas

1 hora por semana. See Class Description for Homework Assigned the one assignment assigned each week.

Certificado de finalización

Students will receive a certificate of completion upon the completion of the 16 week course.

Experiencia de clase

Nivel de inglés - B1

Grado de EE. UU. 4 - 6

Nivel Beginner - Intermediate

Classroom Experience: 16 Years Teaching Primary Division in Ontario

What Will Be Taught?I have taught a wide range of subjects in the primary division, including literacy, numeracy, social-emotional learning, and inquiry-based learning. My focus has always been on fostering critical thinking, problem-solving skills, and confidence in young learners while ensuring that their social and emotional development is supported.

What Topics Will You Cover?Throughout my teaching career, I have covered foundational subjects such as reading, writing, and mathematics, as well as broader concepts like emotional intelligence, communication skills, and self-advocacy. I emphasize the importance of fostering independence, resilience, and empathy in students.

How Is Your Class Structured?My classes are structured with a balance of direct instruction, hands-on activities, and collaborative learning. Each session begins with an engaging warm-up activity, followed by an interactive lesson that incorporates various teaching strategies. Small group discussions, paired activities, and individual reflections help reinforce learning while ensuring that all students are actively engaged.

How Will You Teach?I use a student-centered, inquiry-based approach to teaching that allows students to explore topics in a meaningful way. I integrate storytelling, role-playing, real-life scenarios, and visual aids to make learning engaging and accessible. Additionally, I encourage students to share their thoughts and experiences, fostering a safe and inclusive learning environment.

What’s Your Teaching Style?My teaching style is engaging, supportive, and interactive. I believe in using positive reinforcement and strengths-based approaches to build confidence in my students. I strive to create a welcoming classroom where students feel encouraged to ask questions, take risks, and develop their own voices.

How Much Will Learners Get to Interact With You?Learners will have multiple opportunities to interact with me throughout the course. Each lesson includes a mix of direct instruction, interactive discussions, and hands-on activities. Students will engage in group discussions, role-playing exercises, problem-solving activities, and games to reinforce key concepts. I also incorporate visual tools such as slides and short video clips to enhance learning. Students are encouraged to participate through verbal discussions, chat responses, and reflection activities to ensure their voices are heard and valued.

Metas de aprendizaje

1. Understanding Boundaries

I can define what boundaries are and explain why they are important.

I can recognize different types of boundaries (physical, emotional, digital, social).

I can identify my comfort levels & when a boundary is crossed

2. Building Communication Skills

I can express my boundaries clearly and confidently.

I can practice saying "no" in different scenarios without feeling guilty.

I can understand the difference between assertive, passive, and aggressive communication.

Programa de estudios

16 Lecciones

más de 16 semanas

Lección 1:

Week 1: What Are Boundaries:In our first week we introduce Building Awareness

 Ontario Curriculum Link: Grade 4: D1.1, Grade 5: D1.3 (Healthy Relationships and Setting Boundaries)

In our first week, we introduce the concept of boundaries and why they matter. Students will learn about personal space, emotions, and the importance of setting limits to feel safe and respected.Through engaging discussions and activities, such as drawing their own "personal space bubble," students will begin to recognize when a boundary is being crossed and how it makes them feel

60 minutos de lección en vivo en línea

1 tarea

Lección 2:

Saying "no" can feel hard, but it’s an important skill! Kids will practice diffe

 Ontario Curriculum Link: Grade 4: D1.2, Grade 5: D2.2 (Understanding consent and responding to challenges involving boundary-setting.)

Students will explore the various types of boundaries and sort real-life scenarios into categories. This activity helps them differentiate between physical, emotional, and digital boundaries while reinforcing their importance in daily life.

60 minutos de lección en vivo en línea

1 tarea

Lección 3:

Week 3: How to Say "No" Without Feeling Bad

 Ontario Curriculum Link: Grade 5: D1.3, Grade 6: A1.4 (Developing assertive communication skills and self-advocacy.)

Saying "no" can feel hard, but it’s an important skill! Kids will practice different ways to say "no" with confidence through role-playing activities. They will also discuss why they sometimes feel guilty for setting boundaries and learn strategies to overcome that discomfort while still being kind and respectful.

60 minutos de lección en vivo en línea

1 tarea

Lección 4:

Week 4: Boundaries in Friendships – What’s Healthy & What’s Not?

 Ontario Curriculum Link: Grade 4: D1.1, Grade 5: D3.1 (Promoting healthy interactions in friendships and social settings.)

This session focuses on friendships and what makes a relationship healthy or unhealthy. Students will engage in a "Friendship Green Flags vs. Red Flags" game and practice telling friends when they need space or when their feelings have been hurt.

60 minutos de lección en vivo en línea

1 tarea

Otros detalles

Orientación para padres

This Course is NOT Therapy and Does Not Provide Therapeutic Outcomes. This course is an educational skill-building program designed to teach students about healthy boundaries, communication skills, and self-advocacy. It is not a therapy program and does not provide mental health treatment, counseling, or therapeutic interventions. While discussions about emotions and relationships will take place, they will be handled in an educational and skill-based manner, in alignment with the Ontario Health Curriculum. Any students in need of mental health support will be encouraged to seek help from a trusted adult, counselor, or mental health professional. This course does not involve: Diagnosing or treating emotional or psychological conditions Providing one-on-one counseling or therapy Encouraging students to share personal trauma or experiences Acting as a substitute for mental health care or crisis intervention Instead, this program focuses on teaching practical skills such as setting boundaries, recognizing healthy relationships, and learning communication strategies that align with age-appropriate health and well-being education. Connection to the Ontario Health Curriculum (Grades 4-6)This program aligns with the following expectations from the Ontario Health and Physical Education Curriculum (2019): Grade 4: A1.1: Apply critical thinking skills (e.g., decision-making, problem-solving) to make healthy choices related to personal well-being. D1.1: Describe the characteristics of healthy relationships and how they contribute to well-being. D1.2: Demonstrate an understanding of consent and how to communicate personal boundaries. D2.3: Identify ways of effectively responding to challenges involving peer pressure. Grade 5: A1.2: Use appropriate strategies to manage emotions and conflicts in a respectful way. D1.3: Explain the importance of assertive communication and setting personal boundaries. D2.2: Demonstrate ways to stand up for themselves and others in difficult situations, including dealing with bullying. D3.1: Apply communication strategies that promote healthy interactions with peers, family, and teachers. Grade 6: A1.4: Demonstrate the ability to advocate for themselves in situations related to boundaries and safety. D1.4: Describe how social media and online interactions affect boundaries and relationships. D2.5: Develop strategies to address situations where personal boundaries are not being respected. D3.3: Demonstrate an understanding of how to maintain positive relationships through respectful communication. Additional Connections to Other Educational Standards:This program also connects to broader social-emotional learning (SEL) competencies, including: Self-Awareness: Recognizing personal limits and emotions Self-Management: Practicing boundary-setting and handling difficult interactions Social Awareness: Understanding and respecting the boundaries of others Relationship Skills: Communicating assertively and resolving conflicts peacefully Responsible Decision-Making: Making informed choices about friendships, digital interactions, and self-care Students will be encouraged to maintain a private digital/paper portfolio of their work as they go through the course, that is not shared. By aligning with these educational frameworks, this course ensures that students develop practical life skills that support their emotional and social well-being in a structured, non-therapeutic learning environment. This course is educational, not clinical, and supports students in learning healthy communication and self-advocacy skills rather than addressing individual mental health needs.

Requisitos previos

✅ Feel comfortable participating in group discussions ✅ Can follow along with interactive activities like role-playing and games ✅ Have basic reading and writing skills for short exercises and worksheets ✅ Are open to learning & practicing

Lista de útiles escolares

Notebook or journal for reflections and writing exercises.

Colored pencils or markers for creative activities.

Access to a printer (optional) for printable worksheets.

Digital device (tablet, laptop, or desktop) for class participation.

Recursos externos

Además del aula de Outschool, esta clase utiliza:

Fuentes

Some discussions in this class may involve sensitive topics such as personal space, emotional well-being, bullying, and online safety. These topics will be handled in a developmentally appropriate and supportive way, ensuring that students feel safe while engaging in discussions. Parents may wish to check in with their children after lessons to continue conversations at home. This curriculum is designed to empower students with the confidence and skills needed to establish and maintain healthy boundaries in all areas of their lives.

Conoce al profesor

Ms. Devon Moore

Se unió el July, 2020

Perfil

Experiencia y certificaciones del docente

Fuera de EE. UU. Certificado de Docencia en Educación elemental

2 Grado

Licenciatura en Educación desde University of Windsor

Licenciatura en Sociología desde Brock University

To: Whom it may concern,

Please accept this letter and attached resume as a description of my teaching and related experience over the course of the past two decades. 

Over the course of the past 16 years, I have had the opportunity to hold a variety of leadership positions.

From 2005-2018 I was an Educator, Facilitator, Workshop leader, Tech Coach and Executive Member with the Upper Grand DSB.  Many of the job responsibilities outlined are responsibilities that I am quite familiar with.  To run a classroom, requires effective skills in program planning, time management, timetabling, creating online/face to face course outlines and program, assessing exams and submitting grades.  These are job responsibilities similar to that of which I would be responsible for as an Online Teacher.   In the classroom, an Educator aims to support a students’ goals, timelines, meetings, coordinates appointments, follows-up with parents, administration and other resource personnel.  Strong record keeping skills are also essential.  The same is true with an Online Teacher.

With this mindset, I have often looked at a variety of ways to support a students’ learning – whether it be through program planning, providing referrals to the special education department, reaching out and recommending community supports, or meeting with parents and students in person.  Supporting a student’s learning and development has been a particular passion of mine throughout my career.  This experience with collaboration, team-work and engaging students with their learning, would be 
experience that I could draw upon in the role of an Online Teacher.

Additionally, I pay close attention to the unique needs of individuals and am accustomed to triaging the nature of student needs and requests, in a timely fashion.  Importantly, I aim to do so with discretion, tact, respect, while maintaining the highest levels of confidence.  I am detail oriented and often draw upon my organizational skills. I am quite accustomed to following organizational policies and guidelines for student and staff member confidentiality.  All of this requires good inter-personal skills, careful consideration for the unique needs of students/staff, tact, and paying close 
attention to details.  These skills would be an asset for the position of an Online Teacher.

Some of the more recent qualifications that I’d like to highlight include: working as a volunteer with the CMHA- WW in the Guelph location.  In particular, I have enjoyed working alongside the Peer Support Coordinator with the Neurodivergent Peer Support Group. In this volunteer role, I have designed, created and presented content for the group, in the form of Google Slides.  For an example of my work, please click on the link here: https://bit.ly/4fozz1V (Slides about “Learning How to Trust Oneself”) and https://bit.ly/3yie7Ln “Grief and Autism:  Navigating Neurodiversity and Loss.”                           
   
I am also quite passionate about Health Education.  To this extent, I pursued a certificate as  a Registered Health Coach through the Institute for Integrative Nutrition.  I've also pursued my specializations as a Ontario Child and Youth Counsellor.  Both of these areas represent my true passions in life. Now, I am continuing my education at the Masters level as a Social Worker at Wilfrid Laurier University.  My lifelong journey has always been help and support youth and children.  I hope to continue to be able to do so and to hone my skills as a Social Worker going forward.  

Also, I am someone who has a passion for Educational Technology, software programs and databases, and I believe this experience would prove invaluable in the position of a Volunteer with the CMHA - WW..  I have a working knowledge of online platforms including:  Brightspace, Google Classrooms, Zoom, WebEx, and Skype.  I have extensive working experience with MS Suite – including Word, PowerPoint, Excel and Acrobat Pro.  I am also quite adept at creating presentations and infographics, for example using Canva.  I have lead seminars and workshops on VoiceThread, Clicker 5, Smart Ideas, and Notebook.  I am also quite familiar with Assistive Technologies – including iPads, iPod Touches’, DANA AlphaSmarts’, Kurzweil, Dragon Naturally Speaking and Board Maker.  I am confident that this working knowledge and experience could prove useful in assisting 
youth and students on the online platform of Outschool.

If I am selected to teach your child you will soon realize that I am a dedicated, reliable and hard-working individual who can be counted on to do a first rate job.  Thank you for your time and consideration and I look forward to hearing from you soon to discuss the possibilities of teaching your child.

Sincerely, 

Devon Moore

Ms. Devon Moore, B.A., B.Ed., OCT, RHC, OACYC, MSW (Ongoing)
(she/her)