Register for this event

*Repeated Session

All sessions are live-hosted, screen-to-screen 1.5 hour Continuing Education Sessions (CES) with PRI Trainers. All sessions will be presented via Zoom. PRI is unable to award hours for sessions previously attended.

Please note that participants are responsible for ensuring online PRI sessions and the number of hours earned fulfill your system’s requirements. Credentialing requirements for online sessions stipulate all participants must (1) individually register, and (2) log into the online session on their own device to received credit/hours for attending. Learners who participate in an online session via shared login will not receive a certificate. Learners are also required to attend sessions in full for credit hours to be awarded.  Participants will receive a survey email after the session and will receive a certificate once the survey has been submitted. The link to the surveys are also available on the instructor site under “My Trainings.” Note, participants must attend the entire session.

PRI supports low risk driving choices. Therefore, we will remove anyone who is driving on a Zoom call hosted by our team. So as to not further distract, we will not chat or verbally ask questions first. You’ll be able to join a different Zoom session, from a stationary place, at a later date.

Description:

In this interactive workshop, University of Alaska professor Dr. Sarah Niecko blends scientific insights with experiential exercises to examine the physiology of safety and connection, and how our presence impacts both learning and the change process. Participants will explore how the way we enter the learning space shapes the environment and influences what becomes possible for learners. Attendees will also learn practical strategies to support their own regulation, with the understanding that tending to our internal state is not separate from our work, it is an essential element of how we support others.

Goals:

Participants will identify one personal default regulatory pattern that occurs when stress arises, apply one to two strategies to return to a grounded responsive state during facilitation, and identify one change in personal instruction that could be made to facilitate learning. They will also leave with one specific strategy that can be implemented to foster safety, curiosity, and reflection in the learning environment.

Learning Objectives:

1. Describe how instructor self-regulation influences the learning environment.
2. Identify common patterns that can impact the learning environment.
3. Develop awareness of their own regulatory patterns and how self-regulation can be used to promote learning.
4. Practice simple, in-the-moment strategies to return to a more grounded, responsive state.
5. Apply these insights to create environments that support safety, curiosity, and meaningful reflection.

Dates and Times (EASTERN TIME)

July 17, 2025: 1:00 – 2:30 PM Eastern Time

Time Zone Converter (Zoom also gives you the option to add it to your local calendar): https://time.is/compare