COURSE TITLE:

10 STUDENTS YOU’LL MEET IN YOUR CLASSROOM: Tips For Secondary Teachers

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

 

COURSE DESCRIPTION:

The book for this course introduces you to the range of typical students, such as the Good Kids, the Rebels, the Perfectionists, the Invisibles and more.  With these introductions, you will recognize many of your own students and find suggestions on how to work successfully with each.  The author is a Journalism and Language Arts teacher, so her suggestions are examples of strategies she uses in her courses, but the strategies can be applied in most subjects.  
 

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Learned about ten (10) basic types of students.
  2. Examined “anchor” stories that both inform and inspire professional problem solving. 
  3. Learned proactive strategies to help all students succeed, including troubled ones.
  4. Learned strategies that build whole group cohesiveness. 

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

  • The Ten Students You’ll Meet in Your Classroom: ClassroomManagement Tips for Middleand High School Students by Vickie Gill,  Corwin  Press, 2007, ISBN 978-1-4129-4192-5.
  • A film of your choice about teaching secondary students. Price varies depending upon vendor: $1 Red Box; $5 Netflix; free from local libraries.

  • The Ten Students You'll Meet in Your Classroom: Classroom Management Tips for Middle and High School Teachers (NULL)
    ISBN# 1412949122
    Corwin

    Buy from Amazon

MATERIALS FEE

The required text is available from Amazon for approxmately $16. Your film choice is available from NetFlix or any local rental service.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

10 STUDENTS YOU’LL MEET IN YOUR CLASSROOM: Tips For Secondary Teachers

Benson, Jeffrey.  Hanging In:  Strategies for Teaching the Students Who Challenge Us the Most, ASCD, 2014, paperback, 181 pages. 
ISBN 978-4166-1955-6.  The book illustrates the value of tenacity and building connections with the most needy students through detailed portraits based on actual students and how they eventually succeeded. Strategies for analyzing and developing individualized plans are given with examples of plans in action.  Recommendations for teachers, support staff and administrators are shared.  Inspiration and field-tested ideas for the most demanding cases are plentiful in this book.
Curwin, Richard L, Mendler, Allen N., and Mendler, Brian D.  Discipline with Dignity:  New Challenges, New Solutions, 3rd Edition, ASCD, 2008, paperback, 252 pages, ISBN 978-1-4166-0746-5.  This is the most down-to-earth and up-to-date idea book to coach you through exactly how to handle the most annoying, difficult, and persistent discipline problems you might be encountering.  Each chapter begins with a short, honest admission of what are the emerging classroom issues due to student technologies, possibilities for cheating, bullying, and the like.  There is also a chapter on “Managing Stress Effectively.”  It is my new most recommended book for teachers facing very challenging students.
DiMartino, Joseph, Clarke, John H.  Personalizing the High School Experience, ASCD, 2008, paperback, 100 pages. ISBN 978-1-4166-0647-5.                                                                                                  
Find six focuses to help personalize the high school experience, including Personalized Teaching: Personalized Assessment on individual learning contracts; Connecting students to Communities and designating Teacher Advisors who can help with individual learning plans, and help connect the student productively with parents, mentors, peers and other staff.
Gill, Vicky.  The Ten Students You’ll Meet in Your Classroom: Classroom Management Tips for Middle and High School Students, Corwin Press, 2007, 139 pages. 
ISBN 978-1-4129-4192-5 (pbk)  To reach even the most challenging students, this book offers ten student archetypes to help teachers understand and work with learners who exhibit certain kinds of behaviors.
Paterson, Kathy.  55 Teaching Dilemmas, Ten Powerful Solutions to Almost Any Classroom Challenge Pembroke (through Stenhouse in the US), 2005, paperback, 96 pages. ISBN 1-55138-191-5.  Although the title is misleading, the book basically lays out the two kinds of power we have as a teacher, our personal power and our professional power.  Under those two focuses, the book reminds us of our tremendous strengths, listing 10 ways we can develop each aspect of our own teaching style. Included in this book are several key focuses of our course, including “Stress-Promoting Life Traps,”  “Sustainable Energy,” and focuses on communication, classroom management, motivation, presentation, and leadership.  While a simple dilemma starts each section and introduces each of the focuses for that page, the real power is in reminding us that it is really who we are as well as what we do that matters in the classroom.
Steele, Carol Frederick. The Inspired Teacher, How to Know One, Grow One, or Be One, ASCD, 2009, paperback, 246 pages.
ISBN 978-1-4166-0742-7.  The scope of this book greatly parallels the focuses of our course and goes even deeper into topics such as “Improvising,” Interpreting Events in Progress,” “Being Sensitive to Context,” “TestingHypotheses,” and “Demonstrating Respect.”  While it is a dense read, it is laid out in a very readable format, and lives up to its title.
Sullo, Bob.  The Motivated Student, Unlocking the Enthusiasm for Learning, ASCD, 2009, paperback,176 pages. ISBN 978-1-4166-0810-3.
In this book is a treasure of information about the deepest motivators for students, the value of a positive environment and how to go about building it, and the importance of classroom management that wins students over.  It addresses virtually every aspect of our class focuses.