NURTURING COMPASSION WITHIN OUR SCHOOLS

COURSE DESCRIPTION:

This course will focus on helping children move from complacency to compassion in their interactions with other people. Too often, children are self-focused and miss opportunities to support, encourage, and help those around them. There are also those children who seem to lack an emotional connection to the outside world. We often say they are “unattached” or “lack sensitivity.”  Through a combined presentation of literature, research, hands on activities, discussion topics, and personal interactions, this course will increase the ability of educators to impact children in the emotional recognition of social responsibility.

We will emphasize acts of kindness, reading social situations, increasing sensitivity to others, and  phrases and actions that lead toward support toward others and compassion. This exciting class will change the dynamics within a classroom, a school, and a home. It will be enjoyable, energizing, and filled with strategies and interventions for a school. Regardless of the age group one works with, this class will benefit the educator.  It is geared toward a broad audience, encompassing K-12 students.

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

1. Identified key components that lead to appropriate social interactions.
2. Emphasized social-emotional areas without lecturing and pushing children away with “controlling words or actions.”
3. Assessed individual students in order to identify what areas of effective interaction he/she is lacking.
4. Taught compassion concepts to others in a way that translates to action, not just words.
5. Explored task analyze social situations, addressed areas of compassion, and taught children specific strategies to support other people.
6. Applied new strategies within a classroom, school, or home.
7. Interacted more effectively with students and modeled aspects of compassion and social responsibility.

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

The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
 

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

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

None. All reading is online.

MATERIALS FEE

A course manual may be downloaded, from the instructor’s website at http://www.michaelsedler.com There is no charge of the manual. Click on classes, from there scroll down the page and click on the orange lettering ‘Manual’ next to the class “Nurturing...”. It will download as a PDF. While there is no fee for the manual, you may have to pay to order a book from the bibliography or one of your own choosing. Or, you may borrow one from a friend or check one out at the public library for free.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mike Sedler, M.S.W., D. Min., brings over 40 year of educational experience as a special education director, social worker, behavior specialist and teacher to each of his classes.   He provides consultation and seminars throughout the United States and Canada for schools, agencies and businesses. He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification. Mike has worked with children of all ages, specifically with children exhibiting behavioral challenges, mental health concerns, and characteristics of Autism Spectrum Disorder.  In addition, he taught general education classes in the elementary school and middle school arenas.   All of Mikeʼs classes are practical and “field tested” in schools and classrooms. Educators have found success in implementing Mikeʼs clear and concise approaches. All of his course material may be immediately implemented into a school or a home.

BIBLIOGRAPHY

NURTURING COMPASSION WITHIN OUR SCHOOLS

You may order the following books by calling the publishing company (number provided), ordering on-line, or through a local bookstore.

Anderman, Eric.  Sparking Student Motivation.  Corwin Press, 2020.  How to create enthusiasm, confidence and joy in the classroom.  (P-12).     www.corwin.com       

Barron, Laurie, and Kinney, Patti.  We Belong, 50 Strategies to Create Community and Revolutionize Classroom Management, ASCD, 2021,  www.acsd.org  (Grades P-12).

Brock, Annie. The Growth Mindset Coach. Ulysses Press, 2016. An explanation of how to teach the concepts of fixed and growth mindsets in the classroom. (P-12).  www.ulyssespress.com  

Cormier, Londa.  The Inspiring Educators Journal.  Independently Published.  2022.  Quotes and stories to inspire.  (grades P-12).  www.amazon.com

Fisher, Douglas and Frey, Nancy.  Teaching Hope and Resilience For Students Experiencing Trauma.  Teachers College Press, 2019. The impact of trauma on students.  (grades P-12). www.tcpress.com   

Goldman, Lind and Kyle Schwartz.  Creating Inclusion and Well-being for Marginalized Students.  Jessica Kingsley Publishers, 2017.  Through case studies, the author presents strategies to assist children through shame, trauma, and exclusion. (grades P-12)  www.jkp.com  

Iberlin, Jeanie and Ruyle, Mike.  Cultivating Mindfulness in the Classroom.  Marzano Research, 2017.  (P-12).  www.marzanoresearch.com

Misher, Peter. For All You Do: Self Care and Encouragement for Teachers. 2021. Andrews McMeel Publishing.   www.andrewsmcmeel.com

S., Zoe.  Social Skills for Teens.  Independently Published, 2022.  Tactics and exercises to help teens with social skills.  (7-12).  www.amazon.com

Stagg, Jacquelyn.  Kindness Starts With You—At School.  Jacquelyn Stagg Publisher, 2018. An excellent book to help children understand about empathy (grades P-3).  www.amazon.com 

Step by step format to help children gain a greater independence in academics and social skills.

Stobaugh, Rebecca.  Fifty Strategies to Boost Cognitive Engagement.  Solution Tree, 2019.  Transforms the classroom from passive learning to active engagement.  (Grades P-12).  www.solutiontree.com