NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
More and more boys are struggling. They are academically disengaged. They are facing social challenges alone. And they are struggling to imagine what their place will be in the wider world once they leave high school (if they even make it that far in school). It is estimated that only 35% of new college enrollees will be boys. Rosalind Wiseman, best selling author, wrote Masterminds and Wingmen, about boys, believes educators are in a prime position to reverse some of these trends.
In this course we will look at the troubling symptoms many of our boys are showing, and then we will pull back the curtain on their inner lives. We will look at the cultural expectations they are facing (both from adults, and each other), and we will look at how they think and feel about their lives. As we cultivate a new understanding of boys and their “Boy World,” new strategies for helping our boys feel more connected, more hopeful, and more interested in their academic futures will become apparent as well. This independent study course is appropriate for Pre-K through grade 12 teachers, administrators, support staff and parents.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s 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.
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, Masterminds and Wingmen, is available used from Amazon.
Text, Masterminds and Wingmen, is approximately $10 from Amazon.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Read Chapter 2: Why Doesn’t Bat Man Ever Smile? Write 250 – 500 words including the following:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Boys In Trouble #2’.
Read Chapter 3: Popularity and Groups. Write 500 – 750 words addressing the following:
Send to instructor: email@example.com. Subject line to read ‘Boys In Trouble #3’.
Read Chapter 5: Breaking Through the Wall. Write 250 – 500 words addressing the following:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Boys In Trouble #4’.
Read Chapter 7: Rage Against the Machine. Write 250 – 500 words addressing the following:
Send to instructor: email@example.com. Subject line to read ‘Boys In Trouble #6’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
In Chapter 5 the author discussed the complexities of communication between adults and boys. One of the interventions she suggests is that parents support the role that other caring adults can play in their sons’ lives. She refers to this role as an “Ally.” This fits exactly with the goal of this course, which is to know how to best support the boys that we teach. Write 500 – 750 words addressing the following:
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Boys In Trouble #7’.
Read Chapter 11: Friendly Fire. The author states, “...beyond the put-downs, yelling and laughing, boys’ friendship dynamics are just as complex and nuanced as girls”. In 500 – 750 words include the following:
Send to instructor: email@example.com. Subject line to read ‘Boys In Trouble #9’.
Assignment #10: (Required for 400 and 500 Level)
Send to instructor: firstname.lastname@example.org. Subject line to read ‘Boys In Trouble #10-A’.
Use this option if you do not have a classroom available.
Send to instructor: email@example.com. Subject line to read ‘Boys In Trouble #10-B’.
Assignment #11: (500 Level ONLY)
As evidence of assignment completion submit a 500- 750 word summary of your interview and reflections of the experience and how it will impact your work with anxious students and/or their parents.
C. INTEGRATION PAPER
Assignment #12: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Lori Gibson, M.A., E.S.A., is a dedicated school counselor with a wealth of experience in the field of education. She holds a Master’s degree in counseling psychology from Gonzaga University and a Bachelor of Arts degree in both education and psychology from Whitworth University. With a career spanning 31 years, Lori has contributed her expertise to various educational institutions, including North Chicago High School in Illinois, Lake Washington School District and Spokane Public Schools, both in Washington state. For the past 21 years, Lori has been an instructor at The Heritage Institute, where she is deeply passionate about empowering fellow educators to excel in their noble work within schools. In today's evolving educational landscape Lori understands the shift on many fronts - including the mandates to integrate technology, embrace neurodiversity, foster social and emotional growth and dig deep to understand the neurological basis for challenging behaviors. Lori recognizes that our students, pre-K to 12th grade face an array of challenges, from learning, social and emotional gaps due to the ripples of the pandemic, family stressors, poverty, the impact of social media and entitlement issues, among others. She firmly believes that educators must be equipped with the latest research and practical strategies to address these multifaceted needs effectively. In her courses, Lori's primary aim is to provide educators with respectful and encouraging guidance to navigate these challenges. Her courses and workshops are designed to empower teachers and administrators with the knowledge and tools necessary to create a supportive and inclusive environment that prioritizes the well-being and development of every student so they can be about the business of learning!
BOYS IN TROUBLE: Turnaround Strategies For Educators
Gurian, M. The Purpose of Boys: Helping Our Sons Find Meaning, Significance and Direction in Their Lives. Jossey-Bass. San Francisco, CA: Jossey-Bass, 2010 This book is a wonderful resource for educators and parents. It discusses some of the reasons that boys are struggling. Gurian believes that boys need a significant sense of purpose and that it is the responsibility of families, coaches and mentors, along with the institutions of schools, churches and community groups to encourage boys to get back on track. There are many useful suggestions in this book to help educators become part of the solution to effectively support our boys.
Hartley-Brewer, E. Raising Confident Boys: 100 Tips for Parents and Teachers. Cambridge, MA: De Capo Press 2001. This is an easily accessible resource for parents and educators. The basis of this book is that boys need intentional emotional support from caring adults. It is full of 100 tips on a wide range of strategies that can be employed by educators to encourage confidence in male students.
Reichert, M., & Hawley, R. Reaching Boys, Teaching Boys: Strategies That Work-and Why. San Francisco, CA: Jossey-Bass, 2010. This book is the result of an international study of the kinds of teaching strategies that truly engage boys in their education. There are three overarching findings from “The Teaching Boys Project” (sponsored by the International Boys’ School Coalition). They also found nine focus areas for best practices in engaging and educating boys. This is a must-read for every educator interested in making their classroom and school more responsive to the needs of boys!
Pollack, W. Real Boys: Rescuing Our Sons from the Myths of Boyhood. New York, NY: Henry Holt and Company, 1998. This book is a classic. It is based on research done by Pollack at Harvard Medical School and was a ground-breaking exploration of the emotional development of boys. The author postulates that it might be a man’s world, but it is not a boy’s world. He believes that our culture has created a harmful mandate, which he calls the” Boy Code,” that determines what it means to be a boy. In most cases that means suppressing or covering up their emotions. It discusses the impact this dynamic has on boys and how it exists to their detriment.
Sax, L, Why Gender Matters: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences. New York, N.Y: Random House, 2005. This is a controversial book as Dr. Sax is one of the leaders of the single-sex education movement. The author is a psychologist and a family physician. He discusses the biological differences between the genders and then applies those findings to how boys and girls learn, take risks, and many other important issues. It is an interesting read regardless which side of the single-sex education debate you find yourself on.
Wiseman, R. Masterminds and Wingmen, New York, N.Y.: Harmony Books, 2013.This is the course text and is a comprehensive look into the inner-lives of pre-teen and adolescent boys. It is a must read for everyone who has, works with, or is interested in reaching out to boys. It pulls back the curtain on what is really happening on the ground in boys’ lives. What makes this book special is that the author worked with over 200 editors throughout the writing. These were boys (and a few girls) from every socio-economic status, type of school and from all over the United States.
Wiseman, R. The Guide: Managing Jerks, Recruiting Wingmen, and Attracting Who You Want. Ebook format RPW, Inc., 2013.This is the companion guide to the course text. It is written for adolescent boys and is a pared- down version of the original book. This is a good resource for students as it delves into the issues of social hierarchies, friendships, anger, jerks, parents, girls, problems with authority and more.