BEING HAPPY: Teaching Happiness
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
All the learning in the world isn’t worth much if we’re not happy. If we want the youth in our care to be happy and to be successful and motivated we as teachers and parents need to ensure they have the skills and knowledge necessary to create happy lives for themselves. In this course for educators K-12 we will learn from brain research how to positively and authentically effect our state of mind. Happiness skills can be taught, such as how to shift perspective about difficult situations, through selected reading and class discussions. Through a conscious choice of attitudes, beliefs, intentions, personal philosophy, precepts and daily practices you will discover happiness is under your control and how to model that for students. Our highly recommended text, Modeling Happiness: A Guide for Teachers and Parents, is about $15 used on Amazon or free on Kindle.
This course is designed to be completed individually or as a group collaboration project.
This course is applicable for any K-12 teacher, administrator, or anyone looking to better their ability to embody happiness.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
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), 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.
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
The text is approximately $15 from Amazon.com and student-identified online resources and research are generally free.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Introduce Yourself
Assignment #2: Building a Foundation
Assignment #3: The Science Behind the Precepts
Assignment #4: Enjoy the Journey
[If I'm being perfectly honest, I believe this chapter was written specifically for me. I have a preoccupation with an end goal/destination and I need to work on enjoying the journey.]
Assignment #5: Create a Mindset for Success
I was raised in a fixed mindset home. Long before I read the Carol Dweck's book Mindset I questioned the ideas I had been raised with. When I had my own children I focused on the need to work hard and practice rather than innate abilities. This section relates how one's mindset can impact happiness.
Assignment #6: Make Decisions and Take Responsibility
["The antithesis to the modern helicopter parent." This section focuses on helping students learn how to make decisions and take responsibility.]
Assignment #7: Change Your Perspective
[Is your own glass half-full or half-empty? Happiness is all about perspective.]
Assignment #8: Be Curious
[I found the section on competition and collaboration to be rather compelling. In our own home we have gravitated to collaborative games rather than games that foster competition, but I hadn't linked this to overall happiness.]
Assignment #9: COURSE FORUM: Connect with Others
[It has been many years since 'Cast Away' was in theaters, but the movie still comes to my mind when I think about how important it is to connect with others.]
Assignment #10: COURSE FORUM: Take Action
This section forces us to go beyond theory, to actually take what you've learned, to go out into the world, and to make it happen.
Assignment #11: COURSE FORUM: Be Part of Something Bigger
[The Chinese saying, "If you want happiness for a lifetime, help somebody" ought to be in the doorway of every single school. Teachers fully embody this saying on a daily basis.]
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 do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #12: The Science of Happiness
Assignment #13: Habits, Gratefulness, and Staying in the Moment
Choose one of the following TED Talks:
Complete two of the following, one required and one optional:
Required: Go back and view at least 3 of the optional TED Talks listed in assignments 1-13. Include reviews of the TED Talks you had not previously addressed and how they can inform your Happiness Action Plan. Response should be 500-750 words.
Option A) Describe in detail a unit or series of lessons throughout your school year which could help students to better understand happiness and emotions.
Option B) Utilizing all the TED Talks in this assignment revisit your Happiness Action Plan. Expand your plan. Submissions could be written as a paper, a picture of a board you've made for yourself, or some other medium that calls you to action.
Assignment #14: (500 Level ONLY)
In addition to the 400 level assignments, complete two of the following:
Option A) Using lessons or units you created in previous assignments, put together materials you can share with other educators so they can complete a happiness unit or series of lessons throughout the year. Be mindful of the fact that lessons or units meant for use by others contain significantly more support materials than lessons or units meant for ourselves.
Option B) Create a PowerPoint presentation for your staff based on this course and focused on helping your school meet the needs of students and staff who are struggling with happiness. The presentation MUST include graphics, pictures, color, correct font size, and be presentation ready. Check for errors before you submit. It must be at least 15 slides.
Option C) Design your own assignment with instructor's prior approval (examples include doing a podcast, keeping a happiness journal for at least 2 weeks, designing a website, blogging about happiness, or extended engagement with other teachers on the Facebook Group 'Embracing Happiness')This should involve 2 weeks of detailed work.
C. INTEGRATION PAPER
Assignment #15: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
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:
CHARITY STAUDENRAUS, M.A.T, received her BA from Willamette University, her MAT from Willamette University. Charity has experience teaching math, science, social studies, business, and language courses at the middle and high school level. She is currently serving on the 2014-2017 Oregon Science Content and Assessment Panel as well as the Oregon Instructional Materials Criteria Development Committee. In addition Charity is consulting on a Rutgers University and WPI project funded through multiple Department of Education and National Science Foundation Grants.
BEING HAPPY: Teaching Happiness
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