NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
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), 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
None. All reading is online.
Once you register, log onto the instructor’s website at www.michaelsedler.com. Click on Classes, then scroll down and click on Nurturing Compassion manual. The manual will download as a PDF file to your computer.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Read the Manual.
Assignment #2: Read Your Chosen Text.
Assignment #3: Read the Case Study.
Assignment #4: Complete Worksheets in the Manual.
Assignment #5: 2 Week Journal.
Assignment #6: Observe a Classroom.
Assignment #7: Make a Plan.
Assignment #8: Create an Annotated Bibliography.
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.
Assignment #9: Implement Strategies.
Assignment #10: Evaluation.
Assignment #11: Develop a Lesson.
Assignment #12: (500 Level only)
C. INTEGRATION PAPER
Assignment #13: (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)
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:
Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.
He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses. He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years.
He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8). His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.
Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual. His heart for people and emphasis on positive communication are found throughout his seminars and classes.
All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.
NURTURING COMPASSION WITHIN OUR SCHOOLS
Chansky, Tamar. Freeing Your Child From Anxiety. Broadway Books, 2014. Helping children become comfortable with one another (grades P-12.) email@example.com 800 782 9000.
Dalton, Jane and Fairchild, Lyn. The Compassionate Classroom: Lessons that nurture wisdom and empathy. Zephyr Press, 2004. Creative classroom ideas for empathy and self-awareness (grades 7-12.) www.zephyrpress.com 800 232 2187.
Davis Powell, Sara Wayside Learning: Connecting with Students. Corwin Press, 2010. Emphasizes relationship building with students (P-12.) www.corwin.com 800 233 9932.
Hart, Sura and Hodson, Victoria. Respectful Parent, Respectful Kids. Puddledancer Press, 2006. Helping parents to move beyond discipline to creating an environment of mutual respect (adult.) www.nonviolentcommunication.com 877 367 2894.
Greenland, Susan. The Mindful Child. Atria Books, 2010. Help children to manage stress and become happier, kinder, and more compassionate. www.simonandschuster.com
Jennings, Patricia. Mindfulness for Teachers. Norton Publishing. 2015. Blending of resources and interventions for children (P-12.) www.wwnorton.com 800 233 4830.
Killoran, Tosca. Take Care. ED-ucation Publishing, 2014. Inspires children to understand compassion. (Ages 4-9.) www.ed-ucation.ca
Kohler-Evans, Patricia and Dowd Barnes, Candice. Civility, Compassion, and Courage in Schools Today. Rowman and Littlefield Publishing, 2015. Promoting social and emotional needs in students. (grades P-12.) www.rowmanlittlefield.com 717 794 3800.
Levine, David. Teaching Empathy. Solution Tree, 2009. Prosocial skills of empathy and compassion. (P-12). www.solution-tree.com 800 733 6786
Orszag Vestuto, Rhoda and Larsen, Doris. Kids Can Share. Teaching and Learning Company, 2003. Lessons on kindness, compassion, and responsibility (grades P-2.) www.teachinglearning.com 800 852 1234.
Rosenberg, Marshall. Teaching Children Compassionately. Puddledancer Press, 2004. Teaching children by using compassionate and cooperative approaches (grades P-12) www.nonviolentcommunication.com 877 367 2894.
Stuecker. Ric. Inspiring Leadership in Teens. Research Press, 2010. Comprehensive approach to student leadership (grades 6 -12.) www.researchpress.com 800 519 2707.
Tozer, B.C. The Four C’s of Successful Teaching: Consistency, Contingency, Compassion, and Courage. Sounds From The Edge Publishing, 2013. A guideline to helping students learn the cornerstones of success. www.soundsfromtheedge.com 814 267 3027 or 7234 840 4092.
Werner, Sheri. In Safe Hands: Bully Prevention and Compassion for All. R and L Education, 2012. Practical resources for teaching compassion and reducing bullying. www.rowman.com 800 462 6420.
Young, Bettie Wolf, Joanne, et al. Teaching Kids To Care. Hampton Roads Publishing, 2015. Book for parents and how to integrate compassion into the home (grades P-12.) www.hamptonroadspub.com 800 766 8009.