NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Throughout each day, educators are expected to balance academic demands with the personal aspects of each child. Mixed in with these needs are the core curriculum requirements plus additional areas of education such as personal safety, drug/alcohol, Aids training, social skills training, etc. These demands can become overwhelming to both teacher and student. The purpose of this course is to help educators to become more organized in their preparation time and their teaching style. In addition, each person will understand how to encourage and teach a disorganized student as well as facilitate his/her organizational skills. Specifically, the classroom will become more organized, papers will be graded in a more timely fashion, students will be more prepared for class, and an increase in educational performance will follow. This "clutter free concept" is applicable to our professional and personal lives. It is geared to a broad audience, encompassing K-12 students.
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
None. All reading is online.
Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on Organizational Teaching Skills 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.
Read all materials in the manual.
Assignment #2: Read a Book.
Assignment #3: Complete the Worksheets in the Manual.
Assignment #4: 2 Week Journal.
Assignment #5: Behavior Modification.
Assignment #6: Discussion.
Assignment #7: Classroom Observation.
Assignment #8: Sharing.
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: Intervention Plan.
Assignment #10: Lesson Development.
Assignment #10: You must choose either “A” or “B” (Required for 400 and 500 Level)
Assignment #A: (SEND commentary to Instructor)
(The following is encouraged but not required):
Assignment #B: (SEND lesson and summary to Instructor)
Use this option if you do not have a classroom available.
(The following is encouraged but not required):
Assignment #11: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #12: (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.
ORGANIZATIONAL TEACHING SKILLS
Alman, Brian and Montgomery, Stephen. Less Stress For Kids. Prometheus Nemesis Books, 2014. Ideas to help students relax and become more effective (grades P-12.) www.utpguidancecentre.com 800 565 9523.
Aslett, Don. Clutter's Last Stand. Adams Media Corporation, 2005. Strategies for people in organizing the office, school, or home. Humorous and helpful(grades K-12.) www.adamsmedia.com 800 258 0929.
Fry, Ron. How to Study. Career Press, 2016. Teach kids to study smarter, not harder (grades P-12.) www.careerpress.com 800 227 3371.
Kutscher, Martin. Organizing the Disorganized Child. Harpercollins, 2009. Ideas to help children get organized (grade p-12.) www.harpercollins.com 212 207 7000.
Lougy, Richard. Teaching Young Children With ADHD. Corwin Press, 2007. Successful strategies for children (grades Pre K-3.) www.corwinpress.com 800 233 9936.
Morris, Amy. Time Management and Organizational Skills for Students. CreateSpace Publishing, 2011. Solid strategies to help students get organized (P-12.) www.createspace.com
Partin, Ronald. Classroom Teacher's Survival Guide. Jossey-Bass, 2009. Ready to use guide for everyday problems (grades K -12.) www.josseybass.com 800 225 5945.
Reif, Sandra. How To Reach And Teach Children and Teens with ADD/ADHD. Wiley Publishing, 2016. Intervention book full of strategies (grades P-12.) www.wiley.com 800 225 5945
Segura, Helene. Less Stress For Teachers. Hacienda Oaks Press, 2011. Ideas to de-stress in the classroom (grades K-12.) www.tower.com
Senn, Deanna and Marzano, Robert. Organizing For Learning. Learning Sciences Inernational, 2015. Effective ideas for student achievement and organization. (grades P-12) www.learningsciences.com 717 845 6300.
Springer, Steve. The Organized Teacher. McGraw Hill Publishing, 2012. Strategies for Organization in the classroom (Grades K-12.) www.mheducation.com. 800 338 3987.
Tystad, Todd. Organizing the Elementary School Classroom. CreateSpace Independent Publishers, 2010. Ideas for an organized classroom (grades P-12) www.createspace.com
Under, Melanie. Organized Teacher, Happy Classroom. Betterway Home Books, 2011. Practical solutions to an unorganized classroom (K-12.) www.betterway.com
Wong Harry and Wong, Rosemary. The First Days of School. Harry Wong Publications, 2009. Excellent resource book for beginning teachers with good reminders for seasoned veterans (grades K -12). www.harrywong.com 650 965 7896.