John Creger


English teacher John Creger has been learning from sophomores at American High School in Fremont CA since 1988. In his publications and presentations since 1998, John communicates to educators what his sophomores’ continuing response to his Personal Creed Project teaches him about a deeper kind of literacy. In 2015, John launched Thriving at the Core Presentations to share his developing approach with colleagues in their own districts. He earned a B.A. from the University of California at Berkeley, and an M.A. from San Francisco State University, both in English. In recognition of the Personal Creed Project, the National Council of Teachers of English and the National Writing Project presented John the James Moffett Memorial Award for Teacher Research.

Offered Courses


Course No. ED474d, ED574d

Tuition $315 ‑ $415

Quarter Credits 5

Students who respond to us the least might actually need us the most. This course introduces an approach that prepares teachers to counter the harm inflicted when students internalize the negative stereotypes society aims at black, brown, native and other groups of marginalized students. In The Innocent Classroom, the author of our course text Alexs Pate reveals how internalized stereotypes create a sense of unwarranted guilt in these students that adversely affects their engagement in learning. This course is designed to help teachers create individual relationships that can guide our hard-to-reach and marginalized students to shed this sense of guilt, restore their innocence, and re-engage in learning.


Course No. ED471w, ED571w

Tuition $315 ‑ $415

Quarter Credits 5

To navigate the global crises of their generation, young people need to understand how their behavior affects the behavior of viruses, influences the climate, and how their lives affect others whose life experience is different from their own. More than ever, they need to know what they stand for and be ready to act for a greater good. These are challenging new capacities to teach for. To develop them, our students need a kind of learning that begins with understanding themselves more fully than has been common in school.