Be the Leader You Are Meant to Be!
Do you see big needs around you and want to create an ongoing solution? This 4-session class frames students building personal leadership and a plan for a social compassion nonprofit success.
332 total reviews for this teacher
10 reviews for this class
Completed by 62 learners
There are no upcoming classes.
Once per week
over 4 weeks
learners per class
per learner - per class
How does a “Multi-Day” course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
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My Teaching Methodology and Practice I believe the point of teaching is the learning process. My teaching method uses a combination of several elements, with attention to the age group of the class, in order to make the learning process as strong as possible. I include a PowerPoint presentation, a text (that I summarize - usually the 3 main points), personal stories to make either a good point or to make the wrong choice clear, occasionally I used a brief video clip to introduce the topic,...
Students will each walk through the following steps. 1. Pick a disenfranchised group that needs attention. 2. Compile a list of their needs. 3. Should the needs go unmet – what will be the consequences? 4. Resources that could help. 5. Creative ways to help. They will identify the character qualities of the leaders they desire to build in themselves. Students will integrate the concepts of the 4 books we will discuss.
Teaching and encouraging leadership in students are a passion of my life as well as giving to those less fortunate in our neighborhoods and our broader culture. This has been my vocation and avocation. I’ve worked in the nonprofit sector for 40 years with a variety of organizations. Both character and leadership development is always part of my work with both youth groups and adults. My work has been both with the nonprofit sector specifically as well as bringing leadership development groups to participate as well. Cross-section examples include youth groups, low-income camping trips, Mexico projects/orphanages, homes for the orphaned, home building for the poor, homeless shelters, Big Brother Program, senior center facilities, music programs with the Boys and Girls clubs, addiction recovery, prison visits/teaching programs, inner-city low-income tutoring, Pacific Symphony, Opera Pacific, and men’s discussion groups.
Student model plan for class presentation following the following topics. Written project summary.
2 files available upon enrollmentA class syllabus and note-taking outline will be distributed on the first day of class.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
3 quizzes (40%). Class participation (30%). Student business presentation and written summary (30%).
50 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
This class will address what some are uncomfortable to see and discuss – the disenfranchised. While challenging, our kids often see it very clearly. For this class, I’ve combined the concepts of leadership and social compassion as a path for learning and building great leadership character. To be a little clearer about what scope of discussing the disenfranchised and how I’ll handle the “off the path” discussion that may arise, I’ve addressed these issues below to build your trust, help ease your mind, and help get to know me a little better. The “Basic Ground Rule” The spirit of all discussions will be based on my “basic ground rule” of showing respect, kindness, and dignity to one another and those chosen to serve through a project. This ethic is one that is very important to me and one of the most significant for leadership. I will teach about it specifically and will reinforce it as it comes up in class discussions. Should there be any “unfairness” conversations that may come up about the disenfranchised group, I will frame the “unfairness” perspective to how a disenfranchised group might be treated by others. Again, the discussion would be turned to the “basic ground rule” and how leadership integrates the attitude in any service to the disenfranchised. My main focus will be leadership character qualities that demonstrate “social compassion.” Age Appropriate Discussion About the Disenfranchised For the purposes of the Leadership 101 class, I’ll direct discussion and projects to the age-appropriate segment of those I would consider disenfranchised in our communities. Please note, this is not an exhaustive list. Disenfranchised groups (Leadership 101 Age Appropriate) • Those experiencing homelessness • Hunger • Addictions: food issues • Seniors / widows • Orphans, Foster, “system” kids taken from parents • Obesity • Single parents • Poverty • Special needs [Groups out of bounds for Leadership 101 class discussions and the student project.] • Sexual orientation/confusion LGBTQ • Race • Religion • Addictions: drug, alcohol, pornography, gambling • Parents of kids working through sexual orientation, obesity, addiction, inmates, homelessness • Alien • Sex workers/trafficking Should you have the need for more clarification, do not hesitate to contact me. I am happy to discuss this further. My email is firstname.lastname@example.org. All the best, Mike
I'm passionate about teaching and instilling the "love of learning!"
🇺🇸Lives in the United States
332 total reviews
513 completed classes
I've been teaching here on Outschool for a year (May 2020) now. It has been my pleasure to teach more than 1100 students here this last year. I find that a dialog with parents is very helpful for encouraging success for students. Truth, Beauty,...