Be the Leader You Were Meant to Be (Introduction to Leadership 101)
Colleges are all looking for more than just good grades. In this single-session introduction to leadership, the focus will be to (1) consider the big needs of the disenfranchised in our cities, and (2) ways to create lasting change.
Mike Hatcher
Average rating:
4.6
Number of reviews:(396)
What's included
1 live meeting
45 mins in-class hoursClass Experience
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, use a Socratic question teaching approach, summarize/quiz about the main points of the class content 2-3 times during a class, randomly call on students to answer a question (rather than just have kids raise hands to keep everyone engaged), and include a student presentation project with a written component - that coincides with the topic theory (for the multi-day sessions). I always speak to class lecture items that should go down in notes I ask all students to take during class and typically hand out a note-taking sheet. Specific details of the class sessions are outlined below. I love encouraging and teaching about leadership! I will summarize and briefly review the following significant texts in class as part of my curriculum. It is optional (not required) for students to read them for class. Text: Never Too Young!: 50 Unstoppable Kids Who Made a Difference, Aileen Weintraub Topics • 3 examples of young leaders from the text. • Are you too young to make a difference? Does age qualify or disqualify? • What does a good leader look like? • Who are examples of good leaders that you know? • What kind of leader you are meant to be? • Social Justice – all are not equal. What are the disenfranchised? • What needs that we've discussed speak to you? • You can make a difference! Exercise/Discussion We will walk through the following steps as a leadership exercise that models good strategy and planning. 1. Discuss identify a disenfranchised group that needs attention. 2. Make a list of their needs. 3. If these needs should go unmet – what will be the consequences? 4. Compile a list of resources that could help. 5. Brainstorm a list of creative ways to help.
Learning Goals
Students will be challenged to see how they CAN make a big difference in our culture and neighborhoods.
We will critically discuss what good leadership looks like. I’ll ask what type of leader the students want to become.
I hope to see students begin to see the needs around them and focus on making a difference rather than just focusing on themselves.
Other Details
Parental Guidance
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 thebigmeistro@gmail.com.
All the best,
Mike
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined April, 2020
4.6
396reviews
Teacher expertise and credentials
California Teaching Certificate
Master's Degree from Biola University, Talbot School of Theology
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.Reviews
Live One-Time Class
$17
per classMeets once
45 min
Completed by 41 learners
Live video meetings
Ages: 10-15
3-12 learners per class
