Disgruntled Teens Unite: Building Social Skills and Awareness Through Games
This class brings teens together to complain about the problems, big and small, that they see in society. We will play games that build connection, bring together diverse perspectives, and foster confidence.
Kristin Carter
Average rating:
5.0
Number of reviews:(4)
What's included
6 live meetings
4 hrs 30 mins in-class hoursMastery Evaluation
1 hour per week. Mastery will be based on in-class participation.Grading
If your learner has the opportunity to earn credit for this class, please tell me what documentation you will need ahead of time. If your learner needs work samples, I can provide a template for them to summarize each class. They may submit this for feedback (in a timely manner) if needed.Class Experience
US Grade 9 - 12
Beginner - Intermediate Level
It is difficult being a teen in today’s world. Pressure from school, family, and an increasingly divided society add up! Many teens feel unheard. I’m listening! Come chat with like minded peers. Use games as a lens to examine societal challenges. Each class will have: - A brief spotlight on a common issue - The chance for open discussion - A thought provoking game Games are great for learning social skills and boosting confidence. Games have clear parameters and expectations which allow people to practice skills in a low pressure way. They help us make mental connections between concepts and social connections with other players. They can engage, entertain, and educate. How do you know if this class is for you? Do you often question the societal conventions and systems other people accept as “normal”? Do you want to speak out but feel hesitant, insecure, or unprepared? Do you find social interaction easier when there are clear expectations? Does the statement “Human beings deserve human rights” feel appropriate and/or obvious? This is the class for you! Note: Arguments against the statement “Human beings deserve human rights” are not welcome in this class. Bigotry or bullying will not be tolerated. No special supplies needed. Just print or hand copy handouts for games before class. No homework. You’ve got enough on your plate. If you have the option to earn credit for this class and need feedback or a grade, let me know before the first class begins. I will require cameras to be on during this class. This class is part one of a three part series: 1 Disgruntled Teens Unite 2 Disgruntled Teens Deliberate: Building Critical Thinking Skills Through Moral Dilemmas This class will discuss moral dilemmas ranging from basic to complex, deepening over time from social media examples to philosophical thought experiments 3 Disgruntled Teens Save the World: Creating Solutions and Models for Social Change Using what they have learned in previous classes, teens will decide on a particular social issue and create a model of a community or agency to solve it. Finances should never stand in the way of meeting a learner’s educational needs. Check out my “Pay What You Can” policy in my teacher bio or message me for details. “Pay What You Can” policy applies to classes with 3+ enrolled learners and you must make arrangements with me before enrolling. I cannot give refunds after the fact.
Learning Goals
Social skills - games provide clear parameters which can make participation easier for people who struggle with social cues and expectations. Learners will have an opportunity to practice in a low pressure, supportive environment.Confidence - this class will boost confidence in social skills in general and discussion in particular
Syllabus
6 Lessons
over 6 WeeksLesson 1:
Introduction
We will begin with a brief overview of class expectations of conduct and participation.
We will cover key terms and constructs relevant to challenges in education and society.
We will play Would You Rather…? with questions designed to provoke thought on social justice. Questions will start out simple and get more complex. 45 mins online live lesson
Lesson 2:
AI Use and Misuse
I will provide some prepared examples of AI use and misuse.
As a class, we will discuss the pros, cons, benefits, and pitfalls of AI. Learners are encouraged to share their own relevant experiences. Learners will not need to access any AI tools for class.
We will play a game identifying excerpts as human authored or AI generated. 45 mins online live lesson
Lesson 3:
Toxic Capitalism
We will begin with a brief overview of economic systems using the Two Cow explanation as a starting point.
We will discuss capitalism in general and what “toxic capitalism” means and the challenges it presents. Learners are encouraged to share their own relevant examples.
We will play a version of Charty Party, adapted for online use. Charty Party is an Apples to Apples style game comparing graphs and correlations to common topics and experiences. Handout will be provided. 45 mins online live lesson
Lesson 4:
Information vs Misinformation
Misinformation is a growing concern for all. We will discuss ways to examine and verify sources, and red flags to look for. Learners are encouraged to share their own examples, including but not limited to academic sources such as outdated textbooks.
We will play a game involving detecting the fake or sensationalized headlines and click bait vs legitimate and accurate headlines. If time allows, we will also play a game telling fact from opinion. 45 mins online live lesson
Other Details
Learning Needs
This class is designed to support neurodivergent learners. I am good at translating between ND and NT communication and can smooth rough spots. The games provide clear expectations of how to play and parameters for interaction.
Parental Guidance
We will be discussing some heavy topics such as systemic problems in society as a whole and education in general. Topics will be suggested but discussions will be learner-led so it is impossible to cover everything that might come up. Politics, economics, current events, AI use and misuse, Information vs Misinformation, privilege, microaggressions, and more. Topics will not be sugar coated; nor will they be sensationalized. I aim for a moderate approach and will re-direct or cut off discussion when needed. Please message me if you have questions.
We will use examples from AI when learning about AI use and misuse through screen share, images, or excerpts only. Learners will not need to access these tools themselves. No accounts or purchases of any kind are required.
If learners need handouts for games, they will be provided in advance of class.
I do require cameras on for this class/series.
Disagreement is expected. Bigotry or bullying will not be tolerated. I will mute mics or place learners in the waiting room for a first offense. If a learner wants clarification on why they were muted or placed in the waiting room, they may message me and I will respond at my next opportunity.
Pre-Requisites
None
Supply List
Some of the games will require handouts, which will be available before class. Optional - learners may want a way to take notes, a way to doodle or sketch, fidgets or other accommodations. These are welcome but not required.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
We will occasionally be discussing topics from the lived experience of learners. I will redirect discussion when needed. I will end discussion when needed. This is not meant to be a group therapy course.
I will use prepared excerpts from various AI tools such as ChatGPT or Goblin Tools when we learn about use and misuse of AI, through screen share. Learners will not need to access these tools themselves. No accounts or purchases are required.
Joined July, 2024
5.0
4reviews
Teacher expertise and credentials
2 Degrees
Master's Degree in Education from UC Santa Barbara
Bachelor's Degree in Psychology from Cal Poly San Luis Obispo
The idea for this series of classes came to me when I was recently attending a workshop on increasing student engagement in the classroom. It opened with a slide listing challenges teachers face in the classroom and one of the top challenges was “increasing disrespect from students.” I eagerly awaited discussion of how to address this key issue and was disappointed when the next slide jumped right in to ice breakers. Where was the examination of disrespect, its underlying causes, and how to earn respect? How can we increase student engagement if we aren’t striving to earn their respect?
First and foremost, I want learners in this class to feel heard. I want them to gain confidence. I want them to come away feeling empowered.
I have a BS in Psychology and an MA in Education, both with an emphasis on development. I am well versed in how culture shapes our experiences, and our identities. As a former college lecturer and workshop facilitator, I have 3 years of previous experience leading and navigating discussions of heavy topics with teen and adult learners. I am new to outschool, since summer of 2024, and I recently achieved status as an Outschool ACE Educator which requires training in Agency, Community, and Expertise.
I have a lifetime of experience creating accommodations for daily life for myself and others and recently capitalized on that experience by getting formal training and certification as an Executive Function Coach. I’m great at building relevant skills and helping learners find their strengths. As a parent to a teen with a strong sense of social justice and a high level of outrage at the systemic problems in education and society, my evening routine for the past 5 or so years has included deep dives into political, social, and philosophical topics. Most important, I’m excellent at helping teens feel heard and validated.
That’s all academic. What qualifies me on a personal level to teach this topic? I’m a snarky, outspoken malcontent. I will never just accept the way things are. The purpose of my life is to leave this world better than I found it. I cannot say whether I will reach that goal. I can only say I strive towards it every day. I will encourage your learner to strive for a better world too.Reviews
Live Group Course
$20
weekly or $120 for 6 classes1x per week, 6 weeks
45 min
Live video meetings
Ages: 13-18
3-8 learners per class
Financial Assistance
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