Creating a classroom where all students are available to share and receive support. Sometimes I start with a video, sometime a Marshal Arts exercise. Group interaction is a natural part of a recognized process. To agree where we are all at and make plans for where we would like to go together. I use a (w)holistic paradigm to share a picture of Self Development.
I am an Alternative Educator. Urban schools, State Penitentiary, Church, Mosque, Juv. Justice facility, Yeshiva, Trade School, Dance Camp. I have followed my Heart to places where students (kids & adults) have had needs to grow their own Belief System to a positive supportive working environment.
I've taught both History & English. I have been a Title 1 teacher.
…as well as Drama! - in Public Systems and private.
I am a Supervisor, Director, team player and leader- trained in Group Therapy & trained others. I've done many things ...always as a teacher.
The complexity of Adult Education, as differentiated from the Primary Grade age group is in their already established belief system. I speak as an expert on the subject, having begun as an “adult” professional in 1976 (already a teacher in the public Secondary system for 5 yrs.) I innovated a process. I founded a school in the State Penitentiary and earned a national reputation as a Correctional Educator, pioneering a formal process of facilitating adults in their educational discovery, a positive mastery/facilitation of an already formed Belief System (a Gestalt view).
In the Trade School world that translated into my being the inceptor and facilitator of Soft Skills training for students and staff (I trained trades people to become teachers). The "professional" material, from the Pacific Institute, was flat and needed to be presented through a filter tailored to our population. Rewording nomenclature reinforces understanding.
I have developed from teacher to educator over my path of personal development through many years as an alternative educational pioneer.
I have devised methodology to teach tradesmen and inmates to become teachers employing group and individual counseling techniques - to teach one another.
I started facilitating "encounter" groups way back when at Grad School - Central Mich. Univ. I have been involved with a global training organization.
From facilitator, to instructor, to teacher and then educator and trainer; this adventure enables me to assist others to empower themselves to think ahead and appreciate their talents and apply themselves to positive self-development. One can enable another. Empowerment is an in-side job
I began as an English teacher for Baltimore City for five years at a racially troubled Jr. High where I was Activities Supervisor (took 900 9th graders to Wildwood NJ from bottles collected on Pk. Hgts. Ave.) …and facilitator of facility-level Human Relations workshops, after the "race riots" in the 70s.
Then I was a Correctional Educator in the State Penitentiary for five years, innovating programs that were studied by the State (recruiting volunteers in the community and processing them through my own orientation), then the Univ. of Md.- came to see my trained tutors teach men to read from available materials. I was hired by two women because of my "from-the-hip" teaching abilities. My "Residents" were featured on Evening Magazine (prime-time TV) and traveled to Jessup to perform - a 1st! ...(Max security prisoners traveling anywhere).
I‘ve taught GED in Baltimore (private church), Juvenile Justice & the Pen.
I was then a Title.1 teacher for an Islamic Community School, while managing a PC “brewery” where we built and trained on early PCs with imported pieces and I employed young men from the Mosque in the computer industry.
I have been a Vocational/Occupational Coordinator in the Juvenile Justice system, teaching Life Skills and career/personality profiling from John Holland’s material These young men, some of whom were 17 and had been locked up since 11, needed some very specialized treatment, far beyond an IEP.
Being able to help people to empower - believe in themselves is the difference between a teacher and an instructor. Some learn how, if they can get out from behind themselves, to get behind a damaged person - some cannot go to that mirror.
Next, for three years I was at the North American Trade School. I began as the Evening Supervisor, and then became the Asst. Dir. of Education and finally the Dir. of Placement/Services. I build the Dept. from nothing and was instrumental in the school’s growth from 250 students to 500. I grew my Dept. from just me to six people, wrote the Job Search curriculum and modified the Pacific Institute’s Thought Patterns for a Successful Career to be appropriate for an inner city population of adults from 18 to 60 yrs. old. The Dept. won an 80% Employment Award.
I helped many men and women grow their goal of meaningful employment into a recognizable Career Path ladder. The bulletin board outside of my office read: 1) Getting a Job is a Job, 2) Finding the Right Job is a Skill (we teach it) ...& 3) Planning a Career Requires Insight …put your hind-sight behind you, be in the present moment and dare to plan foresight (an NLP technique) - If your plans fall apart, pick up the pieces, learn how to learn from the experience – plan again. See yourself a success.
I have a lifetime's heart-felt attachment to the needs and desires of people improving themselves and have become expert in helping them to empower themselves to go through the changes necessary for success.
One summer I taught Acting in a Dance program. 20+ 5-7 yr. olds, 20+ 8-10 yr. olds & 6 11-14 yr olds. Guess who gave me the hard time. I used Disney's "Inside/Out" as a theme-thread to tie together the 1920s, 60s & 70s. We had a wonderful energized summer!
One year I was teaching Modern World History (a State requirement for a H.S. Diploma) to four classes of 14 yr. old boys at a (right wing) Orthodox Jewish Yeshiva.
The text book (from the State) began in 3 mil B.C. - Hashem said “Let there be Light” 5777 yrs. Ago (2016) I began in 5,000 BC with Abraham in Ur. & the four cradles of Civilization. We went from ancient Greece to Democracy - 1776 style. From Jefferson to Lincoln to MLK, filling in the blanks. We followed Great Britain to taking over Africa in 20 yrs., buying Opium in India and trading it in China, while promoting Slavery across the Atlantic. A rather tarnished Golden Age.
We skirted conflicting issues. I innovated a program from the materials at hand – I donated an Encyclopedia (which they chose not to keep because it was not censored) and a big filing cabinet to house my private library. I taught those boys the Critical Thinking skills the text (which I referred to as the Reference Book) is based on – the Head Bureaucrat in charge didn’t want the boys to think for themselves. He wanted "to tell them what to think."
The boys already were thinking for themselves. They were plugged into the Internet. Not so the religious instructors. This concept of "Modern World History" was a threat to the old ways. But, we had an Election that was difficult to ignore. We wrote TV commercials about the issues. Group presentation sessions grew from search & research of individual interests.
I finished the year having won the affection of each and every kid …all of them seeing my goal of showing them a path to self-empowerment through their personal interests in History-Now and a clear response-ability in tune with their Religious practice. G-d is good & alive here&now. We all relate to the same G-d (Spirit) using different names.
“Dear Mr. Schloss,
Thank you for a totally fantastic year! I really learned so much there are too many things that I have learned from you …but I’ll forever be appreciative. One important item you taught me that will make a huge difference in my life - that I am the FUTURE. My opinion counts and I will affect the future. There is so much I can do and hopefully I will have a bright life ahead of me filled with accomplishments. You gave me this hope. Thank you so so much for everything you have taught me.
….a note at the end of the essay section of the final exam. That kid taught me quite a bit. They all did.
When they started calling me “Rabbi” I was honored. These kids were very much aware that they lived in the 6th century at the Yeshiva and led a dual life, which suited the precepts of MWH much to the chagrin of said Rabbi Long Beards.
The mentor that the Principal assigned me (who taught MWH the year before) advocated for me and several Black Hats saw clearly the outstanding performance of my students as it was impossible to keeps such enthusiasm under wraps in such a stoic place. The difference between instruction and teaching is the same startling gulf as enabling and empowering.
I am a natural teacher, one who learns from the electric experience of the classroom consciousness. My development as an Educator has empowered many, from Kindergarten to College level. We all learn all the time. Being conscious of the process grows conscience.
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