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Mr. Chuck Schallhorn

Mr. Chuck Schallhorn  2014-2015

Block 1--Psychology

Block 2--U.S. Government

Block 3--Prep

Block 4--Psychology

Block 5--U.S. Government

Block 6--U.S. Government

Tutoring available most days before and after school--and definitely by appointment.  Thursdays after school are always reserved for meetings.

I am available by phone at 831-637-5831 extension 366.  Contacting me by Loopmail will yield a quicker response with better detail.  Thank you for understanding.

Biography

I was raised in Michigan and attended high school in Western New York, I earned my B.A. in Psychology from Valparaiso University in 1986.  I earned my M.S. in Secondary Education with an emphasis in School Counseling from Purdue University-Calumet in 1992.  I have been teaching since 1987.  I taught in Indiana and Illinois for 15 years and began at San Benito High School in the fall of 2001. 

I have taught Psychology, Advanced Psychology, AP Psychology, Government, Sociology, Honors Sociology, Comparative Religions, World Geography, Philosophy, Anthropology, US/World History/Government (Civitas), Hindu Literature, American Metropolis (history of Chicago), and Popular Culture. 

I’m also a bit of a computer and video geek.  I have coached Volleyball, Basketball, Lincoln-Douglas Debate, and Cheerleading.  I have been a class sponsor for the classes of 1990, 2004, and 2012.  Currently, I am a Technology Mentor for other teachers and the school’s webmaster along with being advisor for Explicit Dance Team. 

Links of Interest

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Please Hear What I Am Not Saying--.pdf version--added February 28, 2012

Educational Philosophy

Educational Philosophy

Charles Schallhorn

I have the following objectives and goals for my courses. Few of these are measurable. Ideally, I want each of my students to leave my course with the following, in no particular order:
  • To be open to new ideas
  • To begin to integrate their prior learning
  • To gain a sense of responsibility
  • To see the inherent worth within each human being and themselves
  • To question, to think, and not be blindly obedient in society
  • To see their greatest gift is within themselves
  • To never say "can't" - the only failure is failure to give one's best
  • To learn to be students of life and of people
  • To look at themselves with a critical eye, but be able to see the positive and focus on worthwhile change and never stagnate
  • To see personal growth as important
  • To be active in thinking and searching
  • To work together cooperatively with others
  • To make decisions in a way that is both fruitful and not harmful
  • To become consistent in thought and action
  • To learn how to challenge their own beliefs and truly examine alternate points of view
  • Not to be ethnocentric - to be able to look at a culture or subculture in terms of its social, historical, environmental, and psychological context to understand it
  • To be comfortable using other people as resources
  • To maintain a healthy skepticism about their own assumptions as well as the assumptions of others
  • To be introspective and examine their own motivations
  • To gain a sense of self-discipline
  • To gain an appreciation of themselves, others and the diversity of all things in life
  • To learn how to think, not what to think
  • To be able to have any viewpoint, but be able to back it up with facts
  • To recognize that values do not equal facts
  • To develop an insatiable appetite for learning - that learning is lifelong and not just limited to school
  • To respect themselves and each other
  • To feel comfortable being "just me"
While this seems to be an overpowering list, it is. It is probably because it is a list for life and not just any old course in school. Personally, I have not mastered all of these, but I see them all as important. I hope each student will get at least two or three, if not more of these. It is kind of my wish list in the hidden curriculum. In my classes, students can be themselves within a general guideline. I try to allow for as much individual variation as possible. Sometimes they do not understand this, but they will.
 
I use very little lecture in my classes, and when I do, it is more of an interactive process. I try to show them they already know at least some aspects of these concepts by verbally integrating old and new. I prefer discussions and activities that can demonstrate certain ideas, and help them think more critically. I play devil's advocate and switch perspectives to keep them on guard. I try to draw out the underlying assumptions we are using. I use exercises that allow them to be themselves, and to be other people so they can be more introspective and examine themselves.
 
I do not underestimate them and try to push them to places they have never been before, especially themselves. They write essays about their lives and school and how everything is interconnected. From the various writings they do, it is painfully obvious to me who has not tried or is unable to think introspectively. These students are the ones who miss out the most, because if they cannot even understand themselves, they cannot even begin truly to understand others.
 
I do trick and manipulate them at times, but only as a demonstration. Afterward, I then debrief them to show them how easy it is to allow others to think for them. I push them to think for themselves and be autonomous as possible in this insane world. I encourage them to get involved in local, state, or federal government issues that interest them. I use vocabulary that is beyond them and put it into a context that they can understand - I try to push them intellectually, socially, psychologically, and personally.
 
To me this last section is most important. I am myself with my students. I am genuine. I listen to them and treat them with respect. It is truly incredible how far this will go. I try to be a good role model and practice what I "preach." And if I do not, they are encouraged to let me know about it. They really enjoy that. I allow them to see my humanity, my vulnerabilities, my faults, my mistakes.
 
Revised 2014
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