Corey Stiles

State:

Michigan

PLS Courses I Teach:

• Classroom Management: Orchestrating a Community of Learners®
• Teaching Through Learning Channels®

Year started with PLS:

2007

Why I love teaching PLS courses:

PLS classes provide authentic resources that can be immediately incorporated into lessons that teachers already teach.

Education:

1997 B.A. Western Michigan University, Secondary Education
2005 M.A. Northern Michigan University, Writing

Teaching Experience:

1997-1999 Canyon Springs High School Moreno Valley, CA Advisor of the newspaper The Growl Instructor for G.A.T.E. (Gifted and Talented Education)
1998 Curriculum writer for American Cybercasting Cleveland, Ohio
1999-2001 IBO (International Baccalaureate Organization) psychology examiner
1999-2000 Northern Michigan University’s School of Education Graduate Assistant
1999-2008 English instructor NMU Seaborg Center UBRMS
2005 Coach Varsity Cross Country running ream
2000-2008 Ishpeming High School English teacher and yearbook advisor

Related experience, recognition, awards, etc.:

2002 Member of NCA Team (North Central Association on Accreditation)
2002 Attended grant awarded classes Michigan Technological University in Digital Technology Framework in the Classroom
2004 District consultant on curriculum mapping for high school English
2005 Coach Cross Country Michigan Academic All State Team
2005 Excellence in Education Award Instructor Performance
2005 Lifetouch© National Honorable Mention Award for Best Story Writing Hematite Yearbook
2006 Excellence in Education Award Student Performance
2007 Environmental Ed. grant awarded from Colorado State University
2007 Excellence in Education Instructor Performance
2008 Evaluator of NCA Schools (North Central Association on Accreditation)

What I love most about teaching:

I enjoy fostering an environment where students feel comfortable challenging themselves and others. I have the opportunity to learn something new every class period.

My favorite moment in teaching:

I thrive on providing opportunities for students to teach one another what they have learned. Each year the controversial issues paper and speech unit I orchestrate brings upperclassmen back to my classroom to present and advise freshmen or sophomores about what they learned and what techniques they found valuable from the project. The students generate their own theses and conduct the research and writing process before they present in class. It is amazing to see them come after school for help or witness their authentic desire to learn. One of the students that I taught and subsequently had mentor freshmen students said, “The expectations and the instruction you established for me in high school really helped and the C.I. project was the most important thing I learned.” As educators we don’t always get time to reflect on these moments or witness the authentic learning that is happening within our classrooms. In addition to this the father of this student contacted me last year after his son attended university and said that he really wanted to thank me for motivating his son.

Personal information:

reading, telemark and Nordic skiing, snowboarding, cycling, running, wilderness camping, hunting, fishing and travel.