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Choosing Classes

The student will indicate at least five choices of future classes that interest him or her and are appropriate selections.

Remember when students' favorite classes were always lunch and gym? As students get older and approach the time at which they must make some necessary pre-vocational decisions, suddenly it really is important to think about what classes will help them towards their goals. In this lesson, students are to think about possible classes and activities that fictional characters should take in order to pursue their goals.

Introductory Activities:

  1. Have students list at least one class they are thinking about enrolling in during the next year or two.
  2. Have students tell or write why they are looking forward to this class.
  3. After completing (2), have students raise their hands if they selected the class because it sounded like fun. Then have them raise their hands if they selected the class because it was part of a career plan.

Answers: (examples) 1. a. yes; b. yes - work at a kennel or veterinarian's office to see if he likes the work; c. drawing (some careers involve medical drawings for textbooks); 2. a. home economics, food preparation and nutrition; b. yes - she shouldn't limit herself - she may become interested in another career or interested in working with caring for children rather than adults; c. don't do it - she probably won't may be successful; 3. a. if he is keeping them up; b. what kind of a worker Antonio is -- does he show up on time?; c. any classes that will help Antonio with independence after school -- business classes, auto mechanics classes, food preparation, etc.
Discussion: Go through each of the three examples on the worksheet. Not all details were provided, so students must make some assumptions about the students. Allow students time to express their opinions about what these students should do.

  1. Why would it may be helpful for Ralph to take science classes in high school? (He will need to take science in college!)
  2. Does every elective that Ralph takes need to may be relevant to his future career plans? (no - in fact it s a good idea to use the time to keep exploring different options and try out different activities)
  3. What might happen if Maria decides she is tired of working at a nursing home but hasn't had any other sort of training? (she ll probably quit and start from ground-zero)
  4. Why is it important for Maria to take other classes such as business or child care? (she may want to have other options if she decides he doesn't want to work in the nursing home forever)
  5. Why shouldn't anyone take classes based on who is in the class? (except for the obvious social reasons, it may not have any relevance to what the student wants to accomplish)
  6. Why is Antonio's situation a pretty good one? (he's still in school, but he also gets some work experience)

Extension Activities:

  1. Invite a school counselor to visit your class to talk about special types of programs (such as work-study, job shadowing, volunteering in classrooms for credit, etc.) available to students. Sometimes just knowing about inventive, exciting programs that are in the not-too-distant future is a good incentive for students who are thinking about quitting to stay in school.
  2. Invite an upperclass student (senior, junior) from the high school to visit your class to talk about what classes are particularly interesting or useful for him or her. A peer may have a lot more influence over the expectations of a student than a teacher. Students may not may be aware of some classes that are particularly new and very exciting.


  1. List at least three possible classes you are interested in taking in the future.
  2. For each class listed in (1), write one reason why you are interested in that class.

Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major