Transcript CHAPTER 10 - Webportfolio.info

CHAPTER 10:
Developmental Classroom
Guidance
Transforming The School Counseling
Profession
Fourth Edition
Bradley T. Erford
Introduction
Beginning in the 1970s, states began to drop
requirements that professional school counselors be
certified, experienced teachers.
Currently, only seven states require professional
school counselors to have experience as teachers.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Introduction
Direct delivery of a school counseling curriculum means that
professional school counselors have a considerable role in teaching
students in classrooms.
•
In 43 states, many new school counselors do not have a teaching
background but will assume significant teaching responsibilities.
•
School counselors must become knowledgeable of effective
teaching methods.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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The Scope and Responsibility of the Professional School Counselor as
a Developmental Classroom Guidance Specialist
The ASCA National Model charges professional school counselors with the
responsibility of implementing programs to assist all students in their
academic, personal/social, and career development.
The ASCA National Model suggests 35-45% of the counseling program be
devoted to implementing a developmental guidance curriculum in elementary
school, 25-35% in middle school, and 15-25% in high school.
As a result, professional school counselors must develop teaching skills to
fulfill their roles within comprehensive, standards-based programs.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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The Effect of Classroom Guidance on Student
Development
Overall, studies found that classroom guidance activities had a consistently
positive effect on students.
•
Students in a fully implemented developmental guidance
program including classroom guidance reported higher grades,
better preparation and information for future goals, and a more
positive school climate.
•
Positive changes were found in classroom behavior and attitudes,
exam preparation, school attendance, career goals, college
attendance, career planning skills, and coping skills.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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The Effect of Classroom Guidance on Student Development
Due to accountability issues raised in the ASCA National Model and the
No Child Left Behind Act of 2001, professional school counselors must
demonstrate their interventions are effective.
Strategies to show effectiveness of classroom guidance:
•
Collection of data prior to and after the intervention
– Pre-post test design
•
Collection of content evaluation data and process evaluation data
– Feedback from students and teachers used to identify which
parts of the lesson can be improved upon
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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The Effect of Classroom Guidance on Student Development
For curriculum materials already evaluated for effectiveness, go
to:
•
The Center for School Counseling Outcome Research
– www.umass.edu/schoolcounseling
•
Second Step Violence prevention program
– www.cfchildren.org/ssf/ssindex
•
Student Success Skills
– www.studentsuccessskills.com
•
The Real Game
– www.realgame.com
•
Peacebuilders
– www.peacebuilders.com
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Developmental Theory
Human developmental stages are the basis for effective counseling
programs.
The challenge for professional school counselors is how to translate
developmental theory into practical ideas for the classroom.
An example of hierarchical learning (Nicolle, 1994) based on Adlerian
psychology includes:
1.
Understanding of self and others
2.
Empathy skill development
3.
Communication skills
4.
Cooperation skills
5.
Responsibility skills
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
1-8
Role of the Professional School
Counselor in Delivering the Curriculum
Professional school counselors implement their role as educator in three
ways:
Consultation- A counselor might consult with a team of teachers as they plan
their curriculum. Classroom teachers can begin teaching developmental
guidance lessons after consultation.
Collaboration- The professional school counselor works collaboratively in the
planning and implementation phases. The teacher and counselor implement
the program together as a team with each professional responsible for
his/her area of expertise.
Direct Teaching- The professional school counselor directly delivers
developmentally appropriate guidance units.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Setting Up & Managing a Classroom
Environment
Setting up and effectively managing a classroom environment
involves:
The arrangement of the classroom.
Working with the teacher’s rules.
Preventing discipline issues in the classroom.
Managing disruptive behavior.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Classroom Arrangement
Classroom arrangement:
1. Creates a climate for learning
2. Communicates teaching philosophy
3. Communicates interaction expectations
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Examples of classroom arrangements include:
1. Lecture Hall or Classroom-Style
3. Small Tables
Creates a formal, business-like, and cold
atmosphere.
Creates a relaxed, informal, student-centered
atmosphere where all will have the opportunity to
discuss.
Emphasizes one-way communication with
students taking a passive role.
Encourages active participation.
2. U-shaped or V-shaped
Creates a formal atmosphere.
Conveys opportunities for interaction.
A circle or block arrangement is a modification of
this style.
4. One Large Table
Encourages free exchange of ideas.
Less formal.
5. Circle of Chairs
Creates a friendly, relaxed, and warm atmosphere.
Encourages active participation.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
1-12
Working With The Teacher’s Rules
It is likely that the professional school
counselor will use different classrooms to
present lessons.
As a result, the professional school counselor
should be aware of the teacher’s rules within
that particular classroom in order to give
students consistency.
The basic rules of the classroom should be
followed.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Preventing Discipline Issues in the Classroom
The best way to deal with discipline issues is to prevent them.
Ways to prevent discipline issues include:
•
Creating a well-designed lesson.
– Make sure the work is not too hard or easy.
– Make sure the work is not boring.
– Make sure expectations and instructions are clear.
•
Getting and keeping students’ attention.
– Keep the whole group alert and on-task through encouragement,
praise, non-sarcastic humor, and being dramatic.
– Enlist student involvement.
•
Have a smooth flow to the lesson (known as momentum).
– Have sufficient quantities of material ready that students need for the
lesson.
– Be aware of everything going on in the classroom.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Managing Disruptive Behavior as a Counselor in the
Classroom
When discipline problems arise, counselors must first decide if there is
a need to deal with the problem.
Know what behaviors require intervention.
It is important that the teacher’s rules are respected.
Have strategies to deal with difficult behaviors in effective and
respectful ways.
Do not act in an authoritarian manner, but embrace democratic
principles. Do not be passive in regard to disruptive students.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Reasons and Solutions for Misbehavior
Misbehavior stems from at least one of four student goals:
Attention Seeking
Power
Revenge
Feelings of Inadequacy
S
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i
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s
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
Use a kind, but firm voice when disciplining.
It is important to develop a healthy nonauthoritarian relationship with students.
Apply logical consequences.
Do not engage in a power struggle.
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Crafting A Curriculum
Curriculum is often developed by committees.
School counseling leadership teams or guidance advisory committees develop
curricula that support the counseling program’s vision and goals.
The ASCA National Model should be considered when crafting a curriculum.
The curriculum should have a theoretical foundation that fosters academic,
career, and personal/social development of students.
Curriculum implementation is the responsibility of the school community.
However, before implementation can occur, a formal assessment must be
conducted to determine student needs.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Crafting A Curriculum
A formal needs assessment should be conducted at the onset of each program
and every three years thereafter.
•
Students, parents, teachers, administrators, and the community should be
asked about their perceptions of student needs.
After the needs assessment is conducted, the school counseling leadership team
decides on student outcomes.
•
These outcomes reflect what students need to know or be able to do upon
graduating from high school.
The outcomes are then broken down into competencies.
Finally, methods of assessment are detailed.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Crafting a Curriculum
The school counseling leadership team then decides how to help
students meet the competencies.
•
Counselors often create their own curriculum materials or use
commercially available curricula.
•
There has been a recent emphasis on using commercial curricula
for which research evidence of effectiveness exists.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Scope & Sequence When Creating Units and Lessons
The content of the program provides its scope.
The sequencing of the curriculum should ensure that grade level
learning is not isolated from other grade levels or redundant.
•
Vertical articulation provides for a school or district-wide
curriculum that builds skills and competencies sequentially,
especially at a given grade level.
•
Horizontal articulation establishes the connection between the
content of the counseling curriculum with content in other subject
areas, especially across grade levels.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Conceptualizing A Unit
There are three models of teaching guidance
curriculum:
1.
Direct teaching.
2.
Working collaboratively with teachers
to present the lessons together.
3.
Consulting with teachers and having
teachers teach the lessons and units.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Learning Considerations When Planning Units & Lessons
Gardner’s theory of multiple intelligences exemplifies the need to
teach and assess using various modes:
•
Verbal/linguistic
•
Logical/mathematical
•
Spatial
•
Bodily Kinesthetic
•
Musical
•
Interpersonal
•
Intrapersonal
•
Naturalist
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Learning Considerations When Planning Units & Lessons Cognitive Learning
There are six levels or categories of cognitive understanding:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Within a lesson plan or unit, it is important to teach to and evaluate
within several of the categories.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Learning Considerations When Planning Units & Lessons Affective Domain
The affective domain focuses on using and developing
Gardner’s intrapersonal and interpersonal intelligences.
Five levels of affective learning include:
1.
2.
3.
4.
5.
Receiving- Being aware of the affective aspect of the
lesson.
Responding- Discussion of the affective lesson.
Valuing- Assessing one’s values.
Organizing- Conceptualizing and arranging values.
Internalizing- Developing consistency between one’s
beliefs and actions.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Learning Considerations When Planning
Units & Lessons –
Psychomotor/Kinesthetic/Behavioral Domain
Four areas within this hierarchy include:
1.
Moving
2.
Manipulating
3.
Communicating
4.
Creating
****In a well designed unit, professional school counselors attend to
learning and development in the cognitive, affective, and
psychomotor/kinesthetic/behavioral domains.****
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
1-25
Learning Objectives
Learning objectives serve to focus the counselor on the desired outcome of
students’ participation in the lesson.
There are 4 parts that comprise measurable learning objectives (ABCDs):
1.
Audience- For whom the objective is intended.
2.
Behavior That Is Expected- Use descriptive verbs that address
the cognitive, affective, or psychomotor/ behavioral outcome
around which the lesson is structured.
3.
Conditions- When or how the intended behavior will be observed
and measured. For example, “After observing role plays…”
4.
Degree of the Expected Performance- How frequently students
will need to exhibit the behavior in order for the objective to be
considered met.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Constructing Differentiated Developmental Lessons and
Activities
Lessons can be conceptualized as having three distinct parts:
The introduction
The developmental activities of the lesson
The conclusion, assessment, and follow-up
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Introducing Lessons
There are two important aspects to remember when introducing
a lesson:
Communicate an overview and the overall objective(s) of the lesson.
Help students understand they already know something about the topic at
hand and that during the lesson they will be working to extend their
knowledge.


Activating previous knowledge helps students orient
themselves to the lesson.
One method to activate students’ previous knowledge
is through semantic mapping.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Developmental Activities
There are two broad areas of understanding that can help guide
professional school counselors as they design learning activities:
1.
Multiple intelligences
–
Professional school counselors structure and implement
their lessons to draw on a variety of cognitive strengths
that students possess.
–
For example, professional school counselors may want to
have students create a song or use role-playing to use
various learning styles and intelligences.
2.
Level of activity
–
It is important to keep students active.
–
Students who are actively involved will have a more
stimulating or engaging class experience.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
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Conclusion, Assessment, &
Follow-Up
The Conclusion
•
Summarize the essential points of the lesson in the last 2-5 minutes of the lesson.
•
Summarize by restating the lesson’s objective(s) and very briefly review how the
lesson built upon previously developed skills and knowledge.
•
Ask students how the lesson can apply to life outside the classroom.
Assessment
•
Measure or evaluate the learning objectives that were previously written and
presented.
Follow-Up
•
Students require review sessions to extend upon what they have learned.
•
This can bolster learning and behavioral changes.
•
Follow-up is necessary to ensure that changes in learning and behavior are
continuing.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
1-30
Summary/Conclusion
Professional school counselors spend time in classrooms teaching
developmental lessons to students focused on academic, career,
and personal-social domains.
The goal is for all students to achieve the developmental
outcomes that local school counseling leadership teams deem
essential.
Professional school counselors work with teachers to integrate
the counseling curriculum with other components in the school’s
curriculum.
Bradley T. Erford. Transforming The School Counseling Profession, Fourth Edition.
© 2015,2011,2007,2003 by Pearson Education, Inc. All Rights Reserved
1-31