THE END...

Today we have finished the School Guidance Plan presentations and I think all groups have worked hardly to try to teach their innovations in their School Guidance Plan. Some groups have tried to do some activities funnier than others and they have taught to me that teaching is not only instruction, it is also "to have a good time while you are learning".

In my opinion, this concept is very important for our futur as teachers because we are going to be with children of six years or more and they will need to learn a lot of knowledge through activities that they consider interesting.

Finally, I consider that this subject helps me to learn new things about Guidance and Counseling that I didn't know. I think that this subject is really useful to work in a school because I have learnt others perspectives to help to children, as Counselor's perspective.

HAVE A NICE SUMMER!

School Guidance Plan presentations

Today we have started the expositions of our school guidance plan. We are going to do these presentations during four classes and I think that we are going to learn a lot of things about the others School guidance plans. Today has presented the group two and in my opinion they have done an excellent presentation.

How can we do a correct interview?

Today we have been seeing a video in which is reproduced an interview of parent-teacher. When the interview has finished, we have divided in groups to explain between us things that we have liked of the interview. Our group has said these:

-         talk in a familiar way

-         give the mother suggestions

-         talk about the aspect that concerns to the mother

-         agree to help you with your children needs

-         extra specific support

-         remark the good things and the improvement of the child

-         help with personal and academic issues

-         well development: first presentation, child development and finally some more support

Later, each group has to tell these points to all groups and other groups had points as:

-         good recievement

-         sit together, should with shoulder

-         real facts of the development of the child

-         involvement of the mother

-         work as a team: mother + teacher

Then, the whole class has had to say things that we haven’t liked of the interview. We have said things like:

-         not much support from the teacher, she gives a book to the mother but does not give any instructions to use it in the best way

-         is not well balanced, the teacher spend too many time with the positive things and few of them with things to improve, when the aim of the interview was to improve some things

We can say that the main points of a good interview are the next:

- Teacher has folders for each student

- Send home sheet asking parents have any question

- Know your objectives

- Prepare students for conference

- State points and time

- Summarize

- evaluate conference

 In addition, it is important that the teacher complied with the next requirements:

- Schedule

- Materials to show the parents what the students are doing at class: portfolio

- Confidentiality

- Maintain a file of communication: organization, dates, keep on talking…

- Nice place to talk with the parents

- Save the barriers, not to sit in front of the parents with a table in the middle

- Prepared: prepare the students, know what you are going to say, goals, timing…

- Take notes

- Make the parent feel free to ask questions

- Open the conference being positive, saying positive things about the child

- Describe the subject area

- Not use technical language

- Ask the parent how they feel

- Listen to parent

- Set mutual goals

- At the end, summarize what happened during the conference

- When the conference ends, the teacher would evaluate it: improvements, what was good, goals…

At the end of class, each group has said a assertiveness’ definition and then, all groups are put in common their definitions. Some of those definitions have been….

Assertiveness: a form of behavior characterized by a confident affirmation of a statement without need of proof; this affirms the person's point of view without aggressivity threatening the rights of another or submissively permitting another to ignore or deny one's rights or point of view.

In conclusion, today has been a very useful and practical class. We had the opportunity to know how we have to do interviews in perfect conditions and we have learnt what things we must avoid when we will be teachers.

Attention to diversity: Practical lesson

Today, we have had a meeting with Pilar Alonso, the Director of the department of Orientation and innovation of College Gaudem.

She told us about how Diversity is understood in this school, what her opinion about it is and how they work on it.

Gaudem School is a college which has the peculiarity is that they have many children with special needs or learning disorders.

Pilar gave us some steps that they follow to identify and deal with children that may need special attention.  First, the counselor should enter in the classroom in order to see the child in its own environment. Then, if needed, the counselor may have to take the kid out of the class in order to carry out some psycho-pedagogical tests. If we get to this stage, parents will have to be aware of the situation and medical assessment may be also needed.

In my opinion, it was a really interesting visit because we have had a contact with a real life and we could learn a lot of things to put in practice when I finished the University.

Working in School Guidance Plan

We have been working this session and the previous session in teams work to prepare our own School Guidance Plan. I have been putting in common our different opinions about what we would improve and I think it is a very useful activity for our future as teachers.

School Guidance Plan

Today, we have been talking about our next project: the development of a school guidance plan for a real school.

We have to read a School Guidance Plan and modify it including improvements.

THE SCHOOL GUIDANCE PLAN

The school guidance plan is the document in which the school, in a systematic way, defines the guidance programme it offers, and states how resources are organised to deliver the programme.

"The school guidance plan is the document which defines the school guidance programme."

Learning of others

Today’s class has been really interesting.  First because we have to put in common the meaning for attention to the diversity and moreover, we were video recorded by the University and finally, because we have done a debate about the pros and cons of the collaborative learning.

At the beginning of the class we have done a summary of what Attention to diversity means and why is it important for our future as teachers.

In my opinion, the Attention to diversity is very important in order to help needed students. Most of us agreed that it was fun and successful as for acquiring knowledge.

The second part of the class, we have done a debate about the pros and cons of the collaborative learning. Our opinions have been very different. Some of students think with the collaborative learning each one of us could learn a lot of things about others point of view and so, our works could be better.

However, the rest of the class considers that a lot of people make use of collaborative learning not to do anything in the work.

DIVERSITY PRESENTATIONS

We have been presenting our topics along the last three sessions. I consider that all groups have been very original presentations. In my opinion, the activity funniest has been in which the group who has the presentation says us some questions and then we had to get into line. When they say us, we had to run to the table and we had to find the answers to some questions which we had copied previously.

Personally, I have a good time trying to find the correct answers. The rest of presentations have been also very funny but if I had to choose to repeat one, I would repeat this, for sure.

In addition, I think that all groups have worked hardly on the topics although some focus more on the activity itself rather than using it as a tool to teach.

Attention to diversity in process

Today, it has been the last day to prepare our work about diversity. We have been working a lot in this work these days so we think that it will be an activity that it will provide them learning and enjoyment.

Attention to diversity

Today we have been doing a work about “Attention to diversity”. First of all, we have divided in groups.

The groups are the following ones:

1. Special Education Needs provision within Mainstream Education (Students with specific need of ed. support)

2. Separate Special Education Needs provision in Early Childhood and School Education (Students with specific need of ed. support)

3. Support Measures for learners in Early Childhood and School Education (Students in disadvantaged situation)

Each group should read the first one to get a proper understanding of the whole topic: attention to diversity. When we have understood what the diversity is “to respect the differences of other people because each person is unique due to some aspects.” For example, differences of race, religion, culture or gender.

Then, we have to design the activity which should be developed in one hour session

The next day, we will have one hour to put it in practise with our classmates.

EXAM'S DAY

Today we have checked what we had learnt in last sessions about School Guidance and Counselling and from the “Group of Experts” activity.

I think that it has been an useful activity because it hasn’t been a simple exam. We have done exam and later, we have had the opportunity to correct our own exam so we have could observe our fails. It is usually impossible because teacher doesn’t allow you to correct your own exam because the most of people wouldn’t be honest with their marks.

In addition, I think that the main problem is that in the exams you have to know a lot of concrete data that you are going to forget when the exam has finished. And it isn’t the exams’ objective, the exams’ objective is “to learn the general idea about a topic” in order to put in practice that knowledge in a future.

Group of experts

The aim of this activity is to focus in the Spanish context what we have learned in

general about School Guidance and Counselling.

It’s going to be used a technique named Group of experts (collaborative

methodology). Following the steps:

1. The group of the class is divided in the ordinary groups: 1, 2, 3, 4 and 5.

2. In each group it’s going to be an Expert of one specific topic related to Guidance

and Counseling

3. The topics are:

1. Spain: Guidance and Counselling in Early Childhood

2. Spain: Guidance and Counselling in Higher Education

3. Spain: Guidance and Counselling in a Lifelong Learning Approach

4. Spain: Support Measures for Learners in Adult Education and Training

4. Each of the experts will receive a document titled as the topics above. Actually the

documents are what they need to read to become an “expert”. But not

individually, they have to read them with the other experts of the other groups.

Therefore, all experts number 1 will work together, all number 2 together and so

on. Besides learning and understanding the document, they will have to decide

the best way of explaining their topic to the members of their group.

5. Once the experts go back to their groups, they will have to explain their topic as

it’s been agreed. During the the explanations the participants can take notes, ask

questions, etc., in order to get as much information as possible.

6. By the end of the process, the teacher will ask about any topic which everyone

should be able to answer.

I think it is very interesting activity because each student has a responsibility in each group and it makes easy the collaboration of all the students of the class.

In addition, I love the topics that Miguel has proposed because we have learnt a lot of new things about education that we didn’t know.

Last day of presentations

Today presentations have finished. In these two days of presentations, we have seen our effort.

I think there is a lot of difference between groups that they are not shy and others groups where shyness played a trick on much of them.

However, I think all groups have worked very hard in this project because it is the first presentation in this subject and we haven't know how the teacher is and how he will mark us.

DAY OF PRESENTATIONS

Today presentations have started, my group has done the presentation and our answers to the questions of the next way:

What is school guidance counselling?

A school guidance counselling is a global concept which is focused on acting in elementary, middle, and high schools; and providing academic, career, college access, and personal/social competencies to students.

 Are guidance and counselling synonyms?

Counsellors work with teachers, administrators, and families in coordinated efforts to help to resolve specific student problems.

Guidance focuses on the complete development of individual students through a series of services designed to maximize school learning, stimulate career development, and respond to the personal and social concerns that inhibit individual growth.

Develop a personal definition.

School Guidance and Couselling is the way of helping students of all ages to develop correctly their skills. They also help them with personal and academical problems.

What are its functions and its main areas?

Functions:

School counselors are employed in elementary, middle, and high schools, and in district supervisory settings and in counselor education faculty positions and post-secondary settings doing academic, career, college readiness, and personal/social counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages

Areas of counsellor training include:

School Counselling

• Counselling theory, issues and practice
• Counselling in schools

Guidance and Counselling in the Schools

• Early years counselling
• Middle and senior years counselling
• Group guidance and counselling
• Psychology of human relationships
• Family life education
• Career information
• Career development theories
• Ethics in counselling
• Assessment for counsellors
• Intercultural counselling
• Current issues in counselling

Counselling Practicum

• Counselling skills
• Field placement in counselling

Counselling Electives

• Cross-cultural education
• Children's play
• Observing child behaviour
• Theory and practice of standardized tests
• Educational research methods
• Education of exceptional children
• Education of children with behaviour disorders

Who receives the school guidance and counselling services?

Support the children and the teachers in schools.

What services are provided in the school guidance and counselling programmes?

School Guidance Counselors have many duties, some of which are specific to the age of their students. What all of them have in common is:

1.Counselling

Counselling assistance supports and facilitates all students in developing and managing their individual personal/social, educational, and career goals and plans. The activities in this component include referrals, peer helping programs and individual, small group, crisis, and career counselling.

2. Prevention

A comprehensive guidance and counselling program includes early intervention and responding to students who are experiencing immediate on-going problems, concerns, or crises which interfere with their learning. This component includes activities such as providing information, individual and small group counselling and guidance, consulting with staff and parents, and referral to other specialists or services. Primary, secondary, tertiary prevention plans and programs individual assessments, co-ordinated student support team activities, student advocacy, and transitional planning are also included in prevention work.

3. Developmental Guidance Education

Developmental guidance education programming focuses on competencies which all students should develop in order to achieve personal success and fulfillment, and to make a contribution to society. The content of developmental guidance programming includes expected student learning outcomes in three areas: personal/social development, educational development, and career development. This content is normally delivered through classroom teaching/learning units, group guidance methods, courses for credit (e.g., School-initiated Courses and Student-initiated Projects), and school-wide programs and projects.


Additionally, the activities in this component include integrated, developmental student learning outcomes, classroom-based guidance instruction and assessment, professional resources, post-secondary education and career resource materials and programs.


In Manitoba, at the present time, curriculum connections between compulsory curricula (kindergarten to grade 12) and the guidance and counselling program are located at Manitoba Sourcebook Curriculum Connections.Examples of activities used to develop guidance-related competencies also include whole-school programs such as participation in the Career Symposia, Canada Career Week, Manitoba Addictions Awareness Week, mentorships programs, peer helper programs, and conflict mediator programs.

4. Consultation, Planning and Coordination

This component involves the administrative and management activities necessary to support the guidance and counselling program, as well as activities or services provided by school counsellors to support other guidance and educational programs of the school. This component includes consultation and collaboration with parents and community agencies and other support services, staff development, research, budgeting, community relations, and program evaluation.


Also included are activities related to program management and operations, data-informed decision-making, advocacy for guidance-related classroom-based learning outcomes, needs assessments, time allotments and caseload management, calendar of activities and school-based planning.

Who provides these services?

It is the responsibility of a School Guidance Counselor to help students develop goals academically and evaluate strengths, weaknesses, likes and dislikes. School counselors at all levels also help students deal with personal, social and behavioral issues

When are the school guidance counselling services provided?

Along the academic process: In Primary, in high school…

In primary they teach selfconfidence and kindness. Guide them everyday and provide support academiscally, socially, personally and current development.

In high school they are the one who talk to you when you want to know about careers and apply to colleges.

At University, most personal, relationship or identity problems can be helped through counselling. This includes anxiety, stress and depression, family and/or relationship difficulties, sexual problems and identity issues. Counselling can also help with other issues such as: adjusting to a new culture, dealing with dilemmas, making difficult decisions or choices, as well as more specific problems such as bereavement and difficulties affecting studies, including bullying and harassment.

Counselling services for adults who are seeking information, advice, guidance and therapy in regards to experiences which have adversely affected their personal functioning and general health, may be available through your local Community Health Centre or Hospital.

Professional Social Workers, based at your local Community Health Centre, are the main providers of the counselling services for adults whose social functioning and emotional health has been compromised by significant troubling life experiences, which may have also resulted in changed social and personal circumstances, including relationship breakdown, interpersonal abuse and violence, family conflict, illness, chronic disease, disability, traumatic and criminal incidents, accidents, injuries, unemployment and deaths.

Where are they provided?

In schools, in classes, in small groups or individually

In my opinion, we have a good presentation but we have not shown our effort because we have felt a bit nervous.

Working in our webquest

We have been working in our webquests during three sessions. Today has been the last day to prepare the exposition. I think that the most of groups have worked very hard in this project so we can only wait to see what will happen in the expositions.

WEBQUEST

Today teacher has started this session explaining what a webquest is. A webquests are activities, using Internet resources, which encourage students to use higher order thinking skills to solve a real messy problem. WebQuests are a sub-set of Problem-Based Learning (PBL).

Then we read a webpage with information about webquests and in a few minutes, our teacher checked if we had understood the mean of this concept and the essential components of a WebQuest that are used to structure the activity and organise students.

The essential components are:

1. Introduction

An introduction that draws the learners attention to the topic and inspires them into action. It should contain a hook.

2. Task

A task that is drawn from the introduction and sets out the goal. It is the most important aspect of the WebQuest. There is often a Focus Question that defines the task. The task needs to be based on Problem-Based Learning (PBL) and contain a messy problem to solve.

3. Resources

Resources that are necessary for the task, most of which will be Internet links.

4. Process

A description of the process the learners should go through in solving the messy problem. The process is broken up into clearly described steps and may designate roles or perspectives to the learners. Giving students roles helps them use their emotional intelligence and demonstrates how different people have different views within the community. 

5. Evaluation

An evaluation is the guidelines for how students will be assessed. It is usually in a Rubric. Evaluation rubrics come in many forms and rubrics designed by the teacher are the most authentic.

6. Conclusion

A conclusion brings closure to the quest, addresses the answering of the Focus Question, and should challenge the learner to act upon what they have achieved within their local environment.

Teacher's Guide
Not regarded, by most, as an Essential Component, the Teacher's Guide allows other teachers to quickly see if the WebQuest meets their requirements.
It should contain the following:
a. Learners - a description of the grade level and students
b. Curriculum Standards - at least a link to the Standards that this WebQuest complies with.
c. Duration - the amount of time needed to complete this WQ.
d. Implementation strategies

In addition, WebQuests are designed:

-From the perspective of student/learner

-As coherent and relevant units - either as short term lessons (a few days/lessons) to long term projects

-With a whole to part organisation

-With the teacher as facilitator

-With learning through the active construction of meaning

-For flexible environments, and

-To support learners' thinking at the levels of analysis, synthesis and evaluation.

Then, we organized ourselves in teams of 4 and we followed the webquest in order to develop a way to answer the questions stated there to present the information we got to the rest of the class in a couple of weeks.

WELCOME TO SCHOOL GUIDANCE AND COUNSELLING

Today has been the first session of this subject. We started the session trying to define what School Guidance and Counselling is. Each person gave a personal definition about this concept, my personal definition was: “School guidance and counselling is a department of the school that helps to the children with their different problems”. Later, we tried to give a definition in couples and finally, we had to divide the class in groups to get a global definition about it. In my group, we considered that one of the way to define school guidance and counselling is saying that, it is a service in a school that is useful to provide help, advice and support to students.

When we finished, all groups said their definitions and we wrote a global definition of all the class in the blackboard.

In my opinion, it was an amazing activity to start the semester because in a lot of subjects, we start with contents without we knew the aim of that subject.

In addition, it was a good activity to us like teachers, because school guidance and counselling is a support in our work.