A written piece discussing models of supervision and its importance to the counselling process On entering into education about or practicing as a counsellor, an individual is committing to an ongoing process of supervision. The goal of this counselling supervision is to create a trusting environment in which developing students are able to enhance their skills and competence (Carifio & Hess, 1987; Hess, 1987; Ronnestad & Skovholt, 1993). It is a process of professional and personal development which encourages a counsellor to reach higher levels of competence. This in essence provides an environment for counsellors to discuss their work regularly with an experienced counsellor and supervisor. It is through these supervision meetings that the supervisee is able to reflect on their own practice, drawing from active counselling sessions, the practitioners own thoughts, feelings and reactions and is able to examine these and develop/adapt strategies for client work.
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
With the purpose to improve the quality of their work and to achieve agreed objectives and outcomes. All staff are supervised on a continual basis with policy stating the care staff will receive six supervisions throughout the year, although this may be more if performance or practice dictates more regular. The supervision process will ensure that staff know the policies and procedures understanding the aims and objectives of the home. Ensuring individuals are clear on their roles and responsibilities and enable them to learn and develop their own skills and knowledge, offering constructive feedback so they can learn from their mistakes. Supervision should be a place in which individuals can talk freely.
We communicate very closely with each other on the intervention team, and this is so important for us to be on the same page as each other. As we see the same children on different days, this will help us to support the children to the best of our ability’s. Writing down clearly what we have done in our session with the children, so the next time the next LSA knows what to carry on with is paramount. Children We communicate with children to give instructions, to teach them and help them to learn, to reassure them, and to fulfil their needs so if they ask something we are able to respond in the right way. When we communicate with children we need to ensure we use age appropriate language.
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
During this process I would develop a realistic plan for learning and assessment with the learners. An initial assessment contributes to the learner’s professional development by high-lighting the learner’s skills, and experience, it can also identify any specific needs your learners have. Prior learning can also be taken into account, by focusing on observations and practical tasks, an initial assessment provides an individual plan based on the learner’s abilities and achievements, it is a basis for on-going informative assessments which ensure learners demonstrate progressive learning. For an assessment I would use two methods for gathering evidence; direct - such as observation or work product and
There are many types of effective intervention strategies that are put into place to help manage students that are diagnosed with EBD. Regardless of the intervention used in school, to help regulate the child’s behavior, the purpose of intervention is to allow the student to manage their own behavior no matter where they are. Because of that reason, the self-management strategy is an effective technique of providing support to EBD children. Advocates of Cognitive Behavioral Intervention attest to the mutual relationship with behaviors and thoughts as a primary principle of their method. Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement.
According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
During initial assessment I would identify learners individual needs and take then into consideration when planning my lessons .An example of inclusion in a classroom setting could be to use learners names when talking to them , using eye contact and speaking to them , personally during and after each session . (Gravells,2012:18) Can create a conducive learning environment where everyone will feel included adapting assessment methods to suit and meet any particular needs for example , a visually impaired learner may have their information and assignment in braille , questioning done verbally so the learner can dictate answer,to select inclusive learning and teaching techniques. I will read the qualification syllabus and my organisations recommendations to develop a learning plan that will embrace all needs .The choice of techniques will be influenced by my experience , the learners and the environment where the learning will take place
{draw:frame} The teacher / trainer cycle (TTC) is a simple iterative process by which a learning experience that, once a need has been established, may be designed, delivered, assessed and evaluated. My main role as a teacher of ICT, will be to provide a learning experience that fits the course profile that has been designed. Within this I have to take into account the various learning styles, visual, auditory and kinaesthetic that my students may prefer. Health and safety will also be a primary feature as will record keeping. Student records, attendance, achievement and disciplinary details will be some of the information kept.