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.
Maintaining a positive attitude is helpful in many ways and makes you likeable among the students. Being organized helps the peer tutor keep track of all the assignments that are given without falling behind. Being organized also helps the peer tutor set a good example for the students in the classroom to follow. It also shows the teacher that the peer tutor knows what he/she is doing and that he/she comes to class prepared ready to help the students. In the classroom, it is a great opportunity for a peer tutor to demonstrate his/her skills and abilities.
By using these guidelines teachers will become better leaders by building trust between students, demonstrating their listening skills when communicating with students, and show compassion when dealing with students. In order for a teacher-based coach to lead successfully, they must demonstrate trust. When coaches are able to gain the trust of new teachers they are able to offer their skills and knowledge. Trust is established with teachers as they observe coaches’ ability to walk the talk (DuBrin, 2005). Coaches must be open and honest with others.
Privacy and confidentiality in school counseling. (Special issue: legal and ethical issues in school counseling). Trust is an essential component in the development of helping relationships. Counselors regard the promise of confidentiality to be essential for the development of client trust. Most individuals seeking counseling services assume that what they divulge in counseling will be kept in confidence by their counselor, with limited exceptions (Glosoff, Herlihy, & Spence, 2000).
A support group is vital for this method. Cooperative learning is the best technique for increasing anti-bias awareness and understanding. Everyone needs the diverse viewpoints and honest feedback of colleagues to develop new awareness and teaching practices. Support group members may be other staff, parents, or early childhood teachers who
As defined by the American School Counselors Association (2010), the professional school counselor has numerous roles when addressing the population of students with disabilities. These roles are identified as advocacy, transition planning, behavior modification, counseling parents, making referrals to specialists, improving self-esteem, working as part of the school multidisciplinary team, teaching social skills, and serving as consultants to parents and school staff. There are many hats the professional school counselor must wear, however it is important to note that an efficient school counselor executing an effective comprehensive school guidance program will be implementing these responsibilities in collaboration with school administration, staff, and parents. In collaboration with other school staff, school counselors must search and serve, that is, they must be capable of identifying and promptly serving students who
In these instances, virtue ethics and Biblical values can aid counselors in determining the right course of action. Pursuing deep reflection with discernment and diligence allows ethical and moral actions to follow. In doing so, student counselors can position themselves to provide the best and most caring service to their student clients. Confidentiality and Student Counseling Introduction The importance of preserving confidentiality between clients or patients and counselors or therapists dates back to ancient times. Its importance relates to key aspects of the therapeutic relationship between a professional and his or her client.
To be effective, teachers must create positive environments, motivate students, develop well planned lessons, communicate effectively and regularly reflect upon themselves. An effective teacher creates a positive environment for students by creating strong student-teacher relationships enabling students to develop a strong sense of belonging and to feel secure within the class. Students who see their work displayed (McDevitt & Ormrod, 2001), know the class routine and have positive relationships with peers and their teachers will feel a sense of belonging (Goodenow; Osterman as cited in Krause, Bochner, Duchesne & McMaugh, 2010, p. 510). Effective teachers create positive relationships by spending the time to get to know individuals personally, learning the interests of the student and by being firm but fair, the latter is displayed by authoritative teachers (Whitton, Barker, Nosworthy, Sinclair & Nanlohy as cited in Hurst & Cooke, 2010, p. 235). Without a sense of security and a sense of belonging, students can develop anxiety, stress and begin to feel alienated (Campbell, 2010).
The supervisor is a teacher, counselor and consultant to the trainee (Pearson, 200). As the teacher the supervisor is the expert and gives more instructions to the supervisee. The counselor role of the supervisor is to “facilitate self-growth and explore the personal reactions of the trainee (Pearson, 2004, pg. 363). Lastly, the consultant role of the supervisor is intended to be more of a colleague and work collaboratively with the
With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304).