DEVELOPMENTAL CLASSROOM GUIDANCE CHAPTER 10 Introduction Beginning in

DEVELOPMENTAL CLASSROOM GUIDANCE CHAPTER 10

Introduction • Beginning in the 1970 s, 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.

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.

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, 2535% 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.

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.

The Effect of Classroom Guidance on Student Development • 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

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

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

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.

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.

Classroom Arrangement • Classroom arrangement: • 1. Creates a climate for learning • 2. Communicates teaching philosophy • 3. Communicates interaction expectations

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. 2. U-shaped or V-shaped • Creates a formal atmosphere. • Conveys opportunities for interaction. Encourages active participation. 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. •

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.

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, nonsarcastic 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.

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.

Reasons and Solutions for Misbehavior • Misbehavior stems from at least one of four student goals: Attention Seeking Power Revenge Feelings of Inadequacy S o l u t i o n s Use a kind, but firm voice when disciplining. It is important to develop a healthy non-authoritarian relationship with students. Apply logical consequences. Do not engage in a power struggle.

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.

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.

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.

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.

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.

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

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.

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. Receiving- Being aware of the affective aspect of the lesson. 2. Responding- Discussion of the affective lesson. 3. Valuing- Assessing one’s values. 4. Organizing- Conceptualizing and arranging values. 5. Internalizing- Developing consistency between one’s beliefs and actions.

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. ****

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. 2. Audience- For whom the objective is intended. 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. Behavior That Is Expected- Use descriptive verbs that address the cognitive, affective, or psychomotor/ behavioral outcome around which the lesson is structured.

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

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 that during the lesson they will be working to extend their knowledge. Ø Ø Activating previous knowledge helps students orient themselves to the lesson. One method to activate students’ previous knowledge is through semantic mapping.

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.

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.

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.