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There are moments when a teacher is teaching, and a student is being disruptive. As a substitute teacher, I also experience disruptive behavior from students. If the teacher continues to stop and tend to the one student being disruptive, the other children will miss valuable in formation. According to Fry et al. (2020), even with effective classroom management strategies, some students exhibit disruptive behaviors.  There is no way around having students in school that may be disruptive but there are strategies that can be in place to manage the disruptive students. According to American School Counselor Association, (2012, as cited in Fry et al., 2020), School counselors are trained to help children with emotional and behavioral needs to improve academically.

This article focused on a study was that examined the effectiveness of two types of group counseling in the elementary school. The group models selected were Child-Centered Group Play Counseling (CCGPC) and the typical group psychoeducational program. This study really helps to explain how the effectiveness of group therapy by the counselor in the schools help to reduce disruptive behavior. The results of the study did prove that group counseling does help students improve academically and reduce their disruptive behavior. Since the students knew they were participating in a study, it may have affected their results. According to Fry et al. (2020), The Hawthorne Effect is a belief that improvement will occur simply because the participants receive special treatment, and they know they are participating in a study.

School counseling programs are effective in the schools to support students along with parents and other staff within the school.

Reference

Fry, M. L., Maclin, V., Newmeyer, M., & Baggerly, J. (2020). Effectiveness of child-centered and psychoeducational groups on disruptive behavior. International Journal of Play Therapy, 29(4), 201–212. https://doi.org/10.1037/pla0000124

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Reference:
What is Cyberbullying. (November, 2021)  https://www.stopbullying.gov/cyberbullying/what-is-it

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Grade Level: Kindergarten
The objective:  Students will use communication skills to know when and how to ask for help when needed
Specific Instructions:
1. Read book and discuss
2. View book on-line at wedolisten.com
3. Complete listening activity

Reference:
https://www.teacherspayteachers.com/Product/Active-Listening-Lesson-for-the-Beginning-of-the-Year-368959?st=9786941ca0043b6ee01cd3163fd07d00

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Harvard Implicit Bias Test: Physically Abled People and Physically Disabled People

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Harvard Implicit Bias Test: Physically Abled People and Physically Disabled People

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The results of this Implicit Association Test really surprised me because I work with children with special needs and I have several friends with a disability. The results shows I have a strong preference for physically abled  people over disabled people.  I disagree with the results of this test because it goes against my core belief and vision for my students. Every student will be treated with respect and receive educational and emotional support. I value all my students. To improve, I will be intentional about treating all students the same regardless of their abilities.

Reference:
https://implicit.harvard.edu/implicit/takeatest.html

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Harvard Implicit Bias Test: Old and Young 

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Harvard Implicit Bias Test: Old and Young 

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The results of this Implicit Association Test really surprised me because I like to spend my time with the elderly. The test results shows that I have a moderate automatic response to young people over old people. When my best friend shares with me about a person she met, she shares the age of the person and states "she in her thirties and no she don't pass the test Shann" My friend makes that statement because she knows I prefer old people. I prefer friends that are older than me. My oldest friend is in her eighties. I feel I have a balance between young and old people according to my test results. My desire is to serve elementary students. I can improve based on the test results by spending more time with my older friends. It has been awhile since I spent time with my older friends.

Reference:
https://implicit.harvard.edu/implicit/takeatest.html

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My overall results of the School Counselor Competency Assessment were 4’s and 5’s. There were several areas where I scored in the 1’s. This assessment really opened my eyes to how much is expected of a school counselor and how much of a team player you really need to be to be successful in this profession.  My top two School Counselor Competency Assessment areas that needs improvement are collaboration and advocacy. I need to work on speaking up because as a school counselor there will be times that I will need to advocate for my job duties, programs, activities, and students. I can start improvement with advocacy by attending planning meetings and sharing my thoughts on changes that needs to place within our local elementary schools. There may be times when I need the support of the parent, the teacher, and the principal, to help the child succeed. I can start improvement with collaboration by subbing for a class that has another teacher present so that I may get more comfortable working with others to complete a common task. The data is another part that I will need to improve upon. I need to work on my organizational skills and make sure that I follow the latest data for my students so that I may support their current needs. I can improve organization skills though my online classes by keeping important documents in certain files on my computer with labels.

In my mind, I pictured my dream job as a school counselor working with students in groups, individual, and teaching prevention classes. I did well in the mindset and the short-term counseling in small group and individual section. I’m not surprise because I look forward to group and individual sessions. According to Association, A.S.C (2019), we are to provide support for students, including individual and small-group counseling, during times of transition, heightened stress, critical change, or other situations impeding student success. (p.99) I am so excited about being able to provide support for students through individual and group counseling. I have a group in mind that I would like to present to the principal in hopes that I will start a group that would empower students to be leaders and make a great impact within their school and community.
I am very surprised of all the expectations for a school counselor and the teamwork that is required in order to be successful. The School Counselor Competency really open my eyes to all the expectations of a school counselor. I'm happy that there is an assessment so I can often self-evaluate throughout my career as a school counselor.

Reference:

Association, A.S. C. (2019). The ASCA National Model: A Framework for School Counseling Programs, fourth edition (4th Edition). American School Counselor Association. https://ambassadored.vitalsource.com/books/978-1-929289-61-5

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All children will benefit from the school counseling program.

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My Personal Philosophy of School Counseling: Vison statement

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My Personal Philosophy of School Counseling: Vison statement

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Every student is important and will be heard. I believe every child is unique and have the ability to learn. No student will be left behind. There are challenging times when students need additional support. For example, it's challenging to focus on a math test when your bestfriend just moved to a different school. The student will be able to come to the school counselor and receive help processing their feelings. The expected outcome is that the student will be able to focus on their schoolwork with minimal distractions. As the school counselor, I will make sure every student receives the educational, emotional, physical, and spiritual support. Every student is important, smart, loved, and needed.
My Vision Statement:
I will provide a safe and comfortable school counseling environment for unique students to receive education and emotional support while igniting their passion for success as future leaders.

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I believe achievement happens when a child feels they are important, cared for by others, loved by others, and feels a great sense of belonging. I believe students need to feel that adults really care and not just showing up for a job. I want the children that walk in my office to feel an overflow of kindness. I also believe every child can learn. We just got to find out what learning style may work best. Some children may comprehend better by reading, while another child may understand better if they watch a video. I also believe that some children may take longer to grasp a concept. I really like growth mindset. I have seen several bulletin boards in schools with growth mindset signs. For example, instead of saying “It’s too hard for me” try saying “It may take me longer to grasp the concepts, but I will get it with more practice”.