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Missouri Department of Elementary & Secondary Education. (n.d.). SE2 6-8th grade unit 2 all units. https://dese.mo.gov/media/pdf/se2-6-8th-grade-unit-3-all-units

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Search for up-to-date data on all Missouri School Districts.

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This lesson plan is for 6th graders, and it is called "My Problem...Your Problem...Our Problem".

Goal
This lesson plan aims to teach students problem-solving techniques and conflict resolution.

Challenges
I chose a 6th grade lesson plan because I find 6th grade students to be easy to teach. Typically, they are still excited about school and want to learn. I have found a challenge in working with this age group: they seek to please. It will be hard to know if they are answering questions because they know what I'm looking for or if they are answering based on their feelings. The best way to know is to watch their actions more than their words. I don't want to dismiss their voices, but I want to see that they can practice their newfound skills. While listening and watching, I can support them in any areas lacking. I can conduct small group sessions and individual sessions for students who seem to be having a particularly hard time with problem-solving and conflict resolution. By following up and reminding students of the skills they have learned, these lessons will impact the school culture and beyoond.

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With support and intentionality from all stakeholders, every student can be college or career-ready by the end of high school. Students’ school environments and available, culturally relevant programs significantly affect how they see themselves as learners and achievers. If deliberate, targeted programs are implemented that are supported by school leadership, a culture of growth and achievement will be fostered.

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"That Is When My Life Changed for the Better": Students' Perceptions of Exemplary School Counselors

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"That Is When My Life Changed for the Better": Students' Perceptions of Exemplary School Counselors

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Gallo, L. L., Bardhoshi, G., & Raush, M. (2020). “That is when my life changed for the better”: Students’ perceptions of exemplary school counselors. Journal of Child and Adolescent Counseling, 6(1), 1-17. https://doi.org/10.1080/23727810.2018.1556984

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School Counselor Competency and Reflection

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School Counselor Competency and Reflection

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My Personal Philosophy  & Vision Statement

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My Personal Philosophy  & Vision Statement

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Personal Philosophy: With support and intentionality from all stakeholders, every student can access proactive counseling programs that support their social-emotional and academic needs in a safe environment and be college or career-ready by the end of high school. Deliberate, targeted programs will be implemented that are supported by school leadership, and available, culturally relevant, data-driven programs will be implemented to foster a culture of growth and achievement.

Vision Statement: My vision is to help students and stakeholders see that counseling is a healthy resource available for all students to assist in reaching academic and mental wellness goals.

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This conflict resolution flyer would be posted around the school for students as a reminder of how to resolve conflict.

I created a flyer instead of an infographic to have something I could use with my students. School violence has increased significantly in the United States. Children are exposed to violence more than ever before, and schools are desperate to find solutions (Bullock & Foegen, 2002). Unfortunately, schools can not affect the policies made by lawmakers, so they are left to find solutions in the school building. One such solution is conflict resolution. Teaching students that conflict is not bad and helping them navigate different perspectives is the core of conflict resolution. Allowing students the time to learn and practice this skill is paramount to curbing school violence (Broadhead, 2009). In my school counseling program, I will teach conflict resolution and follow up by posting flyers around the school as a reminder of what they have learned. I will also check in with students and remind them of the skills and strategies they have learned when they conflict with a peer. Allowing students to practice their skills in real-life situations affords them the opportunity to see how the skill truly looks in practice...and hopefully, the skill will stick.

References:

Broadhead, P. (2009). Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings. Early Years: Journal of International Research & Development, 29(2), 105–118. https://doi.org/10.1080/09575140902864446

Bullock, Cathy, and Anne Foegen. 2002. “Constructive Conflict Resolution for Students with Behavioral Disorders.” Behavioral Disorders 27 (3): 289–95. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=psyh&AN=2002-13935-007&site=eds-live&scope=site

Charrette, Pete. [@CapnPetesPE]. (2017, March 7). A4: Designed this visual inspired by @pe2themax &  @thepespecialist & help from my wife (a counselor) to for conflict resolution #espechat [Image attached] [Tweet]. Twitter. https://twitter.com/CapnPetesPE/status/839289686480801792

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My Experience

I have taken many Implicit Bias tests, so I knew what to expect going into the test. While taking the test, I kept repeating the prompts assigned to my left hand to get them right. I even gave myself a tempo to keep to stay on track. I got one wrong once the test switched the left and right-hand directions. I was slightly frustrated because I’d conditioned myself to the other set of instructions, so it didn’t seem the results would be true if the issue were conditioning.

My Results

I also had a reasonable expectation that I would not get the desired results, and I was right. I was not surprised simply because I’ve never gotten my desired results from an Implicit Bias test. Although I don’t think I have a stronger automatic preference for thin versus fat people, my test determined I do. I found the results interesting because I’m overweight, and I don’t believe I have a bias toward one over the other; however, I will keep these results in mind because I don’t want an unconscious bias to cause me to mistreat others, especially in counseling.

Significant Notices

Again, it stood out that the test determined I prefer thin people over fat people. I’m inclined to disagree, but I understand these tests are designed to help people uncover biases they may not know they have. The most helpful response is to sit with these results and consider my thoughts when dealing with people and serving students.

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My Experience

Having taken many of these tests before, it’s hard for me to get excited about them; however, I was very interested in the Skin Tone test. Before today, I had not taken this one. I took this test like many others: I repeated the prompts assigned to my left hand to get them right. It did not work this time. I believe I struggled because I was sleepy. I got a few of them wrong on this test, and the results showed that.

My Results

According to my results, I have a slight automatic preference for light-skinned people over dark-skinned people. This one is, again, hard to believe. My entire family is dark-skinned, and it is celebrated in our circle. I wasn’t really picked on because of my complexion, so my skin tone isn’t something I’ve worried about in childhood or adulthood. Although I’m not confident in these results, I want to keep them in mind to ensure I’m not unintentionally treating people a certain way because of their skin tones.

Significant Notices

Again, it was interesting that the test determined I have a preference for light-skinned people because my family is dark-skinned…and the man I chose to marry is also dark-skinned. As with the weight implicit bias test, I’m inclined to disagree, but I am more determined to keep an open mind to learn, grow, and change where necessary.