Level 1 tc b7 concept paper

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Level 1 tc b7 concept paper

  1. 1. COLLEGE GUIDANCE CENTER Ateneo de Naga University Level 1 Teacher Counselors’ Training (Batch 7) December 5-6, 2013 Arrupe Convention Hall I. Rationale Schools have as their major goal the fostering of the overall development of a healthy personality of their students (Bojuwoye, 2004). The process of this holistic development calls for a consideration of a number of dynamic factors which may include the intellectual, social, emotional, physical, vocational, moral, and cultural adjustments of the students. The development of the healthy personality and social skills of the students is as important as the development of their academic competencies. With this for a fact, it becomes reasonable to find an avenue to increase the effectiveness of social services which the school is expected to provide for the students. Classroom teachers are considered the major school sector who experience daily interaction with students (Patterson & Sikler, 1974). Moreover, these teachers spend the largest amount of their time with students than any other member of the school staff. Teachers are frequently seen as the most potent helpers in the school environment. Gibson and Mitchell (2003) also highlighted that teachers are the most important professionals in the school setting. They are the vital link in the integration of affective education into the curriculum. Smith (2004), however, discussed that among students, they prefer teachers who exert effort in developing good interpersonal relationships with them, have the willingness to listen to them, help them with their problems, and care for their emotional needs and well-being. Highlighting the important roles teachers play in the classroom would mean an expansion of the concept of teaching. This concept, however, does not mean deviating from the traditional ways of classroom management but simply a call for a greater awareness that a form of developmental learning in the classroom deserves equal attention. With higher expectations and regard from teachers, the school should empower them toward a more formalized helping roles. Being considered as the first line of helpers in the classroom setting, teachers would have to be provided with the necessary skills training that would facilitate a more personalized and individualized relationship with their students. Furthermore, to promote students' affective development and to be able to relate effectively with them, teachers need pre-service training (Bojuwoye, 2004). Schmidt (1993 as cited in Aluede & Egbochuku, 2009) stressed that no school counseling program can be successful without the support of the teachers in school. The roles teachers play should not be underestimated in the entire scheme of things. Teachers are considered of great help in the school counseling program. They are the primary sources of referrals of students who are in need of additional or special assistance (Gibson & Mitchell, 2003). Thus, teachers’ support and participation are very vital to any program that involves students. Teachers are called to go beyond their traditional roles and should play a significant role in participating in the school counseling programs. Specifically, teachers then need counseling skills (Fairchild, 1977) as well as human relation skills (De Boer & Hayes, 1982) if they are to assist in the all-around development of the students. Knowledge of counseling skills would definitely help teachers focus more on the needs of students and make them able to assist the students to more significant realization of the latter’s needs and aspirations. Knowledge of counseling skills will also give teachers an opportunity to understand deeper and be able to form insights concerning many students’ problems that may have positive effects in the students’ academic performance. Furthermore, knowledge and practice of these counseling skills can 1
  2. 2. also assist teachers become aware of the needs to improve learning environment and have a more personalized relationship with students. From School Year 2008-2009 to School Year 2012 to 2013, the CGC has already conducted six (6) batches of Level 1 TC Training and five (5) batches of Level 2 TC training. In total we already have 154 Teacher Counselors who were able to attend Level 1 Training and 85 Teacher Counselors who were able to attend Level 2 Training. They came from the various Colleges, Formation and Student Support Offices, Academic Support Offices, and even from the High School Department. All the participants expressed the relevance of their training. In reference to the Ignatian Formation Program for teachers, basic counseling skills are among the skills expected of teachers who are especially in the probationary period. Under the Teaching Spirituality component, faculty members who are in their probation years (1 st three years of service) are encouraged to attend the in-service training program on facilitating and basic counseling techniques (ADNU Ignatian Formation Program Design for Faculty Members). Training on basic counseling is made available to teachers to assist them in developing appropriate handling of students’ psychoemotional concerns. The acquired skills may also lead to a deeper appreciation of and commitment to the profession of teaching as a ministry. Moreover, this training program is also responsive to St. Ignatius’ call for “Cura Personalis”. By offering the program, it is not only the teachers’ need for support that is addressed but also the students’ personal and developmental needs as young adults. Finally, of whatever skills that the teachers might acquire from this activity, it would be the students themselves who will benefit. Objectives: to: II. At the end of this program, the participants would have the chance 1. Surface and process some personal concerns and realize how their own paradigms and predispositions impact on their interaction with their students; 2. Be made aware of the interaction and similarity between the role of the Ignatian Pedagogue and the traits of a counselor; 3. Develop empathy toward students through an understanding of their cognitive, psychosocial, and physical developmental stages, specifically issues and concerns of young adults; 4. Develop insights from the counseling approaches as “tool” for ministry in general, not merely as as structure limited to a one-on-one encounter. Thus, those insights maybe utilized in a more effective classroom management; 5. Become aware as teachers of how they project themselves to their students, with an emphasis on developing helping and facilitative behaviors especially in a one-on-one academic advising; 6. Acquire basic counseling skills to help students on an individual basis; and 7. Get to know the referral system and able able to use them in responding to crisis situations. The training framework PART 1 Way of Being Understanding Myself (I as a Teacher – the person of the TeacherCounselor) • • • Kumustahan; self-check; unloading of baggages; role of wellness in profession Increase self-awareness; opportunity for self-disclosure; Understanding the role of a teacher in the Ignatian formation context PART 3 Way of Intervening Basic Counseling Techniques (going beyond the concept of teaching) • • Building empathy; spotting techniques Introductory skills in helping students PART 4 • Practicum 2 Application of skills through role playing and feedbacking
  3. 3. PART 2 Way of Understanding Understanding My Students • • • General profile of the students (through exit interview and MPCL results) Understanding the world of adolescents Develop empathy skills through understanding adolescents’ stages, issues and concerns PART 5 Input on Crisis Intervention • Presentation on the different guidance services offered • Referral system; areas for collaboration The above training framework, starts with Understanding one’s self (I as a Teacher). The person of the counselor is one important area in the course of a counseling relationship. Self awareness is also within the philosophies of the Ignatian formation. In achieving self-awareness, the session aims to assist participants in unloading possible baggage that may be getting in the way of a successful helping relationship. The session will also present certain traits and qualities that are necessary in a counseling relationship. Understanding the world of adolescents (My Students) is the next topic. This session will present the different developmental tasks or stages that adolescents go through. To give support to these theories, results of the exit interviews with graduating students, as well as Mooney Problem Checklist results of freshmen students will also be presented. Discussions on the theories and the results of the exit interviews & MPCL will give participants a clearer picture of the common concerns and issues experienced by adolescents in the present generation. This activity hopes to address issues and concerns of students that may greatly affect their academic and personal lives. Having understood the possible concerns and issues commonly experienced by adolescents, the teachers will be introduced to the Basics of Counseling. In this topic, participants will be taught spotting skills, building empathy, and other basic helping skills to assist them in their teacher-student relationship. Techniques and skills will be discussed to help participants improve their classroom and/or student management. For a deeper appreciation of the basic counseling skills, the Practicum activity will provide a venue for application of theories learned in the earlier activities. This session will include simulation, role playing, small group discussions, and feedback giving. The final activity is an input on Crisis Intervention. This session will discuss possible areas for collaboration between the faculty and the College Guidance Center. Inputs will not only be limited to the discussion of the present referral system, but will also include the opportunity to understand the different services being offered by the College Guidance Center. As a final note: a successful counseling program needs the strong support of the teachers in the school setting. Helping students experience holistic formation calls teachers to go beyond traditional classroom teaching. By assisting teachers acquire basic helping skills, a more supportive and personalized learning environment for all students can be provided. 3
  4. 4. LEVEL 1 TEACHER – COUNSELORS’ TRAINING BATCH 7 December 5-6, 2013 PROGRAM FLOW Day 1 (December 5-6, 2013) Time Activities 8:00 - 8:25 am 8:25 – 8:30 Registration Opening Prayer Welcome Remarks 8:30 – 8:35 House Rules Program Flow 8:35 – 9:15 Introduction  Expectation Setting  Psychological Contracting  Getting-to-Know-You Activity 9:15 – 10:00 Part 1: I as a Teacher Where I am Right Now (Going back to the person of the Teacher Counselor)   10.00 – 10:30 10:30 – 10:50 10:50 – 11:20 Importance of WELLNESS in the helping profession Unloading mental baggages as one way for promoting wellness Activity on Johari’s Window (Individual Brainstorming & Group Sharing)  Identifying open & hidden self and blind and unknown self. Health Break Small Group Sharing. Participants share in the small group their personal interpretation of the illustrations made. They will answer the questions:  How does your personal concern affect you in the classroom? Proposed Speaker/ Main Facilitator Secretariat Committee Video Prayer Ms. Julma V. Bonnevie, M.A., CCOP Deputy Director, College Guidance Center Ms. Marie Elaine A. Florece Program Committee Fr. Jose C. Embile, S.J, R.G.C Clinical Supervisor, CGC; and Faculty member (Undergraduate and Graduate School) Fr. Jose C. Embile, S.J, R.G.C Clinical Supervisor, CGC; and Faculty member (Undergraduate and Graduate School) Materials Needed Registration Sheets Laptop and Projector Microphone Laptop and Projector Microphone Manila Paper, masking tape and Pentel Pens Laptop and Projector Microphone Fr. Embile Secretariat Committee to help distribute materials for the activity Counselors Player and CD for playing soft music 4
  5. 5.  11:20 – 12:00nn 12:00 – 1:00 pm 1.00 – 1:15 1:15 – 2:00 Insights from the activity Input - My role as a teacher-counselor  Teachers’ impact to their students  Comparing the role of the Ignatian Pedagogue with the traits of a counselor with emphasis on “Cura Personalis”  Reasons counseling approach and principles are relevant to my role as a teacher Lunch Registration and settling down Ice breaker 2:30 – 3:00 3:00 – 4:00 4:00 - 4:30 Laptop and Projector Microphone Secretariat Committee PC/SV Registration Sheets Microphone Part 2: My Students  General Profile of a College Student (Based on several year level tests results)  Common Problems of Students (Based on the Mooney Problem Checklist) – if available 2:00 – 2:30 Fr. Embile Small group discussion: Participants react to the problems presented Questions:  What are some common behaviors that distract you in the classroom?  What is it in a student that frustrates you?  What do you think are the causes of these behaviors? (group writes answers in manila paper) Health Break Understanding the World of the Adolescent  Developmental stages of adolescents  Discussion of emotional, psychosocial concerns that impact on learning and behavior (may discuss the following phenomena such as failing grades, relationship problems, suicidal ideation and etc.)  Effectivity of students’ coping styles.  May also discuss communication problems between teachers and learners Small group discussion:  Putting yourself in the shoes of an adolescent, answer the same question: What do you think are the causes of these problem behaviors? Dr. Lynette FC. Mendoza, RP, RPm, CASP, Director, Institutional Testing Center Faculty Member of Psychology Department Dr. Mendoza and the Counselors Laptop and Projector Microphone Manila Paper Pentel Pens Laptop and Projector Microphone Ms. Marianne Permale, M.A. Department Chairperson of Elementary Education/ Faculty Member of Psychology Department Ms. Permale and Counselors Manila Paper Pentel Pens 5
  6. 6. As a teacher, how would you address these behaviors? (group writes answers in manila paper) Group Leaders Report what has been discussed by the small groups Recap synthesis and reminders Closing Prayer End of Day 1  4:30 – 5:00 5:00 pm Day 2 (December 6, 2013) Time 8:00 – 8:30 am 8:30 – 10:00 Activities Registration Opening Prayer Ice Breaker Part 3: Basic Counseling Techniques   10.00 – 10:30 10:30 – 11:30 11:30-1:00 pm 1:00 – 1:30 Spotting Techniques Building empathy during one-onone advising Health Break Continuation of Part 3  Micro skills of counseling  Counseling ethics  Workshop on counseling Lunch Registration Ice breaker Part 4: Practicum Introduction to Workshop (1:30-1:45) 1:30 – 3:15 Workshop Proper: Role Playing (1:45 – 2:30)  Participants will be grouped into 8.  One participant will play the role of a counselor, while the two other participants will play as observers.  Each group will be assigned a student (peer counselor/student volunteer) to play the role of a counselee.  A Guidance Counselor will also play the role of an observer.  Observers will make use of a feedback checklist for critiquing. Program Committee Masking Tape Microphone Program Committee Proposed Speaker/ Main Facilitator Secretariat Committee Program Committee PC-SV Ms. Catherine Bobis, M.A., CCOP Faculty member (Undergraduate and Graduate School) Materials Needed Registration sheets Microphone Laptop and Projector Laptop and Projector Microphone Ms. Bobis Laptop and Projector Microphone Secretariat Committee PCSKV Ms. Bobis Cluster Head Counselors Student Volunteers Registration sheets Microphone Feedback Checklist 1 Feedback Checklist 2 Rating Guide on Communication Skills (Verbal/NonVerbal) in Counseling *Role playing will be done in a round-robin approach – that is, all members will have to change roles. Each participant will have the chance to take the role of a counselor and an observer. *Five minutes is allotted per round. Small group feed backing (2:30 – 3:00) 6
  7. 7.    Using the feedback sheets, observers give feedback to the participant who played as counselor (helper). Observers make sure to give enough time for feedback specifically to the helper. Guidance Counselor will give general feedback on the activity. He/she must maximize the time for learning experience. Big group feedback and Processing (3:00 – 3:15)  Process both the helpee (counselee) and the helper (counselor). For the helper: 1. What steps were you able to accomplish as the helper? 2. How did you feel? 3. What do you feel you need to work on? 4. What insights have you gained from this experience? 3:15 – 3:30 3:30 – 4.00 4:00 – 4.30 4.30 – 5:00 For the helpee: 1. How did you find your helper? 2. How did you feel towards the way you were helped? 3. What areas do you think should be worked on? 4. What insights have you gained from this experience? Synthesis and Wrap Up of the Workshop Health Break Part 5: Input on Crisis Intervention Present relevant guidance services (i.e. referral system and etc.) Other suggestions and recommendations Working break (Snacks to be distributed) Closing Paraliturgy Evaluation Closing Remarks Ms. Julma V. Laptop and Projector Bonnevie, M.A., Microphone CCOP Deputy Director for Operations, CGC Campus Ministry Secretariat Committee Program Committee Rufino Ll. Ramos III, Ph.D., RGC, CCOP, CASP, CCLP Director, College Guidance Center Laptop and Projector Microphone Evaluation forms Certificates Distribution of certificates Secretariat Committee 5:00 pm End of Day 2 End of the Program 7
  8. 8. III. Mechanics for Implementation Cluster Head is assigned to generate the concept paper, program flow, create committees to facilitate implementation of tasks and be the budget officer for the program. The different committees are the following along with their assigned tasks: 1. Secretariat Committee – Ate Norie/Ate Rache/Ate Jelai  Preparation of registration sheets and evaluation forms  Compose letters to the deans, dept. chairs, invited speakers, and other target units  Prepare ID’s for participants, staff, and speakers  Prepare certificates for participants, staff, and speakers  Prepare seminar kit (photocopy and collate hand-outs of speakers, forms/worksheets needed for the sessions, paper and colored pens)  Drafting and collation of evaluation forms  Paper and photo documentation of the activity 2. Logistics Committee – Ate Lhen (November)/Ate JC (December)  Reservation of venue to be used (Arrupe Convention Hall)  Reservation of Camera, LCD, and Laptop  Prepare the physical set up of the venue  Distribute letters to participants and speakers  Follow up of participants  Ensure order of chairs in the venue every after break time  Help speaker operate his/her power point presentation  Provide table cloth to be used in the mess hall 3. Program Committee – Ate Elaine  Help cluster head invite and talk with prospective speakers  Ensure smooth flow of the program  Officers of the day (welcome participants, introduce speakers, recap, do processing, etc.)  Prepare the ice breakers  Do wrap-up and synthesis at the end of the program  In charge of the exhibit  In charge of the paraliturgy 4. Food Committee – Ate Agnes  Canvass menu for snacks and lunch during the activity  See to it the organized distribution/serving of meals/snacks  Ensure cleanliness of mess hall; be garbage managers  Buy other materials needed by the committee 8
  9. 9. IV. Budget The budget during the Level 1 Teacher-Counselors’ Training Batch 6 will be adapted for the Batch 7 (see attached proposed budget). Budget will be requested from the Office of the Academic Vice President. In case there will be budget constraints, additional budget will be requested under the Center’s budget for Office Activities. V. Timetable Date October 21-23 November 6, 2013 • • • • November 4-12, 2013 • • November 11-15, 2013 • November 18-22, 2013 November 23-26 November 25-27 November 28-29 December 4, 2013 December 5-6, 2013 December 7, 2013 December 7-8, 2013 December 9, 2013 December 10, 2013 December 11, 2013 • • • • • • • • • • • • • • • • • • • • • • • • • • Activity Revision of concept paper Draft letter template for speakers and participants Presentation of concept paper and creation of committees Reservation of venue & equipment to be used (tables, chairs, bulletin boards, sala set, LCD, Laptop, digicam, overhead projector, etc) Letter to AVP to endorse pax & speakers to file for OB Preparation for communications to Deans, Chairs, other prospective participants, and speakers Distribution of Communications to Deans, Chairs, other prospective participants and speakers Prepare suggested menu for snacks & lunch Source for rental of table cloth Follow up on Deans & Chairs for the participants Follow up speakers Prepare IDs, certificates, and kits of participants Prepare evaluation forms Prepare IDs, certificates of speakers & staff Tentative list of participants Follow up hand-outs of speakers (if there are additional handouts) Finalize list of staff Preparations for exhibits Finalize menu Finalize speakers’ handouts (photocopy, collate) Finalize secretariat concerns (ids, certificates, list of participants, - if there are +/- on participants) Finalize list of participants Prepare seminar kits of participants Table cloth rental Coordinate with caterer Technical Dry Run Set up of venue  Training venue  Pantry area  Exhibit area Training Days Preparation of Liquidation Report Tabulation of Attendance & Evaluation ratings Submission of Liquidation Report ( to Cluster Head) Submission of Liquidation Report (Treasurer’s Office) Prepare paper and photo documentation • Committee In-Charge Cluster Head • • Cluster Head Logistics Committee • Secretariat Committee • Secretariat Committee • Logistics Committee • • • • • • • • • • Food Committee Food Committee Secretariat Committee Cluster Head Secretariat Committee Secretariat Committee Secretariat Committee Secretariat Committee Cluster Head Cluster Head • • • • Program Committee Food Committee Cluster Head Secretariat Committee • • • • • Secretariat Committee Secretariat Committee Logistic Committee Food Committee Logistics Committee • Food Committee • Program Committee • • • • • • All Committees All Committees Secretariat Committee All Committees Cluster Head Secretariat Committee 9
  10. 10. VI. Evaluation The same evaluation form used during the previous Teacher-Counselors’ Trainings will be used for this batch. The evaluation tool will measure relevance and clarity of lecture/workshop contents, conduciveness of the venue for the activity, effectiveness of the speakers’ discussion, appropriateness of snacks and meals and other related factors in the activity. VII. References Aluede, O. & Egbochuku, E. (2009). Teachers’ opinions of school counseling programs in Nigerian secondary schools. Educational Research Quarterly, 33 (1), 42-59. Beesley, D. (2004). Teachers’ perception of school counselor effectiveness: Collaborating for student success. Education, 125, 259-351. Bojuwage, O. (2004). Counseling, human relations and teacher education: A collaborative model for teacher training programmes in Nigeria. Retrieved on October 12, 2009 from http://www.unilorin.edu.ng/journaleducation. Boyd, S. (2001, October). The Human Side of Teaching: Effective Listening. Techniques: Connecting Education & Careers, 76 (7), 60. Retrieved October 12, 2009, from Vocational and Career Collection database. De Boer, G. & Hayes, R. (1982). The human service educator: A collaborative model for counselors and teachers. The Personnel and Guidance Journal, 61 (2), 77-80. Fairchild, M. (1977). Counseling Exceptional Children. Austin Texas: Library of Congress. Gibson, R.L. & Mitchell, M.H. (1986). Introduction to counseling and guidance (2 nd ed.). New York: McMillan. Kottler, J., & Kottler, E. (2006). Counseling Skills for Teachers. Corwin Press. Marzano, R., & Marzano, J. (2003). The Key to Classroom Management. Educational Leadership, 61(8), 6 - 11. Patterson, L.E. & Sikler, J.R. (1974). Teachers as helpers: Extending guidance contact. The School Counselor, 22 (2), 113 – 120. Rice, G., & Smith, W. (1993). Linking Effective Counseling and Teaching Skills. School Counselor, 40(3), 201 – 209. Ryan, C., & Others, A. (1986). Human Relations Skills Training in Teacher Education: The Link to Effective Practice. Journal of Counseling & Development, 65 (2), 114-120. Schmidt, T. (2003). Post-secondary perceptions of the secondary school counselors and their functions at the high school level. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University. Falls Church. 10
  11. 11. PROPOSED BUDGET FOR LEVEL 1 TEACHER-COUNSELORS’ TRAINING (BATCH 7) December 5-6, 2013 Arrupe Convention Hall ITEMS Secretariat Committee  Teasers and invitations @ Php 25.00 x 8 packs  Ink Refill @ P295.00 x 4  Photocopying of handouts (max of 50 pcs per pax) @ 1.00 x 50 pages x 35 pax  ID’s and Certificates for participants @ 25.00 x 15 packs  Certificates for staff @ 25.00 x 8 packs  Other materials (manila papers, colored pens, masking tape, notebooks, ballpens, brown envelope, white board marker, id cord)  Clear book  Printing of pictures  Transportation Food Committee  Snacks @ PhP 25.00 x 60* pax x 4  Meals @ 50.00 x 60* pax x 2  Additional snacks for 2nd day @ 20.00 x 10 pax  Mineral Water for Speakers @ 20/pc. x 5  Coffee, sugar, styro cups and candies  Water Supply @ 35.00 x 6 rounds  Transportation Logistics Committee  Table cloth rental @ 50.00 x 20 pcs  Laundry for table cloth used @ 35.00 x 10 kilos  Materials for para liturgy Program Committee  Token for speakers @ 1,500.00 x 4 speakers  Materials for exhibit GRAND TOTAL Sub Total Total P 200.00 1,180.00 1,750.00 375.00 200.00 2,000.00 475.00 160.00 200.00 P 6,540.00 P 6,000.00 6,000.00 200.00 100.00 1,500.00 210.00 200.00 14,210.00 P 1,000.00 350.00 500.00 1,850.00 P 6,000.00 620.00 6,620.00 P 29,220.00 *60 = 35 participants + 25 staff (GCs & students) and speakers 11

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