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Andrea presented on her experience as an au pair in the United States and her decision about whether to stay or return to Hungary. She discussed how the class helped improve her communication skills, increased her creativity in problem-solving, and reinforced the importance of connections with others. Andrea felt more self-confident and believed the class would help her get a good job and find success and happiness in both her career and personal life in Hungary.
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• How does the counselor illustrate a client-centered “way of understanding” the problem?
• What client-centered techniques does the counselor use in the session?
Interviewee: I’m worried. This week my children’s school counselor called, she wants to meet with me in
person, but I don’t have any time in my day to meet with her. I keep putting her off, I am afraid she is
thinking I am a failure as a mother, I am starting to think I am too.
Interviewer: You’re worried that you are failing your children because it’s difficult for you to meet with
the school counselor.
Interviewee: What if I am a failure; I just can’t be there for my children like I should be. If I am not on my
full time job, I am at one of my classes or doing my schoolwork. What if my school is getting in the way of
me being a good parent? Am I being selfish? Maybe I should drop out of school to have more time with
my children; I just don’t know what to do.
Interviewer: You have so many responsibilities, it is difficult to find the time you want to spend with your
children. I mean, it must be challenging to find openings in your schedule for meetings or appointments,
so challenging that you are wondering if it’s all worth it.
Interviewee: I am, I never thought I’d get to this point of my studies anyway. I didn’t do very well in
school as a child. In fact, I really didn’t like school until college. It was so hard to focus and reading was so
hard for me in the beginning they put me in the slow reading group, which was so embarrassing. I
thought I was never going to learn to read well. My teacher and parents thought I just wasn’t trying hard
enough or that I wasn’t paying enough attention. They would get really frustrated with me because it
would take me so long to get anything done. Eventually my school counselor convinced my parents to
have me tested. The results indicated that I had a learning disability.
Interviewer: School was tough for you in the beginning, so tough in fact that you never imagined that
you would be in college someday, not to mention applying to graduate school and hoping to become a
counselor.
Interviewee: I still wonder sometimes if I’m cut out for this.
Interviewer: Those early doubts about your potential creep back into your mind sometimes.
Interviewee: They do, I see myself in my children, I don’t want them to go to what I went through. When I
go into their school building it brings so much of it back, I begin to feel those awful feelings again like, I
am a fai ...
· Journal AActually, my feeling for this class is not clear y.docx
· Journal A:
Actually, my feeling for this class is not clear yet, because it is my first time to attend this kind of classes, which I was told that I have to take this class due to my low GPA. Honestly, I was not happy to know that I have to take this kind of classes because my grade, because I thought this class will be a time wasting for me. Also I do not like to be forced to do something that I do not like to do. However, from what we have discussed on the first class I am pretty sure that it is going to be a good experience for me in several ways such as writing journals, how to organize my schedule, and the most important thing is that how to succeed in college. Also, since I am an international student, I need to learn many skills, which this class will do it. For example, self-reflection is very important skill in this class, and it is a new skill that I need to improve myself on it by writing down my own ideas and thoughts to make a good piece of writing.
· Reflection:
As I have said on the first journal, my feeling was not that much good for this class because I thought it is going to be a time wasting, but through the semester I found out that it is really helpful and useful class, which has improved my skills and I have met many good friends and I was really glad to work with. I am sure that the time I have spent in this class was worth it.
· Journal B
Everyone has a blind spot in their personality that they don’t know about it. According to Lynn Little blind spot is “the grid that represents information that is known-by-others but not known-by-self”. There are some steps to find the blind spots in my personality that would do such as quick thinking, analysis my feelings, and ask others. First of all is quick thinking, which means to think about what I do not know about myself and others might know about me from my behavior. Second, by analyzing my feelings there is a big chance to find out some new things about my personality that I have never thought or felt about it before, which could make a huge difference. Third step is asking other people for a feedback about myself, and what they see on me According to my behavior. So, if I do like what I have found about myself by the previous steps, I would keep doing them and try to improve and develop these behaviors on my personality to get the best in myself. On the other hand, if I do not like what I have discovered about my blind spots, or myself, I will stop it immediately to avoid it or try to fix what it could be fixed by getting more knowledge about it. I believe that knowing my blind spots will support to change the way I think, behave and feel. Also, it will help me to reach more prospects for success in my college life and after college life.
· Reflection:
Since I have thought about my blind spot in my personality, I have discovered many things that if I changed them, I can improve my personality, which will help me to understand other people. Also, it can help me to impro.
Jordan schmitz portfolio
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- She found it challenging to teach using prescribed coursebooks as the students had limited listening skills and interaction in English.
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- Working with teenagers helped her appreciate focusing on student learning over her own preferences and gaining student trust takes time and flexibility.
- Keeping a teaching journal allowed her to reflect deeply and improve her practice based on tutor feedback.
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