As revealed in our interview, prayer is the only thing that teachers do to relieve and help them to enlightened their hearts and minds for what is the right thing to do for them to continue sharing their learning to their students and to lead the students on their right tracks.
The third theme that was raised in this study is about give them task/activity to do. In the view of self-determination theory (SDT), physical activity can be inherently rewarding activity that contributes to both happiness and subjective vitality, when students are active they feel more energy and they satisfy deep psychological needs that contribute to overall sense of wellness (Ryan & Fredrick, 1997).
In addition, students have three basic innate needs: to feel
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2002). Autonomy-supportive motivational strategies aim to nurture students’ inner motivational resources and volitional intentions to act. In classrooms, autonomy can be facilitated by transferring responsibility of the learning process to students, providing choice, connecting to students’ interests, providing explanatory rationales, and creating meaningful and relevant learning activities. Such strategies are aimed at increasing students’ own willingness to engage in learning activities. Conversely, controlling motivational strategies include compelling students to think, feel or act in certain ways, and overruling students’ own perspectives. Controlling teachers motivate students by external incentives, pressure or control instead of relying on students’ inner motivational resources. Such strategies include the use of external rewards such as grades or directive language (Jang et al., …show more content…
School counselors may be able to indirectly support students struggling with social-emotional issues and influence academic achievement by providing consultation to teachers. It is suggested that the mental health needs of students must be addressed if they are expected to succeed in school (Oss, 2004). However, social emotional issues are often overshadowed by academic performance thus ignoring the overall development of the child (Velsor, 2009). Consultation can inform teachers of how to most appropriately respond to students and classroom situations, enhance relationships with their students, and increase academic success (Warren, 2013). School counselors must consider models of consultation that are effective, collaborative, and based on research when supporting teachers and
In this research paper there will be a discussion on how effective school counseling programs are in school. The reason this topic is being researched is because questions have come up asking whether or not school counseling programs are helping the students and what is the role of the school counselor. According to the American School Counseling Association (ASCA) ?A Comprehensive school counseling program is, driven by student data and based on standards in academic, career and personal/social
Whiston, S. C., Tai, W. L., Rahardja, D., & Eder, K. (2009, May 27). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Lamar Library Database. Retrieved June 8, 2014, from http://web.b.ebscohost.com.libproxy.lamar.edu/ehost/pdfviewer/pdfviewer?sid=bf1a795d-657c-406a-83fc-99831939c79c%40sessionmgr113&vid=5&hi
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
Middle school marks a very exciting, yet challenging time for many students, parents, and teachers. During this time period students are exploring their interests, moving deeply into their studies, taking on more responsibilities, and trying to find their personal identities. Most importantly, this is a time where students turn from their parents and seek advice and approval from their peers. Because many adolescents are emotionally sensitive and vulnerable during this stage of development, their heavy reliance on peers for acceptance and approval makes them more susceptible to emotional damage. For that reason, school counselors plays an essential role in the lives of their students. Gonkawon Strother and Sheree Leonard, middle school counselors at Thurgood Marshall Middle School in Temple Hills, Maryland understands the importance of their role. Gonkawon Strother, the primary counselor for sixth and seventh grade students, has been a counselor for five years. His colleague, Sheree Leonard, has been a professional school counselor for three years. Leonard primarily
Teachers are able to set clear goals for learning and relate that learning to the needs of the students therefore motivating the intrinsic learner. While teachers should predominately use intrinsic motivators in their classrooms extrinsic motivators do have their place in motivating the extrinsically orientated student. Extrinsic motivators though should be used with caution as students will only ...
As a school counselor, it is important to be knowledgeable about children and adolescents developmental level in order to choose the appropriate intervention. Vernon (2009) mentions in the text that "counselors must also consider developmental factors in conceptualizing problems, in designing or selecting age-appropriate assessment instruments, and in developing interventions that take into account the child's developmental capabilities" (p. 5). The effect that the developmental levels have on the choice of internvention is that it depends on children and adolescents situtation in terms of physical, cognitive, social and emotional factors. When it comes to those factors, School counselors need to be mindful that children and adolescents
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
The purpose of school counseling is to provide students, teachers, families and the community knowledge on how to offer support to students and create an environment for academic achievement (ASCA, n.d.-c, p. 1). School counseling programs consist of four components found by the American School Counselor Association (ASCA) National Model: foundation, management, delivery and accountability (ASCA, n.d.-c, p. 1). Foundation is the basis or the “what” of a school counseling program and focuses on the student and professional competencies (Erford, 2015b, p. 30). The management component is the “when,” “why,” and “on what authority” of a school counseling program (Erford, 2015b, p. 36). The following are some factors of the management component:
When considering a profession in the field of psychology the professional must consider all the elements that are involved. This paper highlights two theories that are frequently used in school counseling and how these theories have matured over time. Next, I will discuss a theory that was once highly utilized in school counseling that is not as heavily employed today. This paper will then go on to address a research method often used in school counseling. I will conclude the paper with a research article that uses that research method.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
Guidance counseling, also called school counseling, has evolved over the years into an important part of the education system. Counselors are now taking on new roles in schools as leaders so much so that the ways in which counseling is being implemented has become a much talked about topic in schools. The effectiveness of counseling in schools is looked at by the education system more frequently than it was in the past. Though all school counselors must follow a national model for counseling, the roles and functions of counselors at various levels in the school system are different, however, school counselors at all levels of education before college are generally effective despite implications.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
Reeve, J. & Jang, H. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.