The main purpose of this article, "Bringing Mental Health needs into focus through School Counseling Program Transformation” was to explained how a transformation of a program in a school setting can help tremendously the overall well-being of students. This transformation was done with the collaboration and effort of school counselors, administration, and teachers. This article focus on the need for school counselors to be involved more into the mental health problems of the students, rather than being so overwhelmed with managing testing, clerical tasks, and tracking credits (Gruman, Marston, & Koon, 2013). The first main point this article wanted to explain to the reader was the link between students’ psychological concerns and the students’ ability to succeed academically in school. In addition, to point out the difficulties that school counselors experienced to help students with high risk mental problems.
I believe that once the triggers are identified then most behavior outbursts can be avoided or minimized. I can also put together a positive intervention behavior plan to redirect the student and teach him to think before he acts. I believe all students can learn and it is our jobs as educators to teach them, even if what we are teaching them is how to deal with their emotions so they can be successful in the classroom. I. Functional Behavioral Assessment There are generally two important issues that teachers must deal with as regards their students, first, those who are active and inquisitive and those who are commonly sent to the principal’s office because of their disruptive behavior. Notwithstanding the manner by which they behave in class, there is no doubt that students are expected to follow the same rules and regulations while thee are in school.
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(2013). Addressing student mental health needs by providing direct and indirect services and building alliances in the community. Professional School Counseling, 16(5), 323-332. Sikes, A., Cole, R. F., McBride, R., Fusco, A., & Lauka, J. (2009).
Following it will be describe two models, clinical supervision and peer coaching, similes and differences among the models, analyze the strengths and weaknesses of each model, how each model uses assessing and planning skills and each model's contribution to the supervisory process. Similes and differences Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process.
Educators will face difficulties in providing a satisfactory level of education without the necessary skills to communicate effectively to these groups of people. Early childhood educators with effective communication skills demonstrate an ability to adapt their teaching methods to suit the needs of their young individual students, which benefits the progression in child development. The teacher’s positive mood determines the emotional climate of the classroom, creating a healthy and safe learning environment for the children and allows teachers to communicate comfortably with children, parents and colleagues, therefore, resolving issues efficiently. Early childhood educators who communicate effectively with children and parents create a positive classroom atmosphere, where successful learning can take place. Teachers and parents must be able to communicate and cooperate to build a strong relationship for the best interests of the child.
Once they come into the knowledge of what affects or influences students’ constructive way of thinking, they are able to implement effect teaching methods that will effectively guide students in developing self-teaching mechanisms of learning and application of the material being taught. Major contributors (if any) &/or Principles/Theories Ernst von Glasersfield, a radical constructivist, was a well-known advocate for teaching practices that encouraged the learner to be an active participant in his/her learning (Joldersma, 2011). He felt that knowledge was a connection between cognition and mind-independent reality. Von Glasersfield believed that learning, a conceptual activity, requires action by the learner, including reflection, verbalizing, and conversatio... ... middle of paper ... ... & Brendel, J. M. (2009). Dysfunctional Family Structures and Aggression in Children: A Case for School-Based, Systemic Approaches With Violent Students.