Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Role of the Guidance Counselor. |
| Quelle | (1991), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Behaviorism; Counseling Objectives; Counselor Role; Counselor Teacher Cooperation; Curriculum Development; Educational Counseling; Elementary Secondary Education; Guidance; Humanism; Psychology; School Counselors; Student Needs |
| Abstract | The guidance counselor needs to be actively involved in improving the curriculum. There are definite guidelines counselors should follow when helping teachers provide individual help to students in the classroom and school setting. A counselor should help teachers perceive meaning in providing for each student in the curriculum, thus adjusting the curriculum to each student rather than forcing the student to adjust to the curriculum. Counselors should assist teachers in using appropriate pretest approaches so that the present achievement level of each student may be evaluated. It is important that counselors aid teachers in providing for individual differences. Counselors can help teachers view problem solving as a major philosophy of teaching, guiding them to identify vital problems, gather related data, develop hypotheses, and test the hypotheses in a functional setting. Counselors need to be able to work with teachers to identify and solve problems related to discipline, attention for learning, social development, optimal individual student progress, and specific problems in learning. Counselors may assist teachers in helping students to be accepting of and accepted by others and in providing for both the emotional needs of students and for their individually based learning experience. The guidance counselor needs to assist teachers in understanding and utilizing desired tenets from behavioristic and humanistic approaches. The guidance counselor should assist teachers in providing for individual differences and emotional needs, in utilizing problem solving procedures, and in accepting students as human beings having much worth. (BHK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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