The Seven Basic Beliefs About Guidance

The importance of establishing a strong and meaningful educator-child relationship has been acknowledged and stressed by both NQS and VEYLDF. According to NQS 5.1, a respectful and equitable relationship is required to be constructed and maintained between educators and each child. It points out that experiencing supportive relationships enables children to express their ideas, to establish self-assurance and to see themselves as competent and capable learners. This is reflected in the VEYLDF, according to which the Practice Principle 5 states that the nurturing and respectful relationships with educators enable children to learn and become confident individuals (DEECD, 2011). Furthermore, the goal of NQS 5.1 is to provide consistent reciprocal

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

This artifact Philosophy of Guidance was created for my Guiding the Behavior of Children course. This assignment was a reflection paper about my views on what works best for guiding children. This was also the finally assignment for my guiding behavior course. It was in three parts the introduction, supporting evidence for argument and finally the conclusion. To support my argument I did research current theories and used several terms that learned while taking the course.

It is unrealistic for me as a counselor to think I am ready for every situation to counsel people. I realize that every client is different, and they are each facing different issues and struggles. One area that I will continue to work on is myself. I want to continue to learn the counseling field and the changes that happen every day. I will continue to be part of organizations such as the ACA and ASCA for professional development.

Supporting student outcomes and holistic wellbeing is an essential role as an educator. To continually improve outcomes and wellbeing it is critical that teachers take on additional roles and responsibilities around the school. Previous experience in these roles and provided me with holistic enjoyment watching students grow into lifelong learners. I have proven the ability to take on additional roles and responsibilities by:

The construct of Administrative Support was measured through the subscales of Emotional Support., Informational Support, Instrumental Support and Appraisal Support. Teachers’ support areas were identified as follows: (a) trained paraprofessional assistants; (b) work load; (c) time for planning, collaboration, and consultation; (d) availability of qualified related services professionals; (e) in-service training and workshops; and (f) mentoring in classroom instructional strategies and behavioral interventions.

My philosophy of the child guidance is to guide the child through my three personal values and the child observation. Those are let the children explore their curiosity, feel other with empathy, and take responsibility for themselves and others.

There are many theories of leadership. Depending on the researcher, some theories may also be subdivided based on specific characteristic. Nevertheless, regardless of the researcher’s views, for the practitioner, it is important to be cognizant of their personal style. The responsibilities of an educational leader are vast and varied. They must be able to be effective with the faculty, support staff, students, parents, community members, supervisors, and colleagues (Avolio, Walumbwa, & Weber, 2009). Being aware of a personal leadership style can help a leader identify areas of needs, strengths, and areas for further development. This paper is a reflective exploration

I had the chance to observe Renee Perry’s first grade class at Lucile Sounders. She has nine years of teaching experience in education, from grades kindergarten through first. She also taught at an elementary school before moving to Fayetteville North Carolina. She shared with me the importance of having a supportive team while teaching. When I say supportive team I mean other teacher who teaches the same grade as you do. Having a supportive team allows you to be able to vent and ask for advice on how to deal with certain situations. It also allows you to share various lesson plans ideas on different subjects.

This experience allows a teacher to film their pedagogy, and send it to a professional coach to analyze. Once the coach has analyzed the video, they select videos and write prompts for the teacher to watch and answer. As the process progress, the teacher and the coach communicate to improve and implement better social and emotional skills. This resource follows the guidelines of the article by understanding how important the teachers’ social and emotional skills are, and by working towards a solution to the problem. In order to get the best performance out of students, they have to be in a facility that models the correct way to handle social and emotional

An effective educational leader has the requisite understanding of self in terms of his or her capabilities and limitations. The leader also knows what he stands for. The knowledge of the strengths that a person has a leader helps them come up with methods that build on their strengths and continually build on the weaknesses to be better leaders. A good educational leader shares his strengths with the followers and seeks the opinion of the followers on his or her weaknesses (Green, 2013). The educational leader can acknowledge help in the areas where he or she is not as

Guiding children's behavior is a biggest challenge many teachers face. Teachers use the most appropriate guidance and discipline practices to encourage and strengthen positive behaviors for children. As a teacher, I will be using positive strategies in my classroom. I will make sure to always give children choices. By giving them choices, I am giving them control. Of course the choices will be good options to pick. Having a daily routine is important. Routines are the backbone of daily classroom life.Efficient routines make it easier for students to learn and achieve more, and it saves valuable classroom time. Students need structure, and if a schedule is followed, then they will better accept transitions.Children will know what is expected

When it comes to using positive guidance strategies with young children, I find that discipline, guidance, and punishment are all teaching or learning skills necessary to be a productive teacher. As stated in chapter 5, “when talking about discipline, keep in mind the differences among the three words and be precise in your choice of words.” (Marion, 2015, p. 124) in which case discipline is Latin for “teaching and learning” versus punishing a child with physical aggression.

There is really a need to look into the welfare of pupils so that they could achieve to the fullest. It is a fact that when a pupil has emotional or personal problems, he cannot make use of his potentialities. Guidance is a process of helping the individual to understand himself and his world so he can utilize his potentialities. Guidance is a process of helping the individual to understand himself and his world so he can utilize his potentialities (Shertzer and Stone, 2013). It is a process of helping individuals develop to the maximum of his capacity in the direction most beneficial to himself and his society Guidance is helping a person to see through himself in order that he may see himself through (Hamrin as cited by NSGMED, 2014).