Edu 3073

7/17/2019 Edu 3073

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Part a

While everyone would agree that the best perk of becoming a teacher is the

opportunity to help children become self-aware individuals and instill them

with a life-long love of learning, you don't hear much about the other perks

and benets of being a teacher. Being a teacher, we might be facing with lots

of problems that occur among our pupils. Be it behaviour problem, learning

problem and many more.

eachers who can draw on a range of responses when dealing with

common classroom misbehaviors are more likely to keep those students in

the classroom, resulting in fewer disruptions to instruction, enhanced teacher

authority, and better learning outcomes for struggling students !"prick,

Borgmeier, # $olet, %&&%. herefore, it is very important for a teacher to

integrate the basic counseling skills in assisting the process of teaching and

learning.

(ccording to British (ssociation of )ounseling *++*, counseling is the

skill and principal use of a relationship to facilitate self-knowledge, emotional

acceptance and growth, and the optimal development of personal resources.

he overall aim is to provide an opportunity to work towards living more

satisfying and resourcefully. ( good teacher is a teacher who can understand

and inspire the students.

astering the basic counseling skill will enable the teacher to help

pupils eploring many aspects of their life and feelings, by talking openly and

freely. his is because talking in such a way it is rarely possible with family

or friends, who are likely to be emotionally involved and have opinions and

biases that may be detrimental to the success of the counseling. t also gives

pupils the opportunity to epress di/cult feelings such as anger, resentment,

guilt and fear in a condential environment. Besides that, it will also help

teacher providing the love, safety and attention necessary for the pupils to

feel her0his feelings and discharge them.

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add skills when clients make important decisions. 9lien epected to

assess a situation, make the selection wisely, know how and why certain

decisions must be made, what are the possible conse2uences or e3ects, and

ready to face any risk due to the decision.

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Part b

:esson plan

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IMPLEMENTATION OF THE BASIC SOUNSELLING SKILLS IN THE TEACHING

I have produced a lesson plan for Year 3 pupils that implemented 3 basic

counselling skills. There are empathy skill, unconditional positive regard skill and

genuine skill. The two major problems that I want to overcome are the difficulties of the

pupils to cooperate with each other in classroom activities and improving pupils’ self

esteem.

1. Empathy skills

!or the first skill, the empathy skill is been integrated. "ccording to #eriam

$ebster, empathy means the ability to share someone else feeling. %mpathy is also

gaining attention as an important component of emotional intelligence and as a way to

reduce bullying. $hen a person learns to understand and share the feelings of another,

the prosocial behavior that results shows up in better relationships, closer friendships

and stronger communities. It uses a techni&ue to help children understand other people

feelings and to communicate meaningful insights, values, and standards of behaviour to

children so that they can produce acceptable behaviour.

Through the use of storytelling, pupils can put themselves into characters’

situation. 'torytelling is one of my strategies to apply this empathy skill. This can help in

building their relationship with the teacher. "s the pupils eager to know about the story,

it will shorten the gap between the teacher and pupils. (upils and teacher will become

closer as they both want to get to the end of the story. )esides that, the story used will

stimulate pupil’s selfe*ploration. "ccording to +yan owes, (h.-, selfe*ploration

involves taking a look at your own thoughts, feelings, behaviors and motivations and

asking why. It’s looking for the roots of who we are / answers to all the &uestions we

have about 0ourselves1,2 'elfe*ploration is an ongoing process that includes collecting

information about your interests, abilities and skills, values, personality, and career

readiness. (upils were able to e*plore themselves through this story. They able to

respond to the &uestions asked by teacher such as “The hen is a good character, isn’t?”

What would you do to be good as the hen? Teacher was able to collect information

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about the pupils especially the misbehaviour ones. Teacher also able to check pupils’

understanding at once providing support to the low proficiency pupils to ensure that they

were not falling behind. The use of this story did help in assessing communication. "t

the end of the story, pupils were asked what can they learn from the story, why do they

think the hen did not share the flour with her neighbours This has been done to reflect

pupils’ feeling about the story.

!ocus attention was on the pupils instead of the story. This story teaches pupils

to e*perience vulnerability and helplessness firsthand. The pupils can learn through the

difficult situation encountered by the main character and emotionally grow as the

character develops. The pupils therefore become empowered as the character does the

same, through a sense of identification with the primary character.

)ased on my lesson plan, I have chosen 4The little red hen’ story as a material for

storytelling to integrate empathy skill. I used picture cards as my props. "part from that,

I also used my body gestures, voice as the medium to aid my story telling session.

This story is about a hen and her friends. They live in a farm. 5ne day, she found

the seeds and asked a help from her friends to plant it but everybody are refused to

help. 6obody wants to give cooperation even though they are aware that the foods are

for them also. 'urprisingly when the seeds are harvested, everybody want the flour but

the hen just their friends and only eat with her chicks.

"fter delivered the story, I asked them randomly what they can get from my story

and there are several of them said if other animals help mother hen to plant the seeds,

they can share and enjoy eating bread together. This showed that pupils tried to

understand what the hen feels. The pupils were able to be in the hen’s shoe and walk

around with it. The pupils also were also asked what would happen to the hen if the hen

shares the food with her neighbor.

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I highlighted to my pupils that we must help each other and always work in a

team because friends means no one is left behind. I also tell my pupils to believe in

whatever they are doing.

2. U!"#iti"al P"siti$% &%'a(# Skill

7(+ is a short for 7nconditional (ositive +egard. It is used to a client so that it

can be a relief to talk about their problems without someone saying 4why did you do

this 5r do think that was a good idea 7nconditional positive regard 87(+9 is a term

credited to humanistic psychologist :arl +ogers and is used in clientcentered therapy.

(racticing unconditional positive regard means accepting and respecting others as they

are without judgment or evaluation. 7(+ allows the client to open up and speak about

their difficulties without a fear of being criticised or judged. This is a good skill to be

integrated as I want to solve the cooperation problems among my pupils. It also a way

to teach my pupils that mistake is a part of learning. They should not be afraid to do one

and every friends is the same regardless their shape, attitude or anything.

I let my pupils wrote about their best friend and their enemy in the class. %ach

pupil was given a piece of paper. "fter I collected the papers, I assigned my pupils to sit

in the group. The reason why I gave them a piece of paper was to know their

relationship among them. It was also been done to investigate the cooperation problem

among them. !rom the paper received, I was able to draw information on which one of

the pupils is preferable and which one is not. Thus, I highlighted every one kindness in

front of the class. I also highlighted to them that it is okay to make a mistake as they do

have friend to help them be on the right track back. There is no such thing as biasness

in the class as everyone is the same. %veryone is special in their own way and having

friends make them become more special. They should be proud of themselves. "s a

result, pupils feel free to try things out and make mistakes, because they know that they

will be accepted no matter what.

This skill can help pupils with issues regarding communication, attention, and

motivation, as well as with behavioral problems. It also helped me to overcome the

cooperation problem between them. The 7(+ skill is corresponding to +ogerian

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"rgument and it also known as the ;common ground; argument. This method re&uires

my pupils and I to identify the ideas, beliefs and arguments that we share in common.

The assumption, therefore, is that we as the whole class will share common ideas,

beliefs and arguments. " negotiating strategy in which common goals are identified and

opposing views are described as objectively as possible in an effort to establish

common ground and reach agreement. #y goal was that everyone should solve the

problem together. "ll of my pupils should &ualify their arguments and understand the

validity of the other side.

To help me implement this skill, I had used a children song to my pupils. It is a

song that highlighted the friendship value in the lyrics. The lyric stated that the more

they get closer with their friends, the happier they will be. I use the story back to letthem know why having friends is important. I also e*plained the benefits of having

friends to them. !riends can offer an e*cellent way to get rid of stress and depression.

The company of friends’ makes they forget their sorrows and any unwanted pressure

that they burden themselves with. (lus, they can openly ask their friends for

suggestions on how to solve their problems and they would be glad to help out. "fter

that, I asked my pupils to sing the song while holding their friends hands. I purposely

asked them to do so, so that they can strengthen their bonding and building a good

rapport between them.

$evertheless, the integration of ;P< skill teaches my pupils about love

which believe are very important in their social emotion development. t is,

in essence, a way to learn to love the world through appreciating what1s

around them. (nd though many may disagree that all people deserve our

unconditional positive regard, it's hard to argue that loving the world won't

make us happier than hating it. )arl <ogers once said “We need to believeevery person was born with the potential to develop in positive, loving

ways,". "When doing person-centered therapy, you become their next

chance, maybe their last chance, to be welcomed, understood, and

accepted. Your acceptance may create the conditions needed for change."

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herefore, do believe that the skill that chose was a way to help my pupils

working in group together and making friend without any misunderstanding.

). C"!(%t%%ss Skill

:oncreteness skill in counselling involves helping the client to identify and work

on a specific problem from the various problems presented. It might also involve

keeping the client on track with that problem in this session, clarifying facts, terms,

feelings, goals, and uses a hear and now focus to emphasi<e issues in today=s session.

:oncreteness serves three important functions which are to keep the therapistresponse close to the client’s feeling and e*periences. In this case, I let myself

response to my pupils’ feeling and e*periences through game. The second important is

it fosters accurateness of understanding in me, allowing for early pupils correction of

misunderstanding. 5nce I already understand the core reason for their problems, I

slowly try to clear it among my pupils to make them realise that nobody should be left

behind and being confident is nothing to be afraid of. The third importance of

concreteness is it encourages my pupils to attend to the problems. It helps them to see

that the problem is a part of their growth. They are the one who responsible in

determining the problems. They have to learn oh how to solve it either verbally or non

verbally.

The last resort to integrate this skill is through the game session. It is also related

to the play therapy. It is a therapy using selected materials, toys2 that are specifically

selected with guidance of someone, therapist2 who respond appropriately. Therapist

uses children’s fantasy and the meaning of symbolic play as a medium to understandand communicate with the children.

)asically, I could say that the activity that has been carried out to integrate this

skill is more likely as an evaluation stage. The reason why I said so is I could clearly see

that my pupils somehow could really work in a team after been reminding for many

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times. The game that I asked them to play is called 4:hain game’. It re&uires them to be

in a small group and passes the rubber band using the straw from the > st pupil till the

last one without drop it. I purposely jumble up the pupils and put them in a group with

mi*ed ability and background.

In a way, instead having fun they can instil the togetherness and cooperation

among them. I was so happy to see that everybody working in one team. I really hope

they can still have it till forever.

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Edu 3073