School guidance plan
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SCHOOL
GUIDANCE PLAN
TABLE OF CONTENTS
- Introduction
- Objectives
- Resources
- Development of
counselling
- Coordination
of the Tutorial Action
- Tutorial work
and response to conflict resolution
- Attention to
diversity
- Annexes
- Bibliography
INTRODUCTION
Our Plan of Tutorial
Action and Educational
Counseling will be used as a framework to define the general principles of the
Tutoring and Guidance in Educational
Project. It will also be used
also as a framework document for the development of Curriculum Project
of the various stages of education
in relation to:
- Organization of
the Action Plan Tutorial and Educational
Guidance.
- Establish
strategies for Orientation
and Tutorial Action.
- Times and specific instruments.
- Type of information
to parents, teachers and students.
- Coordination of
those involved in the Guidance.
- Incorporation of models
/ protocols to facilitate the
tasks of guidance and tutoring.
With respect to the P.G.A. (Annual General
Programme) shall determine the
objectives, actions and times for the exercise of the function
Tutorial in each academic year and according to priorities established by the teaching team.
OBJECTIVES OF THE SCHOOL GUIDANCE PLAN
DEVELOPMENTAL
TRANSITIONS
1. To facilitate positive transitions for students
entering and leaving the school
2. To develop and maintain students record which reflect
an accurate and complete picture of each student
3. To provide a broader vision of educational and
vocational opportunities for students
4. To create appropriate educational alternatives for
students and help students access necessary services
5. To help new students adapt to the school
COMMUNICATION AND
COMMUNITY SUPPORT
1. To facilitate effective communication between home and
school to monitor student progress and support student success
2. To establish effective community relationships to help
support students and families
ACADEMIC, SOCIAL AND
EMOTIONAL DEVELOPMENT
1. To provide crisis intervention as needed
2. To help students plan for their futures and obtain
goals
3. To help students cope with stressful situations and
collaborate on problem solving with staff, students and parents
4. To provide for the social, emotional and academic
needs of students
But, in addition, we have some specific objectives to
each Cycle of Primary. These objectives can be seen in Annexes III, IV and V.
MATERIALS
The organization and use of human and material
resources available to the Guidance Department for the attention to diversity
- Human resources
- A
counselor
- A full-time
PT teacher
- All
the tutorials
- Material resources
- Special
education classroom
- Five
computers in the classroom,
four of them with internet connection
- Specific
software
- Bibliographic
type material, movies ... for attention to
diversity
These materials are located in the Department of Guidance and Special Education Classroom and are available to all teachers during the time they are needed.
These materials are located in the Department of Guidance and Special Education Classroom and are available to all teachers during the time they are needed.
DEVELOPMENT OF COUNSELLING
1. Individual and grouped actions regarding the pupils
of the classroom
1.1 Performing consistently with all students in your
classroom the tasks of counseling:
- Organization of reception and integration activities
for new students (Annex I)
- Development of rules, both classroom and school ones,
taking into account the rights and duties of pupils included in the RRI
- Provide information to students about:
- Organization and operation of the school
and the concrete class.
- Criteria and procedures of evaluation.
- Methodology to be used in the development
each curriculum area.
- Specific objectives and features of the
level.
- Allowing students a schedule where they can
be helped individually, if necessary.
- Advise students regarding their promotion
to the Institute (pupils of the sixth grade).
- Analyze, discuss, propose solutions and improvement
proposals of:
- Issues of class and / or other issues that
may affect the personal and social dynamics: Conflicts or problems will be need
to respond immediately and individually with the students involved but it will
also be necessary to extrapolate these issues and deal with them in depth with
all students in the classroom, so that there is an awareness and gain
involvement and commitment in the adoption of good behaviors. Because of this,
in each weekly tutorial, it will have a specific time during school hours.
- Overall performance of the class: individual
work organization, time commitment, study techniques...
With these actions, the growth of the students will
impact positively on:
- Taking responsibility
- Participatory and collaborative attitudes
- Tolerance and solidarity attitudes
1.2 Individual attention for students with special
educational needs: integration, compensatory, lack of coordination curricular…,
which involves the development of specific and/or adapted materials, establishment
of open and/or flexible groups.., in collaboration with support teachers and,
depending on resources and needs of students.
2. Records and
reports of students:
2.1 The tutors
must keep a Register with date and relevant data about:
- Initial
assessment
- Continuous assessment throughout the course
- Registration of
data about:
The personal, social and familiar situation will be
completed in the
time of admission of students in the
school, and preferably made by
the tutor of the classroom in which the student will
be incorporated in, through interviews
with family, if possible before the course begins and if not, during the
first days. (Registration Model:
Annex II) Such Register shall enter the student's file at the Registry. Each tutor will update those significant
data regarding:
- The process of
learning of each student.
- Dynamic and
cohesion in the functioning of the group – classroom.
- Individual
performance in different areas (progress
and difficulties)
- Individual
interviews held by the tutor
with students.
- Specific
situations of bullying, if any (Annex
VII)
2.2 The tutors
must complete the Evaluation Report of individual
students at the end of course.
The report must:
- Allow to know the student
situation clearly regarding the
objectives and assessment criteria.
- Contain
measures to strengthen and adapt the curriculum compared to students who require them.
2.3 Filling in an
individualized special report on transfer of a
student throughout the school year
and may use the model
Annual Report of the level to which the student, adjusted to the time of learning in which the transfer occurs.
3. Performances
with respect to the families
3.1 Meetings
with the whole parents.
It shall be at least three
meetings, one per term. The topics which will be covered are
in the model call.
After holding and
in meeting cycle, will be valued the attendance
of families and the conduct of meetings to decide issues of change
and improvement in future calls, if any.
The family
who does not attend the meeting will provide a summary of the discussion. The statement shall consist of a Receive, to be returned signed to
make sure the family has received it.
In order to facilitate
the attendance of families, it is recommended that such meetings be held from 16:30 h. given
the high percentage of students
using the school cafeteria because their parents work and often, in working conditions, it is difficult
to obtain a permit.
To prevent
children from interfering with the development of the meetings the school will establish a system
of kindergarten students for
Pre-Primary and first Primary Cycle.
3.2 Making individual interviews with parents:
- Initial
interview to collect and / or
update personal, familiar and social data.
- Other interviews: called by the tutor or requested by the family. Of them will
take a Register where shall
include the citation date, the
topics addressed, and, when
appropriate, non-attendance
of family and the new call. Those cases,
in which the family did not go to repeated citations
without cause, will be passed to
Headquarters of Studies.
- It
will also cite the family to deal with any of the following
topics:
- No - course
promotion.
- Need
for curricular adaptations or
individualized care.
- School absenteeism problems.
- Matters
relating to discipline.
- School
performance.
3.3 Term Information of the
evaluation of the pupils by means of a Bulletin of Grades that:
- Has to coincide with the
established with the Project Curricular
- Must reflect the progresses and
difficulties of the pupil in the different areas as well as aspects of
affective behavior - social
- Must include the orientations of
the teacher.
- Must gather the curricular
adjustments when they are necessary.
- Has to include space in order that
the parents it sign and formulate his observations, if they wish it.
3.4 To provide guidelines and
orientations to the families with regard to possibilities of leisure and work,
at least in holidays periods. In Primary every cycle/level will elaborate a
specific material both of reinforcement and recovery of school learning.
3.5 In order to have a daily
and more direct treatment with the families, the parents of Infantile Education
will go to the classrooms to gather his children at the hours of the exit.
COORDINATION OF THE TUTORIAL ACTION
1. Coordination for the C.C.P.
and the Cloister
At the beginning of every academic
course, the C.C.P. once constituted, will fix a calendar of coordinated actions
directed to achieving that the exercise of the labor tutorial affects in those
aspects that are fixed by priority in the P.G.A. of this course.
2. Coordination of the
Headquarters of Studies with the Tutors:
2.1. Dates of meetings. They will be
fixed to beginning of course, at least one to the term
2.2. Topics to treating:
- Content and exercise of the
Tutorship (application of the Action plan)
- Ways of channelling the coordination.
- Production, review and evaluation of
the Institutional Documents.
2.3. To reach agreements on:
- Attention to the diversity of the
pupils with difficulties
- Conduction of the class in which
they present situations and cases that suppose lacks of conviviality or
indiscipline.
- Sense of the house rules
and application.
- Self-esteem of students.
- Encouraging positive behaviors and
attitudes toward learning.
- Balance of the tasks that are sent
to students to make at home.
- Educational guidance: to awaken
and guide preferences, interests ...
- Developing the classroom group
established to plan the development of Study Skills.
2.4. Provide the appropriate
documents for the implementation of the agreements. Carry these agreements to
the C.C.P. and to the Faculty if it is considered necessary for its discussion
and approval.
3. Tutor Coordination with other
teachers involved in the same group, in the following areas:
3.1 Programming activities:
- The tutor must know the contents worked
by specialists’ teachers and the supportive activities performed by students in
their group
- Coordinate the tasks proposed to be
performed by students at home
3.2 Attention to a.c.n.e.e. in
collaboration with supportive teachers and the Counselor.
- Development Curriculum Adaptations
- Adapting materials for a.c.n.e.e.
- Evaluation of the process
3.3 Intervention in Conflict
- Act to solve disputes arising
usually from their students (Annex VI)
3.4 Continuous evaluation
- At meetings of the tutor
assessment includes:
- Skills in different
areas
- Comments on progress
and difficulties
- Know the progress of a.c.n.e.e. and
sets priorities for action.
- Collect information and proposals from other teachers about their students or group of students in particular, as well as interviews of specialist teachers with parents, collecting data after them.
- Collect information and proposals from other teachers about their students or group of students in particular, as well as interviews of specialist teachers with parents, collecting data after them.
3.5 Final Evaluation:
- The tutor announces the final
evaluation meeting and decides on the promotion or not the student, with the
advice of other teachers.
- It provides the following course
tutor documentation appropriate.
4. Coordination with tutors and
Advisor Team Orientation
The Advisor assists in the
preparation and development of the Educational and Tutorial Action Plan of the school
by:
- Advice / suggestions / writing,
oral and practical and theoretical papers.
- Study and diagnosis of students
with suspected cases of intellectual disability or severe emotional problems in
their treatment and counseling, on request from / to tutor / to the / a student
/ a. Also for students suspected of need for treatment in Hearing and
Speech.
- Collaboration with tutors and
support teachers in monitoring the a.c.n.e.e. and orientation of their
schooling.
- Develop a meeting schedule with the
Support Team: PT, Speech Therapist, Teacher… of Compensatory Education.
- Provision to tutors
TUTORIAL WORK AND RESPONSE TO CONFLICT
RESOLUTION
Given that school is a social entity
whose main objective is to prepare for life, it is important to consider and
from the following considerations:
The operation of a group responds to
the interrelationships of those persons that integrate it. It is necessary that
these interactions occur in a climate of acceptance, trust, respect and
security.
We must be aware that in schools
like ours there are some risk factors associated with family and personal
characteristics that trigger conflict situations and require more involvement
and effort by teachers.
We work with some children receiving
emotional pressure so strong that in many cases, what appears to manifest as
disrespect, disobedience or disruptive behavior is simply the inability to
control the tension caused by this emotional state.It is essential to foster
the development of resilience in children (human capacity to face adversity,
overcome them and leave them stronger). Hence the importance of setting
organizational and methodological aspects: time, strategies ... towards
achieving the following objectives:
- Improve understanding of one's
emotions and develop skills that will help control them.
- Identify the emotions of others.
- Prevent adverse effects of own and
others' negative emotions
- Develop skills to generate
positive emotions.
Ultimately it comes to generating
emotional strength in children from small, creating resilience step by step. (Annex
X).
Noting further curricular
differences as significant levels that occur in students in each classroom,
there should be some criteria for the distribution and grouping of students in
the classroom such as:
- Put students into small groups to
facilitate priori communication.
- Take into account the personal
characteristics of students to offset inequalities and disadvantages, both
intellectual and behavioral.
- Establish key performance
standards of the group among its members and between them and the rest of the
groups: assign responsibility on a rotational basis, a spokesman for the group
or activity, consensus-making ...
- Determine collective explanations
times, job sharing and work for individual reflection.
Aspects related to Methodology:
Considering the child star of their
own learning the initial task of the teacher has to be put in a position to
learn. When addressing any project work, teaching unit, etc.. the teacher has
to know what the level of the student is to develop the curriculum for the
content he wants to work and will need from a sharing with the students to:
- Set the contents to be working.
- Schedule time and methodology.
- Select the resources to use.
Never use the textbook as the main
teaching resource, since it prevents the development adequately to acquire
different learning strategies that enable the individual contribution in the
development of content to learn.
It is desirable that the student, at
the end of primary education, was able to develop some specific issues: finding
resources, organizing, structuring ideas, draw conclusions and present their
work in writing.
Do not forget the school as a factor
of socialization and training in living-all method that encourages the exchange
of ideas, helping colleagues, responsibility for individual and group work,
dialogue, collaboration, consensus, etc.. contribute to achieving these
objectives.
We believe that certain factors may
favour a good living. These factors are:
- The planning of a series of
strategies and activities to educate and develop empathy.
Empathy is a very competitive
intelligence and therefore susceptible to develop. It paves the way to
tolerance and altruism, two fundamental values for a harmonious coexistence. Whether
a child can get over the other is the starting point for a proper understanding
and resolving a situation of confrontation or conflict.
- Planning strategies and activities
to improve self-esteem.
The assessment that a person makes of
itself a function of self-opinion about their peers and adults have about him /
her.
A positive self-esteem is an
important factor in social and emotional adjustment.
Related to the self-esteem one finds the self-confidence
concept, which is conceived as the confidence in the own skills in the hope to
obtain aims. Our expectations like teachers on a pupil determine with complete
certainty theirs.
Because of it, the counseling labor has to direct
essentially to promoting in our pupils these competitions.
"Nobody can realize successfully a work, if he does not feel
qualified for it ".
- The utilization of resources for a suitable resolution
of conflicts.
The conflicts always have to arise; they are inevitable
and in addition, help to admit the own limits, the needs and rights of the
others; because of it, it is so important that they are solved adequately. A
not decisive conflict is a source of more troubled situations that generally
acquire a major dimension that those of the initial conflict. If the conflicts
are slight the same children can solve them if suitable riverbeds are provided
to them. If the conflict is not very serious they will solve it with the help
of the tutor.
Those conflicts that, for his gravity or because they are
given of reiterative form, or because they affect negatively in the dynamics of
the classroom, or they produce social alarm, need a more specific intervention,
the tutor will derive them towards the mediator or mediators of the school. The
tutor will announce the children the figure of the mediator and his functions
to the beginning of the school course and will facilitate the riverbeds of intervention.
(Annex VIII).
In conclusion:
The system of relations between the teachers affects of
significant form in the educational aims of the school.
The teachers are the mirror in which the pupils look. A
school in which the values of the teachers do not materialize in good
interpersonal relations, cooperative work, mutual support, etc., it will
determine in a sense or other one the environment in which the desirable
competitions have to develop in the pupils. It will be needed to check what is
the system of interpersonal relations and the habits of work of the
professionals of the education, not to judge them, but to collaborate in the
construction of a social positive fabric between them.
Great part of the climate of interpersonal relations of
the school comes from the studding of professional relations between the
adults, who mark the guideline of values, the coherence of expositions, the
educational and the general image of the school.
ATTENTION TO DIVERSITY
In this area
are located actions to respond to several situations that might present pupils,
both curricular and personal, be aware that diversity
must be understood broadly and positive. Not only must we consider the recovery aspects
of personal difficulties but also the possibility of providing opportunities enlargement of knowledge.
The overall objectives for
the attention to diversity
- Getting a
quality educational attention about the specific and differential needs
of pupils
- Meet in
a personalized way the special
education classroom to
students with specific educational
needs deemed attend this class according to their circumstances and needs.
- Advise the
educational equipment so that pupils with specific educational needs have access to a curriculum adapted
- Guide
teachers in relation to assessment
and recovery activities, and collaborate with them in the prevention and detection of potential educational difficulties
- Advice to individual
teachers, teams and departments didactic
education in regard
to: strengthening pedagogical
programme, criteria for evaluation and
promotion of students, curricular adaptations...
- Facilitate
the full integration of special
education students in the center
and in the social environment in
which they live
- Promote the
use of computers and their possibilities
for the acquisition and reinforcement
of both knowledge and intellectual skills
The criteria for attention
to students with specific
educational needs are the following one:
- Orientation department will fix
students with specific educational needs that must assist to the special
education classroom as a function
of their degree of disability,
difficulty, disadvantage and curricular competence
- Students with
specific educational needs who do
not attend to the special education
classroom must be
in their ordinary group with a programme
of educational support or curriculum adaptation to
be made by the faculty or
correspondent department
- Therapeutic pedagogy’s
teachers in the classroom will help
students with specific educational needs to attend to her teaching intellectual
reinforcing specific programmes and special support according to the students
The actions of orientation department in relation to measures of attention to
diversity are the following ones:
- The guidance
department will help educational teams to
identify students who have specific educational
needs
- The counselor
will make a psychoeducational evaluation
with the collaboration of didactic
departments to measure curricular
competences
- The counselor and
the PT teachers (Therapeutic Pedagogy) will advise on
the design of elements of the Center
Project, especially in the Curriculum
Project, in relation to measures
of attention to diversity
- Guidance
department will develop general aspects
of the Base
Programme of DC (Curriculum Diversification) and will issue the specific tutorials for
this programme
- PT teachers will
advise educational teams in the
preparation of curriculum
adaptations, coordinated by the
person holding the tutoring
- PT teachers will develop, apply
and evaluate specific support programmes and specialized
educational attention required by
the students with specific educational
needs as the development of curriculum adaptation
- PT teachers
will participate in the evaluation
process of students with specific
educational needs and the promotion decision with
the person holding the tutoring
and other teachers, and assist in filling academic dossier and the evaluation report of these students individualized
- PT
teachers will participate
with the head of the tutoring in the advice
and guidance to the
families of students with specific
educational needs
- PT
teachers will develop and
adapt materials to educational attention in
special education classroom and will provide teachers guidance
for the adaptation of curriculum
materials and it support
ANNEX I
-
Activities to realize before the student come into the class:
-
He interviews with the family the same day that one presents in the school to
formalize the matriculation. It will be a responsibility of the management team
that one will organize to realize it depending on the personal and hourly availabilities.
-
After obtaining the necessary information, it will report to the family it
brings over of the general functioning of the school, materials, procedure …
-
Valuation of the familiar information and of the pupil in order that his
adscription to one or to another class of the level it is done in a most
suitable and equitable possible way. For it the following criteria will be born
in mind:
-
Number of students in every class.?
-
Number of children and girls in every classroom (to avoid imbalances)
-
Analysis of the percentage and characteristics of existing minorities, since
some of them do not present any problem.
-
Number of students with emotional serious imbalances in every classroom.
-
Resolution through consensus of adscription to one of the classrooms.
- Activities
of reception in class
-
To teach the facilities of the school to the student; if it is possible, the
tutor will do it, if not, another person will do it.
-
To inform him details about the activities and school materials.
-
Present and to inform to the specialists’ teachers about the new student
-
Receive the student in the classroom so that he should feel covered. To
dedicate a time for the presentations and the reception, developing a series of
activities of reception of between the designed ones in the cycle, and compiled
like: specific Activities of reception of students.
-
It will be important:
-
Find a place adapted in the classroom, with the classmates who are considered
to be more suitable. (Possibly let's have useful information after the
interview with the family).
-
Accomplishment of activities - games of welcome.
-
To know and to announce the rest of the pupils the native land, in his case, of
the student. For it, it will be useful and suitable that every cycle is
provided and compiles physical resources, maps, murals, flags, to the effect.
-
Tutelary the student across the choice of a classmate, who will be his guide
during the first days.
-
To realize an initial evaluation of Language and Mathematics to state the level
curricular of the student and to see needs of attention: Support, Compensatory Education…
-
To realize a follow-up, for at least 15 days, it brings over of the integration
of this student in the classroom, in the court in the dining room in his case,
etc.
ANNEX II
MODEL OF INITIAL INTERVIEW
PERSONAL INFORMATION
Surname:
............................................................... Name:
........................................ Nationality:
........................................................................................................................
Mother Tongue:
............................................................................................................
Degree of knowledge of the Spanish language .................................................................
FAMILIAR INFORMATION
Number of siblings ........................................ Place that occupies ...........................
How does he behave with them?
......................................................................................
How does he behave with you? .........................................................................................
Does it coexist in the home with other persons? ..............................................................
Does it tell them the things that happen to him? ..............................................................
There is some peculiar behavior of the child that we should know? ................................
............................................................................................................................................
EDUCATION
From what age is it enrolled in school?
.............................................................................
Comes from the school
....................................................................................................
Has he been in some another college? .............................................................................
............................................................................................................................................
Is he interested for the school work? ..............................................................................
Has he a level adapted for his age? ..................................................................................
Which does he believe that it can be the motive of
this lack of coordination? ................ Are you hanging of that realizes
the tasks? ......................................................................
Had he some problem with teachers or companions?
.....................................................
...........................................................................................................................................
Any special situation that could affect to his performance?
.....................................
............................................................................................................................................
REST
How many hours he sleeps? ...........
Does he wake up by his own to come to the college?
...................................................... Does he get up when he
is asked to do so?.......................................................................
Does he look tired or somnolent during the day? .............................................................
BIOLOGICAL ASPECTS
Pregnancy and childbirth ..................................................................................................
Starts walking with ........ months and speaking with
....................................................... Has he some type of
allergy or disease that we should bear in mind? ........................ ................................................
Does he take some medication? ..................................... Does he see
and hear well? ...... Did you do any review to him? ………..............................
When he is sick there is any person who could take
care of it full-time? ......................... If he becomes sick when it is
in the college what telephone number might we call in order that you can come
to look for it? .............................................................................
Entity of the Medical Insurance ......................... Number of policyholder
........................
FREE TIME
In what does it use the free time? .....................................................................................
Has he friends out of the school?
.....................................................................................
Does he know playgrounds of the neighbourhood?..........................................................
DINING ROOM
Does he want to use the service of dining room?
....... Every day? .................................. Does he know the existing
grants? ....... Has he requested scholarship? ......................... Does he
want to use the services of breakfast? ...............................................................
Is he allergic to any food? .............. Does he like more or less all the food?
..................... Some observation on this topic ……………...........................................................................
HOUSE
Own or rented? ....................... Do you share it
with any another person? .................... Has he a space adapted to be able
to do his tasks? .........................................................
ANNEX VI
BEHAVIORAL STEPS
TO APPROACH A CONFLICT
1. TO PREPARE THE SITUATION:
- Choosing the moment and suitable
place
- Beginning with a positive comment
2. TO DEFINE THE CONFLICT:
- Being specifics: describing the
behavior that it has provoked or provokes the conflict
- Approaching only a problem
- Avoiding insults, labels
- Not accusing anybody and valuing
the own responsibility for the conflict
- Sending "messages with I":
what supposes for me the conflict, how do I feel…
- Putting in the place of other one:
how another person will feel
3. TO
OFFER ALTERNATIVES:
- To
ask the implied pupils to raise alternatives
- To
expose as tutor alternatives to the conflict
4. TO
EVALUATE ALTERNATIVES AND TO DECIDE A SOLUTION OR NEGOTIATED SOLUTIONS:
- The
solution to the conflict must be in mutual agreement attending to the criterion
"nobody wins, nobody loses" it is to say, must be satisfactory for
both parts.
5. TO
TAKE TO THE PRACTICE THE DECISION AND TO VERIFY HOW IT WORKS:
- It is
not enough reaching an agreement; this one must be fulfilled and be checked on
both parts
ANNEX VIII
AN APPROXIMATION TO THE MEDIATION LIKE METHOD OF
PREVENTION AND RESOLUTION OF CONFLICTS
The
mediation tries to solve a problem between two parts with different and
seemingly incompatible interests.
In
difficult situations in which the dialog and the negotiation remain blocked, it
is advisable to appeal a third person who facilitates the approximation between
the parts. To this phenomenon we
are called him a mediation and to the personnel that realizes these functions,
mediator.
The
mediator has to bear in mind the needs of both parts to understand the problem,
to orientate and to stimulate an approximation of positions.
This
approximation must have as final aim, not only the agreement, but the
improvement of the relations in the future.
The
mediation must promote the respect, stimulate the cooperation and communication
between the parts, facilitate exits and negotiated alternatives and, finally
promote the aptitude to solve problems and discrepancies.
The
intervention of the mediator will be requested by the tutor of/to the student,
only in the cases for which there is valued the need of intervention of a third
person:
-
When the situation has become more radical and inflamed excessively and the
implied parts are not capable of generating a process of approximation.
-
When the needs and pretensions of the parts are far very much and the process
of solution is complicated.
-
When the troubled situation exceeds the school area and there is suspected that
it could carry familiar unforeseen or slightly exact actions, which could
aggravate the situation.
The
intervention of the mediator will be requested by the tutor across the Report
of Registry of the troubled situation (Annexe VIII-1).
The
mediator will leave witness of his intervention in a Registry in which the
development of the process will be gathered and which there will still have
filed in Headquarters of Studies, previous information the tutor (Annexe
VIII-2)
ANNEX IX
STUDY TECHINIQUES
HOW TO
WORK IN CLASS
Attitude
before the study:
- To
be conscious that the study is something personal; every pupil has to do the
effort to school or "to put in his head" all the knowledge that it
must acquire.
- A
positive attitude is necessary before the study, knowing that if you strain you
can obtain it, being very conscious that it is necessary to strengthen.
Techniques
that can help us:
- Reading. It is important
to gather all the information that you need. To find out well, you have to read
the things several times until you have understood everything.
-
Underlined. After analyzing the information tidily, it is necessary to
underline the most important ideas.
- Summarize.
To express with your words what you have learned, well in an oral way (you
count yourself it to you itself) or of written form if the teacher asks for it
us.
- Memorize.
Several times revise the summary in order that one does not forget you.
Presentation of works:
A well presented work will always be
better and more amused to the eyes. For that you must take into account:
- Thinking things correctly before
writing, even making a draft for the absence of studs.
- To write with a good letter that
can be read without any problem.
- To keep on the left side an
adequate margin.
- To separate the different sides of
the work.
- If we write in a leave, try that
lines are correctly right.
- To number the leaves and to take
the paper trying not to let white sides except when it is necessary.
- To make an index.
- And do not forget to make a nice
main page.
Suggestions to
do a good exam:
- To read really well the questions
and to be sure of what we have to answer.
- To express the ideas with clarity,
to read again what you have written and to confirm that it is correctly
redacted.
- To write with a clear letter.
- To be careful with spelling
mistakes.
- To try that the presentation is
adequate.
- When you have finished, read again
everything to correct possible mistakes.
HOME TASKS
Parents´ orientations:
Parents are the responsible ones of
the realization of homework that teachers order to do at home, so it would be
useful to be concerned about:
- To look at the agenda daily in
order to know the homework they have to do.
- To help the child to obey the
timetable that has been previously established for it, remembering and
requiring him to take off any other activity because it is their study time.
- To be attentive to there are no
distractions and he really uses the time.
- Trying not to catch their
attention through things that there are at home: loud TV, music, etc.
- To encourage them sometimes and
value the effort he is doing.
Guidance for the students:
- Before studying:
- Always start at the
fixed time (it is easy to make it a good costume).
- To prepare the study
place putting near us the materials we are going to need.
- To sit down on the
place we have chosen to study (always the same) with all the necessities
covered: to have had lunch, to have gone to the toilet, etc. for not standing
up.
- To look at the agenda
and prepare the materials needed.
- During the study:
- To put in practice the
same techniques that you use in class.
- After the study:
- To read again the
agenda to be sure that there is nothing forgotten.
- To tidy up all the
material and prepare the schoolbag for next day.
ANNEX X
RESILIENCE
HOW TO GENERATE EMOTIONAL STRENGH IN CHILDREN SINCE
THE CHILDHOOD
To overcome the tragedies, to get
ahead after a traumatic situation, or to try something over and over again to
achieve the objectives, is not the result of chance or of special people.
It is an inherent response capacity
to the human being, called resilience, through which it generates adaptative
answers to situations of crisis or risk.
This ability derives from the existence of a reserve of
internal resources and coping adjustment, whether innate or acquired. This
resilience strengthens protective factors and reduces vulnerability to risk.
It is dynamic and varies over time according to circumstances, with the development of the individual or the system and the quality of stimuli with
which they are exposed.
To nourish
and strengthen needs the social support
and the availability of resources, opportunities and alternatives for
setting serving as
a protective factor.
SOURCES OF RESILIENCE
Interactive sources of resilience as
Edith Grotberg, to
face adversity, overcome them and
leave them strengthened or even transformed are four:
- “I have”: It means that the child understands and can claim to have people around they can trust and who
love you unconditionally. People
who set limits and
show by their behavior the right way to proceed.
- "I am": This is the child learns that
it is someone whom others feel appreciation and affection, who is happy when he does something good for others and show them affection. He is respectful of himself and others.
- "I am": The child is willing to
take responsibility for their actions with the confidence that he can get.
- "I can": Refers to the ability to talk about things that frighten or disturb
you, to find ways
to solve problems, control when
you feel like doing something that is
not well and find someone to help
when needed.t what he wants.
STRATEGIES TO DEVELOP
RESILIENCE, HOW MUCH
AT SCHOOL IN THE
FAMILY ATMOSPHERE
- Helping children to
identify their feelings and those of others, and express them with words and
appropriate ways.
- To use phrases like "I know you can do" to promote their
autonomy and strengthen their faith in their ability to solve problems.
- To clarify the rules
and regulations and encourage comply.
- To challenge them to
take the place of others and be kind.
- To help them to learn
to accept responsibility for their actions and understand that their actions
have consequences.
- To praise desirable behavior and progress, such
as when ordering their things, brush their teeth, or are
able to express anger without
having a tantrum.
- To show them what is appropriate behavior when they encounter problems or fights at school, encouraging them to seek help and try to resolve conflicts through dialogue.
- To show them what is appropriate behavior when they encounter problems or fights at school, encouraging them to seek help and try to resolve conflicts through dialogue.
- To accept mistakes so they know they can make mistakes without feeling too much stress or fear of losing the approval of reference adults (parents, teachers ...)
- To reassure v stressful situations or
excitation, using a soft voice to
calm them, hug them, encourage
them to take a deep breath and
count to ten to calm down before talking about any problems.
- To prepare to face adverse situations recreating them through stories or stories
BIBLIOGRAPHY:
https://cv2.sim.ucm.es/moodle/file.php/19778/Resources_for_School_Guidance_Plan/EJ_POAT.pdf
https://cv2.sim.ucm.es/moodle/file.php/19778/Resources_for_School_Guidance_Plan/EJ_POAT.pdf
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