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Relevant bibliographies by topics / Teacher-counselor

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Academic literature on the topic 'Teacher-counselor'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Teacher-counselor"

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Sari, Mega Mulya, Taufik Taufik, and Yusri Yusri. "Peran Guru Bk/Konselor dan Guru Mata Pelajaran dalam Meningkatkan Motivasi Belajar Siswa yang Memperoleh Hasil Belajar Rendah." Konselor 3, no. 2 (2016): 59. http://dx.doi.org/10.24036/02014322986-0-00.

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The Implementation of a good role and planned by the counseling/counselor’s teacher in schools (counseling teacher) and teachers generally can increase learning motivation of students who have a low learning result. This is based on the real phenomenon that shows students with low learning result tend to have a low learning motivation. This study aims to describe the role that is made by a teacher/counselor in improving learning motivation of students with low learning result. In its implementation, the role of the counselor teacher was affected through the services, including through information services and individual counseling services, and the role of the teacher were carried out through the guidance activities in the classroom and outside of the classroom. The type of this research is quantitative descriptive, the population in this study ,all teachers and counselor in SMAN 30 Padang, counselor teacher sample are 30 and teachers of subjects are 80, this study uses the instrument in the form of the now. The research of this study reveal: the role of subjects teacher and counselor teacher in improving the learning motivation of students with low learning result.

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Nagul, Wens, A. Muri Yusuf, and Syahniar Syahniar. "Persepsi Tentang Tugas dan Motivasi Kerja Serta Pengaruhnya terhadap Kinerja Guru BK SMPN se-Kota Kupang." Jurnal Konseling dan Pendidikan 1, no. 3 (2013): 1. http://dx.doi.org/10.29210/110700.

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This study is setting of issues about how the perception of task and work motivation influencing much on the performance of BK teacher/counselor at Junior High Schools in Kupang city. The goal is to describe the influence of perception on task and work motivation of BK teacher/counselor in the performance of duties in the school. The research uses a quantitative approach with descriptive methods. The results of this study showed that the perception of task and work motivation of BK teacher/counselor give a very significant influence on the performance of BK teachers/counselor in execution of duty.

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Davis, Leah, Kelton Harward, and Antonieta Yazzie. "Counselor–Teacher Collaboration in Multilingual Learner Contexts: A Qualitative Case Study Investigating Counselor–Teacher Partnerships." Professional School Counseling 27, no. 1 (2023): 2156759X2311776. http://dx.doi.org/10.1177/2156759x231177624.

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Through utilizing a qualitative case study approach, this practitioner-led research examined levels of collaboration between seven secondary English language development (ELD) teachers and eight school counselors within one school district. With data drawn from interviews, study results indicate that both school counselors and teachers see the benefit of closer collaborations through established frameworks that promote the establishment and maintenance of collaborative relationships. We offer implications for practice.

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Ap, M. Adi Putra, and Nurida Shofiria. "RAGAM PROFESIONALISME GURU BIMBINGAN DAN KONSELING ZAMAN NOW." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 3, no. 1 (2019): 15. http://dx.doi.org/10.26740/bikotetik.v3n1.p15-24.

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Teacher Guidance and Counseling in the present day must have a strong foundation of educational science, because the Counselor is one of the types of education personnel in the Law of the Republic of Indonesia Number 20 of 2003. In line with the recognition of government policy counselors in developing the quality of teacher Guidance and Counseling. Teacher certification policy is expected to be able to improve the quality of teacher professionalism Counseling Guidance / Counselor. However, teacher certification did not have a significant impact on improving the professionalism of teacher guidance and counseling, there are still many teachers who have low UKG Counseling / Counselor scores, there are still many Teachers Counseling Guidance / low quality quality counselors and the lack of scientific work contributions generated by teachers Counseling Guidance / Counselors Therefore, it is necessary to have various forms of professional improvement in Guidance and Counseling Teachers so as to increase the choice of Counseling / Counselor Guidance methods in developing Skills professionalism. In developing the professionalism of the Counseling / Counselor Guidance there are several methods, methods in the form of education and training and not education and training, and to realize a truly professional and competent teacher is not enough to follow the PLPG / PPG certification program, the government must have a program continued after the teacher Counseling / Counselor Guidance has a professional certificate to maintain and uplift knowledge according to the times, there are dimensions that must be fulfilled so that the professionalism is maintained, guarantees and always increases in accordance with the needs and demands that develop, among others, with Continuing Professionality Development). Facilitated Counseling / Counseling Teachers and routinely carrying out Continuous Professional Development will certainly show very significant results in the development of Counseling / Counseling Teacher Skills so as to add insight, skills and competencies in today's era.

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Matondang, Anas Monandar, Prayitno Prayitno, and Yahya Jaya. "Pelaksanaan Tugas Pokok Pengawas dalam Pelayanan Bimbingan dan Konseling Sekolah Menengah Tingkat Atas (Studi di Kota Pariaman Sumatera Barat)." Konselor 5, no. 4 (2016): 258. http://dx.doi.org/10.24036/02016546499-0-00.

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This research is motivated because supervision of Guidance and Counseling (GC) in the senior high school was not optimum. The purpose of this study was to reveal and describe the implementation of the basic tasks related to monitoring, assessment, and coaching by GC Supervisor to GC Teacher or Counselor. This study used quantitative approach with descriptive methods. The samples in this research were 33 people GC Teacher or Counselor at senior high school level in city of Pariaman with total sampling technique. The instrument used is Likert scale models. Finding of this study are as follows: (1) the quality of the implementation of monitoring by the Supervisor GC into GC Teacher or Counselor in senior high school are in the enough category, and the vocational high school are in the enough category,(2 the quality of the implementation of the assessment by GC Supervisor into GC Teacher or Counselor in senior high school are in the enough category, and the vocational high school are in the enough category, (3) and implementation guidance for GC Teacher or Counselor by GC supervisor in senior high school are in the enough category, while the vocational high school also in good category. Monitoring, assessment, and guidance that carried by GC Supervisor for GC Teacher or Counselor still needs to be improved and developed in order to advance the implementation of services GC in senior high school. The implication of this study can be used as a reference and material for consideration on the implementation of the basic tasks of GC Supervisor in senior high school.

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Alder, Douglas D. "Lowell L. Bennion: Teacher, Counselor, Humanitarian." Utah Historical Quarterly 64, no. 3 (1996): 286–87. http://dx.doi.org/10.2307/45062309.

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Nizhomy, Rif’aty, and Daharnis Daharnis. "The Role of Homeroom Teacher in Guidance and Counseling Services at School." Jurnal Neo Konseling 4, no. 2 (2022): 1. http://dx.doi.org/10.24036/00636kons2022.

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The homeroom teacher has a greater daily intensity contact with students than the counselor teacher. The study aimed to describe the homeroom teacher role in Guidance and Counseling services at school. This research used descriptive quantitative research method. The subjects in this study were 24 homeroom teachers at Junior High School 25 Padang in the 2021/2022 school year. The data were collected by questionnaires on the homeroom teacher role in Guidance and Counseling services at the school. The result showed that the role of the homeroom teacher in Guidance and Counseling services in schools as a whole was in the high category which broken down into eight aspects: 1) Helping counselor teacher carried out their duties, was in the high category. 2) Helping counselor teacher identified students who needed BK services, was in the high category. 3) Transferring students who needed counseling services from counselor teacher, was in the high category. 4) Accepting the transferred students from counselor teacher who required special training services such as enrichment, was in the high category. 5) Helping in developing a classroom atmosphere; teacher-student relationships, and student-student relationships that supported the implementation of counseling services, was in the high category. 6) Helping in providing opportunities and convenience to students who needed counseling services, was in the high category. 7) Participating in counseling activities, especially in handling student problem such as case conferences, this was in the high category. 8) Assisting in collecting the information needed in the context of evaluating counseling services as a follow-up effort, was in the very high category. Based on the results of this study, the suggested services that can be provided to increase the role of the homeroom teacher in the implementation of Guidance and Counseling were information services that mastering individual counseling content and services.

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Öztabak, Muhammet Ü. "Examination of the Perceptions on the View of Preschool Teachers About School Counselor." Journal of Education and Training Studies 6, no. 6 (2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.

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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.

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Brough, Judith A. "The Teacher as Counselor: Some Practical Considerations." Middle School Journal 16, no. 4 (1985): 4. http://dx.doi.org/10.1080/00940771.1985.11495706.

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Reed, Daisy F., and Joyce McCoy. "The Teacher as Counselor: An Increasing Necessity." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 8 (1989): 342–46. http://dx.doi.org/10.1080/00098655.1989.10114089.

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Dissertations / Theses on the topic "Teacher-counselor"

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Skutley, Katherine E. "Teacher perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006skutleyk.pdf.

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MATSUOKA, Yasuko, та 靖子松岡. "スクールカウンセラーが学校現場で機能するための活動と工夫について : 教師との連携に焦点を当てて". 名古屋大学大学院教育発達科学研究科, 2012. http://hdl.handle.net/2237/16156.

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Mettille, Jennifer A. "Faculty perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mettillej.pdf.

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Hirdes, Cassandra Laine. "Gender and Race of Teacher and Student: Are They Related to Teacher Responses to Incidents of School Bullying?" Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193408.

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In this study teachers provided responses indicating what actions they would take towards the bully and victim after watching three bullying vignettes in which the gender and race of the students varied. Significant differences revealed that when race, gender, or race and gender of teacher and student differ teachers are more likely to dismiss the victim or seek out adult resources. If the race or gender or race and gender of teacher and student were the same then teachers indicated that they would comfort the victim with more frequency, use a wider array of approaches regarding the victim, and they would also reprimand the victim more. Females were more likely than males to show care toward the victims and Whites were more likely than non-Whites to dismiss the victim. No significant differences were found when comparing teacher responses by student characteristics alone. Implications for teachers and school counselors are discussed.

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Thompson, Rosemary A. "A comparison of counselor, principal and teacher perceptions of the role and function of the school counselor in Virginia public secondary school." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618281.

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The Problem. The purpose of this study was to measure discrepancies between perceived "importance", "attainment" and "effectiveness" of school counselor role and function behaviors as viewed by principals, counselors, and teachers. It was hypothesized that counselors, teachers, and principals will differ significantly in their perceptions of what is important, attained and effective in counselor role and function.;Research Procedure. The subjects (N = 687) were principals, counselors and teachers randomly selected from Virginia public secondary schools. A 55-item Counselor Role Repertoire Needs Assessment Survey was developed to collect role and function data on eleven constructs of: Educational/Occupational Guidance, Counseling, Research, Staff Consultation, Parent Consultation, Placement, Referral, Pupil Appraisal, Program Development, Public Relations, and Professionalism.;Findings. There was a significant difference among principals, teachers, and counselors on their perceptions of perceived "importance" of all role constructs except Placement and Research; on the "attainment" of all role constructs except Research and Program Development; and on the "effectiveness" of counselor role and function of all constructs except Educational Occupational Guidance, Research, Parent Consultation, and Professionalism. Principals and counselors appeared to respond similarly on the attainment of Staff Consultation and Placement and on the importance of Professionalism and Public Relations. Teachers differed on these four constructs. Principals and counselors felt Staff Consultation and Placement was attained to a greater degree than teachers felt it was attained. Principals and counselors also gave more importance to Professionalism and Public Relations; teachers felt it was less important.;Conclusions. The findings of this study have implications that counselors continue to rely on the individual treatment model for counseling and the administrator role of sorting and allocating students through the secondary curriculum with an emphasis on educational and occupational guidance. Counselor caseload, function, role and responsibilities should be more clearly delineated and redistributed to provide a more therapeutic environment for developmental counseling. Suggestions for program enhancement and recommendations for further research is provided.

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Epperson, Sidney Reins. "Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.

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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.

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Roberts, Wendy. "Perceptions on the importance of prior teaching experience for school counselor candidates." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009robertsw.pdf.

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上杉, 春香, та Haruka UESUGI. "スクールカウンセラーと教師との日常関係づくり尺度の作成". 名古屋大学大学院教育発達科学研究科, 2005. http://hdl.handle.net/2237/9450.

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Zimmerman, Lisa. "Parents' constructions of the role of the helping professional in learning support." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-175358/.

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Farragh, Elizabeth A. "Teacher Support following Death by Suicide| An Autoethnography of School Counselor Experiences within a Rural School Community." Thesis, Central Michigan University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810980.

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<p> This qualitative study examines the perspectives of teachers in a small, rural community and the influence of the school counselor who support students returning to school after a death by suicide. The researcher took an autoethnographic approach because of the years of personal and professional experience and knowledge within the professional setting used in this study. A thorough review of the existing literature in the areas of the conceptual frameworks of grief, theories of grief, theories of suicide, policies and culture of rural school communities informs the study. Data triangulation was used to understand how different data sources show consistency using the same method. Data triangulation contributes to verification and validation of qualitative analysis (Patton, 2015). </p><p> A purposeful sample was used to select recently retired teachers with classroom experience. Retired teachers were selected because of years of classroom experience and knowledge in the professional setting with students who return after a death by suicide. Criteria for selection of retired teachers within a small group of professional educators in a small, rural Midwestern community are comprised of retired teachers at the secondary level of public education. Retired teachers have experience as a classroom teacher, have worked with the school counselor and have experience with students who returned to school after a peer death by suicide or family member death by suicide. Retired teachers were selected that have good recall of events and experiences in the classroom. </p><p> This study is designed to understand school counselor influence and the perspectives of teachers in a small, rural community who support students after a death by suicide. Qualitative methods were used to collect and analyze data. An interview guide approach was used to increase the comprehensiveness of the data. Research questions were generated from an extensive review of the literature. Data were collected from the following methods: interviews, private anecdotal counselor notes, researcher reflections and member checking. Educational research has not investigated as to how teachers feel about their preparedness and ability to support students after a death by suicide. Lack of data from research on the role of teachers, the influence of the school counselor and their preparedness to support students after a death by suicide is particularly meaningful for rural school communities. Therefore, the need for this study is significant as rural school communities, researchers and those who experience death by suicide explore this phenomenon and the policy implications for best practice based on data that informs the research questions. Trustworthiness of data analysis and believability of the study assures transferability, dependability and confirmability. </p><p>

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Books on the topic "Teacher-counselor"

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Inc, XAM, and Illinois Certification Testing System, eds. School counselor: Teacher certification exam. 2nd ed. XAMonline, Inc., 2007.

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Buzby, J. Harlan. John Stewart Rock: Teacher, healer, counselor. Salem County Historical Society, 2002.

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Buzby, J. Harlan. John Stewart Rock: Teacher, healer, counselor. Salem County Historical Society, 2002.

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Popham, W. James. New assessment methods for school counselors. ERIC Clearinghouse on Counseling and Student Services, 1995.

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Kottler, Jeffrey A. Teacher as counselor: Developing the helping skills you need. Corwin Press, 1993.

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D, Hutto Melanie, and Educational Resources Information Center (U.S.), eds. Teacher as counselor: Crisis intervention skills for the ABE instructor. ABE Model Project, 1995.

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C, Talley Ronda, and ERIC Counseling and Student Services Clearinghouse., eds. Making psychologists in schools indispensable: Critical questions & emerging perspectives. American Psychological Association, 1996.

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Carreiro, Richard. Working with families. Peguis, 1989.

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Braverman, Libbie L. Libbie: Teacher, counselor, lecturer, author, education director, consultant, and what happens along the way. Bloch Pub. Co., 1986.

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Rosenfield, Sylvia A. Instructional consultation. L. Erlbaum, 1987.

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Book chapters on the topic "Teacher-counselor"

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Whitman, Joy S., and Laura R. Haddock. "You Have Learned to Be a Teacher, What Is Next?" In Skill Development in Counselor Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-12.

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Boivin, Jacquelynne Anne. "The Dream Team." In Supporting Early Career Teachers With Research-Based Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6803-3.ch001.

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The main objective of this chapter is to explore the integral partnership between school counselors and classroom teachers when benefitting students with backgrounds faced with adversity. The role of communication in stabilizing students' supports and bolstering relationships between teachers and counselors is delineated, along with other counselor-related classroom concerns. Direct counselor support benefits students, but counselor support of teachers as a means of self-care practice secondarily supports students as well. Anecdotal evidence from the author's experience as an elementary classroom teacher helps to contextualize the understandings presented from the research literature.

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"Staff Development." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3838-8.ch005.

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Chapter 5 explores building classroom management techniques through the use of restorative practices, including how students, teachers, and staff members share the responsibility of managing issues and behavioral concerns within a classroom. The topic of finding a balance between focusing on academic content and integrating restorative practices into a classroom are also discussed. Finding a balance can sometimes mean that teachers and students must learn to be flexible within the classroom as the day's activities may need to shift in order to address an issue within the school. As the school community members learn to share the responsibility of managing the classroom, a change in roles can occur in which the teacher acts as a counselor, a counselor acts as a teacher, and a student acts as a teacher.

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Pradhan, Dr Bhawna Abhishek, and Dr Anjali Pawle. "“ROLES OF A TEACHER IN A BLENDED LEARNING ENVIRONMENT”." In Futuristic Trends in Physical Sciences Volume 3 Book 3. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bkps3p4ch2.

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This is study is based on secondary data on topic 'Roles of a teacher in a blended learning environment'. In this study we will know the role of a teacher like advisor, facilitator, motivator and a counselor. In this study we will also know the different kind of blended learning and merit and demerits of this method. A teacher plays different and important role in his or her teaching profession, teacher should update according to time.

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Hirata, Yoko. "Evaluating Student's Perceptions of Online Counselor for Independent Language Learning." In User-Centered Computer Aided Language Learning. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-750-8.ch013.

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This chapter outlines theOnline Counselor computer program, which has been designedto assist students in planning and organizing their learning using appropriateresources, and evaluating their work. Based on the results of a study implemented forstudents who lack previous independent learning experience, it argues thatOnlineCounselor is effective in guiding their learning and developing their initiative,responsibility, self-awareness and independence in language learning while giving aconsiderable amount of freedom to them in performing tasks. Furthermore, the authorargues that different levels of support are important if online learning is intended toplay a major role in curriculum and teaching programs. Online independent languagelearning is best achieved by developing both learner and teacher autonomy andproviding extensive teacher development activities that encourage instructors toadopt self-reflective attitudes.

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Cannaday, Jessica. "Certification and Endorsement in Gifted and Talented Education." In Curriculum Development for Gifted Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch001.

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Although endorsement and certification in gifted was a prevalent topic in the 1970s and 1980s, certification and endorsement needs for gifted and talented education (GATE) teachers has not been discussed extensively in the recent literature. This chapter provides an updated look at endorsement and certification through a review of teacher, parent, student, school counselor, and mental health professional perceptions regarding training needs in gifted education. Thematically, identification and characteristics of the gifted, differentiation for gifted learners, and the social and emotional needs of the gifted are discussed, and recommendations are made regarding pre-service coursework.

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Alexander Rodney. "How To Protect Children From Internet Predators: A Phenomenological Study." In Studies in Health Technology and Informatics. IOS Press, 2015. https://doi.org/10.3233/978-1-61499-595-1-82.

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Teenage Internet users are the fastest growing segment in the Internet user population. These teenagers are at risk of sexual assault from Internet predators. This phenomenological study explored teacher and counselors' perceptions of how to prevent this sexual assault. Twenty-five teacher and counselor participants were interviewed. A modified van Kaam method was used to analyze the data and develop themes. Participants stated that mainly the lack of parental support and social networking website were the circumstances leading to teenage Internet sexual assault, while teen needs and gratification usually played a role in teen encounters with predators on the Internet. There were 5 emergent themes in this phenomenological study and those themes were; lack of parental support, social networking websites and chat rooms, teenage need for relationships, instant gratification among teenagers, improved parental support.

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Levy, Ian P., and Amy L. Cook. "Conclusion." In Activating Youth as Change Agents. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197677759.003.0011.

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Abstract This text serves to guide school counselors through the developmental application of youth action participatory research (YPAR) within comprehensive school counseling programs. Attention to amplifying youth voice is the goal of all YPAR work across the developmental span, grades K–12. To begin to apply YPAR within their comprehensive programs, school counselors should start small, whether in a classroom via collaboration with a teacher, in a small group, or within an afterschool program. This steady process of implementation and evaluation will help school counselors lay the groundwork for integrating YPAR across school ecosystems. This concluding chapter summarizes the contributions of YPAR in school counseling practice and school counselor education.

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Ratliff, Lindon, Joshua Watson, and Kimberly R. Hall. "Preventing Sexual Misconduct." In Sexual Misconduct in the Education and Human Services Sector. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0657-7.ch010.

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The purpose of this chapter is to introduce sexual misconduct within the school setting to the reader, the relevant studies concerning each topic and how each position (teacher, counselor, and administrator) connects to the issues. The goal of the writing is to show the current findings and to give the reader the direction of where future research is needed. In just one example, the topic of the location of sexual offense will be discussed. Specifically, where in the school or surrounding environment will the sexual misconduct (assault, etc.) is most likely to occur. With the knowledge of so called “isolation zones” an administrator can better position monitors (electronic or human) to discourage actions of misconduct.

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Metcalf, Tammy, and Liz Wrocklage-Gonda. "Well Teachers Teach Well." In Innovative Collaborative Practice and Reflection in Patient Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7524-7.ch006.

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No matter what field one enters, landing that first job and depositing that first paycheck is like no other feeling in the world. The excitement, anticipation, and demands of any career can be exceptionally challenging, and many people underestimate the toll that work—even meaningful work—can have on one's physical and mental well-being. This underestimation is especially true in the field of education, where many teachers in ever-expanding roles (teacher, mentor, counselor, etc.) work non-stop nine months out of the year only to find themselves physically and perhaps mentally exhausted. This chapter explores the teaching careers of college friends and how they have been able to break the cycle of Work/Exhaust/Repeat by recognizing, modifying, and preventing patterns that are ultimately harmful to their physical and mental well-being and make them less effective as educators.

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Conference papers on the topic "Teacher-counselor"

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Knowlton, Dave. "SUPERVISING DESIGN STUDIOS WITH THE TEACHER, COUNSELOR, CRITIC (T2C) FRAMEWORK." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1891.

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Budarina, Anna O. "Counselor Training Models In Teacher Training Education And Digital Learning Environment." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.26.

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Rahmawati, Ninda Hidayatul, Nur Hidayah, and Diniy Hidayatur Rahman. "Analysis of Understanding of Professional Identity as Efforts to Improve Counselor Teacher Performance." In 6th International Conference on Education and Technology (ICET 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.052.

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Rachmayanie, Ririanti. "Literature Study Description of Corporation Between Classroom Teacher and School Counselor In Elementary School." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.52.

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Simpson, Amari T., Lara Hebert, Luisa Rosu, et al. "Impacting Teacher and Counselor Practices as They Support Traditionally Underrepresented Students to Pursue STEM Majors and Careers." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274151.

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Salunke, Kavita. "New Trends in Teacher Education: Study of Effectiveness of the Coaching Scheme." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5819.

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This paper deals with the efficaciousness of a new scheme employed in the Teacher Training Program of YCM Open University. It is the Scheme of Coaching. In this scheme, some practice lessons are supervised by a trainee colleague who also assists him as his partner in teaching, as a friend and guide. This scheme paves a smooth way for transfer of a new teaching method to the normal classroom teaching. // There are two sections in this paper – Introduction to the Scheme of coaching, and a concise report of an Action Research conducted in the area of coaching scheme. // The first section describes the usual Core Training Program. But the University follows the Diagnostic Approach to Micro Teaching. There is a nine-steps training program which concludes with the Coaching Scheme. It is the training strategy developed by Bruce Joyce and Showers Beverley. This paper describes its pedagogical necessity, the actual mode of its implementation, teacher-trainee roles and its benefits. It also elaborates its four characteristics. This section supplies the minimum essential about the scheme. // The second section provides the details of the Action Research conducted in the area of the Coaching Scheme. It studies the effectiveness of the Scheme for conducting the practice lessons. For this investigation, the mixed method was used. The sample consisted of 70 teacher trainees and 10 counselor-cum-resource persons mobilized from two distinct viz. Nashik and Jalgoan. It was selected by the purposive sampling method. The data were collected by using two self-made research tools viz. a questionnaire and an observation schedule. The data that were procure, were quantified and conclusions were drawn. The action research revealed that the self-instructional material for the coaching scheme, developed by the University is useful to the teacher trainees, the material provides adequate guidance for practice-lessons and the coaching scheme is useful to theme. Other relate observations pertain to practical difficulties of study centers in implementing the scheme, the approach of the trainees and interest of schools in the scheme. It has been useful to the school of education in better implementation of the scheme.

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Spineanu georgescu, Luciana, and Georgiana Badea. "THE USE OF INFORMATICS IN THE EARLY STAGES OF PRACTICE OF THE ECONOMISTS' STUDENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-181.

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Due to the economic imbalance on the labor market that generates a growing unemployment rate, I consider necessary to educate young students in the spirit of financial and banking through their participation in certain stages of practice conducted by faculty especially for training and professional development. In this regard, the banking practice has implemented a virtual computer program that works according to the rules and regulations in force and which provides practitioners, both a baggage of theoretical knowledge and the possibility to accumulate a practical experience. The training process includes a stage of familiarization with the usual banking terms and concepts, with the products promoted by means of virtual banking, the registration of credits granted in the computer system, and a stage where practitioners will be assigned specific tasks of a bank worker. In the first stage the practitioners will perform all operations related to the granting, management and tracking of a credit from granting and until its full repayment after the typical transactions that take place in a real bank. The second stage involves the development of scenarios where a part of practitioners are bank employees and the others are clients of the bank. It will be presented and examined how to make an application for credit, a credit report, of the underlying documents preparation and that are parts of a credit agreement (contract of mortgage, with everything that involves, contract of pledge on movable property registered in the ELECTRONIC ARCHIVE OF REAL MOVABLE GUARANTEES). Using computer system facilitates the accumulation of theoretical and practical knowledge corresponding to the executive functions from a bank unit respectively that of front-office administrator, credit counselor for individuals and legal entities. Through the approach and presentation of the topic, this way of learning is gaining more and more ground whereas removes monotony and routine of regular courses and allows an active interaction between students and teacher.

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Marhan, Ana maria, and Camelia Popa. "GETTING TO KNOW YOUR STUDENTS WITH FACEBOOK." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-034.

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Thousands of preadolescents and adolescents are using social networking sites, and especially Facebook, on a daily basis. Given the public nature of most user profiles, as well as of the many social connections established online by young students and adolescents, it becomes obvious that integrating the richness of information provided by these websites into the pedagogical and counseling practice is currently a must. This paper intend to look at how the public "walls" of Facebook allow parents, teachers or counselors to develop further awareness on the evolution of a particular students or a group of students. Facebook's rich information allows a better understanding of students thinking and behaviors, since specific attitudes are openly expressed in their own words, or rather with "likes", or "dislikes" kind of labeling, while their interests and concerns became apparent by by analyzing the content they disseminate. Facebook virtual "walls" also provide further information on student skills (technical, artistic), or personality characteristics (sociability, narcissism, extraversion, openness to experience, lack of taboos, agreability), or creativity (as demonstrated by the original web contend they generate). Their involvement in volunteering activities (social activism), or their skills in developing relationships with peers (that one can appreciate by the size of their personal social networks) and their strategies in exchanging information (i.e., sharing photos with friends) provides also important data that may support the educational work. Representations of youth identity, in the post-modern sense of identity construction, can be assessed based on the self-presentations available on Facebook, by observing the types of photographs made public, or the frequency of profile information updates. Nevertheless, protecting the integrity of students' personal and social spaces, disregarding they are real or virtual, denouncing any "invasion" of unwanted or dangerous friends, establishing rules of ethics in teacher-student communication, and detection of particular problems in youth life (depression, anxiety, irritability or other kind of adolescentin “emergencies”) are important lines of action for the education counselor. Moreover, the concept of "pedagogical web" shows that the special relationship that teens and adolescents have with new media can be further capitalize on in the educational and/or counseling process in order to support a harmonious development of students personality.

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Reports on the topic "Teacher-counselor"

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Morton, Florence. Student Perceptions of the Teacher-Counselor Role at the Albina Youth Opportunity School. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1719.

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