School Guidance/Counseling Program- eced 13

Watertown Elementary Schools' Guidance Program

Philosophy

The Watertown Guidance Program provides activities, interventions and services which assist students in achieving their maximum personal development, both as individuals and as learners. Guidance and counseling are vital components of the educational process which help students recognize their needs and abilities, and develop strategies to realize their full potential. The primary role of the guidance staff is to implement a developmental guidance program that will help all students acquire skills in the educational, social, and vocational areas necessary for living in a multicultural society. Guidance counselors act as student advocates and work closely with other educators, parents and community members to provide opportunities for students to develop the skills necessary to lead productive, fulfilling lives.

*Based upon philosophy developed by the Mass School Counselor's Association, May 1991

Student Competencies

The elementary guidance counselor works to provide a healthy social-emotional environment for all students within the school setting. This environment will enable each student to excel in an academic setting. Counselors enhance students' desire to learn and help them to recognize the benefits and values of their achievements. Listed below are the competencies which the Elementary Guidance Staff works with students to foster

Learning Compentencies

• Create a desire to learn, recognize and appreciate the value of learning
• Encourage responsibility and task completion
• Develop effective communication skills that enable learning to take place
• Understand the value of setting and accomplishing meaningful goals
• Understand their strengths and abilities and recognize their potential to learn

Personal/Social Compentencies

• Recognize and accept responsibility for actions
• Develop positive attitudes toward school, family, self and others
• Develop friendships and interact cooperatively with others
• Achieve skills for developing effective conflict-resolution techniques
• Understand and respect differences among people's cultures, lifestyles, attitudes, and abilities

Career/Vocational Competencies

• Become aware of personal interests and preferences
• Recognize that the development of skills leads to attainment of future plans
• Learn to cooperate with others effectively in work and play
• Understand and appreciate the world of work

* Based upon the Wisconsin Developmental Guidance Model (revised 6/10/99)

FIN**

MERGING OF DIFFERENT RACES

1. In the story there is a circle of friends. This circle of friends are coming from different races. different country, with different beliefs, different physical appearance, such as the color of their hair, complexion and others. Some are from the united states of america, others are African. But with all of those differences they are aiming with one goal. This is to spread the peace in each and everyone. The peace which not only for the world but most probably at home. They do some lectures in every city. Lecturing about on how to be a good citizen and a child to his or her parents

2. Weak Points:

- They have different beliefs and practices.

   Strong Points:

- They are aiming for one goal.

-They do some lectures in every city. Lecturing about on how to be a good citizen and a child to his or her parents

3. How can I relate this story to my life

- I can reflect to the story, also I am teaching my siblings to be a good child to our parents. I encourage them not to be stubborn to our parents.

4. Lesson:

- From now on I will be the way, to my parents not so irritated with my siblings, and to unite the, because before I get quarrellings with them.