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School Counselor’s Connection
A School Counseling Quarterly Journal of Ideas, Research and Expression School Counselors
Better Décor, Better Results Office space tips & tricks Pg. 10
Counseling Curriculum for Change Step by step lesson plans to stop discrimination Pg. 8
Volume 1, Issue 1 Summer 2015
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Editor’s Note ‘Connect with your students, connect with your community, connect with yourself.’ Jenna Haven As professional school counselor’s, we engage in a variety of fulfilling tasks, and may find that at times we are getting lost in the mixture. For me, finding a space to unwind is pivotal in my ability to do my work, whether it is through meditation, baking cookies, or a good laugh. To keep me focused and in tune with my work, I rely on staying up to date with research and learning new skills to utilize. Measuring those aspects can be difficult when trying to add them to an already complex recipe for the day of a counselor. Let this journal serve to blend both. Find clarity through tricks to make your office an oasis (p. 32), a bond with testimonials of counselors like us, or insight from new research in psychology. This journal is made with care and consideration for all school counselors, and is catered to you. Enjoy! Jenna Haven, Editor
Aenean eget urna
Volume 1, Issue 1 Summer 2015
Connect with me! [email protected] facebook.com/jennahaven
“All children should be taught to unconditionally accept, approve, admire, appreciate, forgive, trust, and ultimately, love their own person.” ― Dr. Asa Don Brown
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Applying the Standards and Indicators of ELLs to Lessons: A Simple Guide for School Counselors
English Language Proficiency Standards (ELPs) were created as a framework
from which English Language earners (ELLs) can be measured in order to assist in their academic achievement. As school counselors, we can be a stakeholder in the standards by
utilizing this system to create unique academic programs for ELLs that reflect both the ASCA standards of academic achievement and the ELP standards. This task can be
achieved by The ELPs consist of two parts, the first, Classroom/Formative, for classroom-based, small scale instruction and planning and the second, Large
Scale/Summative for large scale assessment. There are five ELPs, which are described below:
ENGLISH LANGUAGE PROFICIENCY STANDARD 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. ENGLISH LANGUAGE PROFICIENCY STANDARD 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS ENGLISH LANGUAGE PROFICIENCY STANDARD 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS ENGLISH LANGUAGE PROFICIENCY STANDARD 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE ENGLISH LANGUAGE PROFICIENCY STANDARD 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES’
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Language Proficiency Standards for English Language Learners. (n.d.). Retrieved from http://www.projectshine.org/sites/default/files/Language Proficiency Standards for ESL.pdf
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!An age old problem in school is the scrutiny certain children receive from peers because of differences between them. As the US grows and becomes more diverse in its language makeup, an issue in the school that is becoming more prominent is discrimination due to language barriers. As school counselors, we use the ASCA National Model to guide our curriculum and address social issues, with a standard built specifically around it. ‘Students will acquire the knowledge, attitudes and interpersonal skills tot help them understand and respect self and others.’ (ASCA, 2012)
http://www.easttroy.k12.wi.us/district/englishlanguagelearners.cfm
It is time to change: Meet this standard by advocating for English language learners.
To advocate for English language learners and eliminate prejudice against them, school counselors can help by implementing lesson plans that teach:
!In Pennsylvania, the Human Relations Commission, who outlines the legalities of discrimination in the state, aids us in this goal. PHRC gives numerous examples and sources for referral when an event occurs. As stated on their website, ‘In education, it is illegal to discriminate against someone based on race, color, sex, religious creed, national origin, ancestry, handicap or disability, and the use, handling or training of support or guide animals for disability.’ (Education Discrimination, 2015). As school counselors, it is important to reference the Pennsylvania laws specific for discrimination when creating lesson plans catered towards it to ensure that we are meeting both the ASCA and legal standards.
To do this, specific lesson plans should be given throughout the school year that address discrimination on these levels. Many studies show the negative portrayals people learn about others due to the entertainment industry, and the results can be used and adapted to create lesson plans for students. A particular study by Lippi-Green, ‘Teaching Children How to Discriminate: what We Learn from the Big Bad Wolf’ is a great example, which can serve ‘as a model for adolescent learners, researching the ways in which pop culture sources link stigmatized as well as admired language varieties
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with people’s abilities, morals, attractiveness, and so on’ (Zuidema, 2005). An example lesson plan for high school students to use this information: school counselors will give a lesson in which they require students to record data on prejudice of a linguistic nature. They can be given ideas such as listening to the news, watching particular animated films, or television shows.
This is a simple, effective way to teach against prejudice by making it obvious in the world to students, which should occur once they understand what discrimination is. The Equality and Human Rights
commission of Britain has provided many lessons for teachers that school counselors in the US should utilize to teach students about prejudice, which can be accessed here: http://www.equalityhumanrights.com/private-and-public-sector-guidance/education-providers/secondary-education-resources/resource-toolkit/lesson-plan-ideas
By creating lesson plans that teach about discrimination overtly, specifically, and tactfully, school counselors can aid in eliminating it from the schools and truly meet the standards the ASCA model outlines, while working towards equality and respect for their students.
!References Pictures from Google Images and Clipart American School Counselor Association (2012). The ASCA
National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Lesson Plan Ideas (2011) Retrieved January 27, 2015, from
http://www.equalityhumanrights.com/private-and-public-sector-guidance/education-providers/secondary-education-resources/resource-toolkit/lesson-plan-ideas
Education Discrimination (2015). Pennsylvania Human Relations Commission,
Commonwealth of Pennsylvania. Retrieved August 1, 2015, from http://www.portal.state.pa.us/portal/server.pt/community/phrc_home/18970/education_discrimination/719399
Zuidema, L. A. (2005). Myth education: Rationale and strategies for teaching
against linguistic prejudice. Journal Of adolescent & Adult Literacy, 48(8), 666-675.
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!7 Essentials to create a warm and welcoming school counseling office
No matter what profession you are in, decorating an office can be an overwhelming task. With endless choices and events on their schedule, some may find it easier to simply work within the confines of bare white walls, thinking, ‘who is going to see it anyway?’
For school counselors, everyone! School counselors have the unique and difficult task in designing their office to create an ambience that is not only pleasing and workable for them personally, but also create a safe, welcoming environment for every student, and often their family members, from an entire school!
Creating this is important due to the positive interactions that occur in a room in tune with the feelings of those welcomed in. Research has found that simple design elements of a room can decrease stress and anxiety, as well as promote disclosure (Pearson & Wilson, 2012). As a school counselor serving a diverse population of students with different cultures, special requirements, and
sensitivity, maximizing this opportunity can be fundamental. Additionally, your office represents you! Students and their families will take the opportunity in a
well-designed environment to view the counselor as confident, capable and you will be perceived in a more positive light, sometimes by something as simple as using the right light.
There are elements of an office space specific to counselors that have been proven to improve the environment. To optimize your office, consider the following design
features:
Flooring: Start on solid footing by using soft flooring; carpeting that is
thick and comfortable is preferred by everyone.
Seating: It should be comfortable and soft as a rule. A good idea is to
have moveable chairs! Students will feel more control of the space, and then more
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comfortable, if they have the freedom to move around. Plus, the optimal proximal distance between you and those in your office changes for sessions depending on their unique comfort level. Comfortable, moveable chairs cater to each student.
Color scheme: Have one! Blank white walls are boring, and subdued, co-coordinated colors are best. Studies support associations with positive emotions with light colors (Pressley & Heesacker, 2001) so go light! Not sure of which color? Green has overall stress-reducing affects (Pearson & Wilson, 2012).
Lighting: everyone prefers natural lighting, as it reduces fatigue. If you’re lucky enough to have a window, keep it visible and open it! Fresh air also has many relaxation benefits. If not, soft lighting is best; avoid overhead fluorescence (Pearson & Wilson, 2012). If your office comes with them built in, use lamps! Many have dim settings so that you can coordinate to the setting or time of day.
Décor: ! Plants! ‘Bringing nature into the immediate
environment through the use of indoor plants can increase comfort, mood levels, and overall attractiveness of office environments’ (Larsen, Adams, Deal, Kweon, & Tyler, 1998). Visit http://www.creativegreenliving.com for ideas on plants that are not only visually appealing, but functional. Many plants can improve the quality of your office by filtering the air (Vollf, Andrea, 2013).
! A view of the outside world is best! Having an office near a garden or open space is ideal, but if not, create it in your office with artwork! Pictures of nature, especially when complex, contribute to feeling less intensely focused on the ‘inner world’ and thus are able to relax and feel comfortable (Larsen, Adams, Deal, Kweon, & Tyler, 1998).
! Artwork! You want your art to represent you, and as a school counselor, you represent all of your students! Reflect this by displaying art everyone can enjoy, and keep culture in mind. For example, invest in a globe that works! For children, having this to play with promotes disclosure, and can be stimulating for all ages. Buy one that is reflective of your age of students (a beach-ball style globe for younger children, an intricate, detailed globe for young adults).
Climate: It can be difficult to control the air in your room, but having moving air is best (have a small fan) and keeps the climate warm and intimate with additional features. For example, a humidifier! These inexpensive devices help monitor climate by improving air quality and can add to the positivity of the room by
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adding soothing essential oils (pick lavender for relaxation, cinnamon to stimulate, be creative!)
Neatness: According to Pressly & Heesacker’s (2001) review of environment and counseling, ‘If patients see something askew or neglected, it may plant seeds of doubt in their minds about the practice’s quality of care.’ So, take care of your new plant! And, as a school counselor in charge of many things, it is beneficial for not only those who enter your room, but for you as well, to keep your office organized with cabinet space to keep files hidden and shelving units on the wall to organize in a small room.
Design choices catered to the counseling population promote ‘sociabi l ity , interpersonal attraction, and prosocial behaviour’ (Pearson & Wilson, 2012)
Use these tips to be proactive in creating a space for you and the diverse population that will be welcomed into your unique office!
Author : Jenna Haven
References: Pictures from Google images Vollf, Andrea (2013). 15 Plants That Improve Indoor Air Quality. Retrieved from
http://www.creativegreenliving.com/2013/09/15-plants-that-improve-indoor-air.html
Pressly, P. K., & Heesacker, M. (2001). The physical environment and counseling: A review of theory and research. Journal of Counseling and Development, 79(2), 148 – 160.
Larsen, L., Adams, J., Deal, B., Kweon, B., & Tyler, E. (1998). Plants in the workplace: The effects of plant density on productivity, attitudes, and perceptions. Environment and Behavior, 30(3), 261 - 282.
Pearson, M., & Wilson, H. (2012). Soothing spaces and healing places: Is there an ideal counseling room design? Psychotherapy in Australia, 18(3), 46 – 53.
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On the next page, a sample PBL project to use with students!
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WEEK ONE!"!!"#$%&'(")*+,'$-$.")*!!"#$%&"'("'&")*+,-&%.&/!
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
ELL Experience : "0$1"233("4'55"16+-1(("&$1"5'(&1.'.7"51815",9":,**;.':%&',."<="1.7%7'.7"'."&$1"9'-(&"411>?(":,.&1.&",9"*%&1-'%5"&,";.@1-(&%.@"%.@"'.&1-+-1&"&$1"(+,>1."5%.7;%71"&$-,;7$"*;5&'+51"(,;-:1(",9"*1@'%A"
WEEK TWO –!/)0'(#12)0")*+,'$-$.")*+?!B1(1%-:$"%.@"C%&%"D,551:&',.!
!! G$!05'!9'3%$*!.''B-!05'!902*'$09!.(//!1'/+0'!.5+0!05',!/'+1$'*!41%:!05'!9'3%$*!.''B!+$*!+&&/,!(0!0%!9%:'!+30(6(0('97!!85'!4(190!*+,!%4!.''B!0.%-!902*'$09!/'+1$!A1('4/,!+A%20!)/%A+/!.+1:($)!+$*!&%//20(%$7!!85'!902*'$09!.(//!A1'+B!2&!($0%!9:+//!)1%2&9!+$*!*(93299!5%.!)/%A+/!.+1:($)!+$*!&%//20(%$!3+$!+44'30!05':!5'1'!+9!.'//!+9!&'%&/'!($!05'(1!5%:'!3%2$01,7!!#$!*+,!051''-!05'!902*'$09!.(//!1'3'(6'!)/%6'9!+$*!01+95!A+)9!+$*!05'!3/+99!.(//!)%!%$!+!95%10!4('/*!01(&!+1%2$*!05'!$'()5A%15%%*!0%!52$0!4%1!01+95!+$*!1'3,3/($)7!!85'!902*'$0!.(//!+/9%!A'!+A/'!0%!A1($)!($!1'3,3/'*!(0':9!41%:!5%:'!(4!05',!/(B'7!!85'!4%2105!*+,!.(//!A1'+B!($0%!9:+//!)1%2&9!%4!H?I!+$*!05'!902*'$09!.(//!9%10!+$*!0+//,!05'(1!4($*($)97!!#$!05'!4($+/!*+,-!05'!3/+99!.(//!&20!05'(1!4($*($)9!%$!+!9:+//!)1+&5!.5(35!05',!.(//!31'+0'!%$!3%:&20'1!.(05!0'+35'1!+99(90+$3'7!!!
ELL Experience:"233("4'55"@'(:,81-"$,4"75,<%5"4%-*'.7"%.@"+,55;&',.":%."%991:&"+1,+51"'."%55":,;.&-'1(A"
WEEK THREE –+3(2$1"$")*+,'$-$.")*+"!B1:=:5'.7"'."E:&',.!
G$!05'!05(1*!.''B-!05'!902*'$09!.(//!31'+0'!+$!+10!3%//+)'!.(05!05'(1!1'3,3/'*!(0':97!!85',!.(//!)'0!0.%!*+,9!0%!3%:&/'0'!05(9!0+9B7!!85'$-!05'!902*'$09!.(//!9'0!2&!+!1'3,3/($)!3'$0'1E!&/+$!4%1!05':!0%!A'!+A/'!0%!(:&/':'$0!+0!5%:'!.(05!05'(1!4+:(/('97!!#$!05'!4($+/!*+,!%4!05'!.''B-!902*'$09!.(//!A1'+B!2&!($0%!9:+//!)1%2&9!0%!*(93299!.5+0!05',!/'+1$'*!+$*!.5'05'1!%1!$%0!05',!5+*!+!1'3,3/($)!9,90':!($!05'(1!%/*!3%2$01('97!!85'$-!05'!902*'$09!.(//!3%:'!A+3B!0%)'05'1!+$*!95+1'!9%:'!05($)9!05',!/'+1$'*!41%:!+//!051''!.''B97!!=+90/,-!05'!902*'$09!.(//!.1(0'!95%10!'99+,9!+A%20!.5+0!05',!/'+1$'*!+$*!5+$)!05':!($!05'!5+//.+,!+/%$)!.(05!05'(1!3%//+)'9!9%!05',!3+$!95+1'!05'(1!.%1B!.(05!%05'1!902*'$09!($!05'!935%%/7!
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ELL Experience:!"##$!%&''!()*+,-.!/0.!()1(.+/$!)2!/-,$0!,13!-.(4('&15!6./%..1!/0.&-!0)*.!()71/-4!,13!/0.!89:!
!"#"$"%&"'(!"#$%&'()&'$&"'*'+),&-.)/--01')2.30'())4%#5)26($"$%$')-,)7+%#3$"-6)89:;;<=)>-)&'#?#1')-&)6-$)$-)&'#?#1'@)$A3$)"()$A')B%'($"-6@))
C'$&"'*'+),&-.)A$$DEFFGGG=H"'=-&0))!I)J'D3&$.'6$)-,)7+%#3$"-6=)89::K<=);.11$4'<,1&,!"15'&$0!#,157,5.!;-)2&(&.1(4!9/,13,-3$:)
L$3$')-,)!'66(?1*36"3=))
!&-M'#$N43('+)O'3&6"60)89:;P<=)J3)Q"6#")L#A--1(=)C'$&"'*'+)R%1?);:@)9:;S),&-.))A$$DEFF'+%$-D"3=-&0FH1N&'('3&#AN1'3&6"60N-%$#-.'())
>A-.3(@)R=)89:::<=)I)C'*"'G)-,)C'('3&#A)-6)!&-M'#$)43('+)O'3&6"60=)C'$&"'*'+)R%1?);:@)9:;S@)),&-.)A$$DEFFH-HD'3&1.36=-&0F4'($!&3#$"#'(F!4O)C'('3&#A=D+,)
)Q'03@)Q=)89:;9<=)!&-M'#$N43('+)O'3&6"60)C'('3&#A)C'*"'G=)C'$&"'*'+)R%1?);T@)9:;S),&-.))
A$$DEFFGGG='+%$-D"3=-&0FDH1N&'('3&#AN1'3&6"60N-%$#-.'()))
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E N G L I S H L A N G U A G E L E A R N E R S
Journaling for Learning: A Direct Strategy for Direct Results
Counseling ELL Students Effectively
As school counselors, we frequently meet with individual students to aid them in their learning experience. When counseling students who are learning another language, it is important to implement strategies that reflect their unique experience. Direct strategies for learning provide conscious ways to help students in this process by allowing them to essentially learn specific ways to learn. A great way to help students as a counselor is to implement the social affective strategy of journaling into programs with students. Applying the technique of journaling particularly helps student by engaging them in a mental technique in which they can use self-talk and reflection to learn. Journaling is beneficial for English Language Learners particularly because it can provide the opportunity to maintain their first language, an important aspect of their learning often forgotten in curriculum for students.
Implementing this strategy as a school counselor is an easy and effective way to enhance learning, and can be done in a lesson to an entire classroom, or for students in individual counseling. Students in the classroom can be given opportunities to utilize a variety of different journaling techniques, such as those listed below, to better understand the material they are presented with, or gain personal insight in their learning.
‘Use journals as a class start-up activity. When students enter the classroom, allow them time to reflect upon a personal goal or issue. They can also use their journal to respond to a writing prompt that is on the front board. Summarize opinions before or after instruction. Give students the opportunity to write about their ideas, experiences, and what they know about the topic before you teach it. Journals can also be used to reflect upon what students have learned about the topic after it has been taught. Create a personal journal. Personal journals allow students the freedom to write about whatever they wish. They can express their feelings, opinions, and emotions about any topic that interests them. Create a dialogue journal. Dialogue journals are interactive journals between the teacher and student. Teachers can comment on what the student writes, and vice versa. This is a great way for teachers to learn about their students, while students get the opportunity to express themselves to their teacher in an informal way. Double entry journal. Use a double entry journal to improve students' comprehension, and help them organize their thoughts. To create this type of journal, have students fold their paper in half. Then on the left side of the paper have them write down a phrase or sentence. On the right side of the paper is where they write their reaction to that passage.ʼ (Cox, n.d). These various options for journaling provide a way to use journals in the different areas of counseling work you
do. In individual counseling, a dialogue journal could be essential in bridging a communication gap between counselor and student by providing them a voice in their journal to express themselves and then convey their thoughts to their counselor. With English Language Learners, this process can look different than with other students. For example, a dialogue journal can be created for each session with the student where the school
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References: Pictures from Google Images Cox, Janelle (n.d). Journal Teaching Strategies. K-12 News, Lessons & Shared Resources By
Teachers, For Teachers. Retrieved from http://www.teachhub.com/journal-teaching-strategies
Why Journaling Works (2009). The Science of Journaling. Retrieved from
http://www.mytherapyjournal.com/whyjournal/ 6 Benefits of Journal Writing (2015). K5 Chalkbox: Evidence Based Teaching That Works.
Retrieved from http://www.k5chalkbox.com/benefits-of-journal-writing.html
counselor has the student ‘Describe how you are doing today in one English ‘feelings’ word (with provided sheet) or in a picture. Then, the student can have the written prompt to address any concerns they are having, which they can express in their native language. The school counselor can easily translate the responses of the student by using an app service such as translate, or have the student assist in translating their thoughts to English to discuss the content and open up a dialogue between them. This social affective strategy assists in learning in a variety of ways and can be geared for English Language Learners by having students write in their native language as described above, or express themselves through drawing and labeling when learning to translate their native language to English, which may be particularly useful when working with young students (6 Benefits of Journal Writing, 2015).
On top of the learning and communication advantages of this direct strategy, it is important to note that journaling is also highly beneficial for a student’s mental health and well-being. According to many clinical studies done on the benefits of journaling, it has been shown that ‘people who journal report having significantly less distress (i.e. suffering, sorrow, pain), feeling less depressed, and having an overall better mood. In addition, people who journal over time report a better ‘day-to-day mood’ as well as reporting feeling more positive towards themselves and others (Why Journaling Works, 2009).
When you combine the cognitive benefits of journaling with the mental health and relational factors, it is clearly a great choice to implement this direct strategy for the benefit of English language learning students in your counseling practice. In fact, journaling is so well researched and valuable for learning and mental health, you might want to try it yourself!
E N G L I S H L A N G U A G E L E A R N E R S
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English Language Learners Summer 2015
Educator ‘talks’ Preschool An interview with a preschool teacher/social worker gives insight on the importance of ELL Education
• Jenna (interviewer): To start us off, could you describe the model your school uses? • Michelle (ed professional): We actually don’t follow a specific model,!"#$!"%&$!'()*$+*%!+&!$,!
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• !"##$%!H0)$!$5'%!,8!&#'',($!7,!5,#!'(,1+7%!,#$&+7%!,8!$0%!(%2#.)(!*.)&&(,,/>!)-7!+-!5,#(!*.)&&(,,/&D • I+*0%..%J!4!.+-?!6+$0!$0%!.,*).!&*0,,.!7+&$(+*$!8,(!B@C!!"#$%&'()*')*)+,-.#/)0*#$1*$,23)4-!,#(!'(%&*0,,.>!
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L%%'+-2!$0%/!*,--%*$%7!+&!"%&$>!%1%-!60%-!$0%5!0)1%!.+$$.%!$,!-,!B-2.+&0!5%$3 • !"##$%!H0%-!$0%5!)(%!+-!$0,&%!+-+$+).!&$)2%&>!0,6!7,!5,#!(%&',-7!$,!%((,(&D • &'()"**"%!4$!+&!-,$!)-!%((,(>!+$A&!$0%!*,((%*$!)-&6%(!+-!$0%+(!.)-2#)2%M!N.)#20&O3!P$!$0)$!)2%>!4!2,!8,(!
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Michelle, a social worker and assistant teacher at a small, rural preschool in Northeastern, PA, knows all about the struggle in finding the right support for English Language Learners, and the importance in it. In her 25 years of experience, she has worked with numerous families and children at various stages of their learning progress in English. In her rural community, the demographic is largely white and English-only, making it crucial in her role to ensure that the students all have ample opportunity to not only learn, but excel in their learning environment.
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2
Lorem Ipsum Dolor Spring 2012
To connect with Michelle:
Email: [email protected]
Or
Find her on Facebook to chat!: Michelle Claire
• !"##$%!"#!$%&'!()*('+(#,(-!./01!02(!.%&34!$%&!50$!+5!1/(!6(51!7%'!3(0'#+#2!0#4!'(10+#+#2!8#23+5/9! • &'()"**"%!:/(!(0'3+('!1/(!6(11('-!;<=!$(0'5!%34!"!.%&34!50$> • !"##$%!?%&34!$%&!4(5,'+6(!$%&'!,&''+,&3&@!%'!0#$!@01('+035!$%&!&5(!7%'!8AA59 • &'()"**"%!B('$!3+113(!+#!%&'!,&''+,&3&@!+5!2(0'(4!7%'!8AAC!D+15!2%B('#@(#1!,'(01(4E>!:/(!F+45!3%B(!G%'0H!"1!+5!0!7&#!
0#4!/(3*7&3!+,%#!+#!%&'!,3055'%%@> • !"##$%!I/01!'%3(!4%!$%&!7((3!+@+101+%#!0#4!@%1+B01+%#!*30$!+#!30#2&02(!3(0'#+#29 • &'()"**"%!J('$!B('$!/+2/>!K%1+B01+%#!+5!0#!+#1('(51+#2!1/+#2-!"!/0B(!0!7%&'<$(0'<%34!,/+34!#%.!./%!3%B(5!,%@+#2!
1%!5,/%%3!0#4!+5!3(0'#+#2!8#23+5/!B('$!L&+,F3$-!(#M%$+#2!1/(!(#1+'(!*'%,(55>!N1!1/(!50@(!1+@(-!"!/0B(!0#!(#1+'(!70@+3$!1/01!%&15%&',(5!1/(+'!+#1('*'(101+%#!1%!0!70@+3$!@(@6('!./%!5*(0F5!8#23+5/!73&(#13$-!5%!1/01!1/($!#(B('!/0B(!1%!0#4!1/(+'!,/+34!/05!4+77+,&31$!3(0'#+#2>!
• I%&34!$%&!50$!1/01!30#2&02(!0#4!0,04(@+,!,%#1(#1!,0#!6(!0,L&+'(4!01!1/(!50@(!1+@(9 • &'()"**"%!O%'!1/(!*'(5,/%%3('5-!+1!/0**(#5!%71(#H • !"##$%!/%.!4%(5!1/(!5(1!&*!%7!0!,3055'%%@!/(3*!%'!/+#4('!8AA59 • &'()"**"%!P&'5!+5!B('$!%*(#!0#4!7'((-!+1!+5!*30$!605(4-!1/01!+5!,'&,+03!7%'!,/+34'(#!3(0'#+#2-!5%!+1!+5!2'(01!7%'!1/%5(!
3(0'#+#2!8#23+5/-!1%%> • !"##$%!P#(!3051!1/+#2-!./01!.%&34!$%&!50$!+5!1/(!@%51!+@*%'10#1!51'01(2$!%'!%&13(1!$%&QB(!&5(4!1%!(#/0#,(!
3(0'#('5Q!06+3+1$!1%!+@*'%B(9 • &'()"**"%!I(!0'(!03.0$5!05F+#2!1/(@!7%'!1/(+'!D#01+B(E!.%'45!7%'!,%@@%#!+1(@5!1%%>!I(!5/%&34!3(0'#!1%%H!N#4!
1/(#!"!.+33!&5(!+1!.+1/!1/(@!301('!0#4!,%#1+#&(!1%!3(0'#!7'%@!1/(@!05!1/($!3(0'#!7'%@!@(>!:/+5!@(1/%4!6%%515!1/(+'!,%#7+4(#,(-!0#4!+1!,'(01(5!0!6%#4!6(1.((#!&5>!
With incredible insight and unique techniques, Michelle makes sure that opportunity for success is created, even when outside support is not at its best. This educator knows the importance of the learning (and even teaching!) process for young children, and uses her skills to work with families, ensuring that the next generation, or at least those near her, will be filled with confident, cared for dual language speakers.
References:
Pictures retrieved from Google Images
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School Counselor’s Connection: Quarterly Educational Journal Pittsburgh, PA Jenna Haven, Editor [email protected]