EDIJC 425: Counselling for the Classroom Teacher
Course Outline for Summer Session, 1.985
Instructor: Jack Martin
Times: ?
Wednesday and Friday,
8.30 a.m. - 12.30 p.m.
(July 3 - August 9)
?
Room: MPX 9511/12
I. Texts (Required):
1.
Martin, J.,& Hiebert, B.
?
(1985). Instructional Counselling: A
method for counselors. Pittsburg: The University of Pittsburg
Press. (paperback)
2.
Martin, J., & Martin, E.W. (1983). Personal Development: Self-
instruction for personal agency. Calgary: Detselig.
II. Course Coals:
It is hoped that students will:
1.
learn to conceptualize and gain initial skill in implementing
interpersonal problem-solving methods with respect to common
classroom-related difficulties of pupils,
2.
learn to conceptualize and gain initial skill in conducting
classroom discussions/meetings to increase student involvement
in classroom activities,
3.
gain greater knowledge of counselling and guidance programs in
schools and how the classroom teacher can use and participate in
these programs (e.g., referrals, consultation, counselling and
guidance in the curriculum, etc.),
4.
experience a structured method of self-instruction for accomplishing
personal goals, and explore applications of this approach to pupil
learning/development in classrooms.
III. Course Description & Format:
The course attempts to acquaint students with information in the areas
of counselling and guidance that can be used by classroom teachers in
one of two ways:
a)
incorporated directly into their classroom activities
and interactions with pupils, or
b)
employed as a basis for the informed use of school/district
guidance and counselling services and personnel.
Course activities will range across student-centred seminars, small
group discussions and exercises, skill practice simulations, panel
discussions, and open forums with invited guests.
-'-
IV. Evaluation of Stu ent Performance:
Student grades
in
EDUC 425 will be based on performance in:
1)
A major paper that documents students' own experiences with
processes of self-instruction and problem-solving examined in
the course and in the course texts. (400/.)
2)
Two open book examinations. (30% each)
Detailed information about the paper, exams, and criteria, employed in
scoring/grading will be presented during the first meeting of the class.
V. Itinerary:
Dates
Major Content/Activities
Reading
Assignment
(to be done
prior
July
3
- Introductions, Orientation
to each class
- Overview of Course
session)
- Course Goals, Exercise
- Self-instruction Assignment
July 5
-
Introduction to Instructional Counselling
- Interpersonal Problem-Solving
- IC
Chaps.
1 & 2
- Small-group Skill Practice
- PD Chaps.
1-3
(probing skills)
July 10
-
Small-group Skill
?
Practice
- IC
Chap.
3
(responding skills)
- PD
Chap.
4
July 12
- Small-group Skill Practice
(structuring ?
skills)
- IC Chap.
7
- Classroom Application of Interpersonal
- PD Chap.
5
Problem-solving
July
17
- Classroom Meetings
- PD
Chap. 6
(Glasser,
?
Dieckurs, ?
Circle Time)
- TBA
July
19
-
Mid-term Examination
- Classroom Meetings Skill Practice
- PD Chap.
7
July
24
-
Guidance and Counselling Programs
?
in
- 1C
Chaps.
4-6
schools
- PD
Chap.
8
-
School-based Application of Instructional
Counselling
- TBA
July
26
- Open Forum
- PD
Chap.
9
July
31
- incorporating Guidance/Counselling Content
in the Classroom Curriculum
- PD
Chap.
10
(self-awareness, ?
interpersonal ?
relationships) - TBA
August 2
?
- Career Exploration
?
- PD Chap. 11
- TBA
August 7
?
- Presentations and Discussion of Self-
instruction Programs
?
- IC Chaps.
8-9
-
Classroom Applications of Self-instruction
(Major Paper Due)
August 9
?
- Final Examination
- Course Summary & Evaluation