Transformative Approaches to Teaching Second Language Learners with Learning Differences

TRANSFORMATIVE APPROACHES TO TEACHING SECOND LANGUAGE LEARNERS WITH LEARNING DIFFERENCES: A COUNSELING CURRICULUM MODEL FOR TEACHERS (CCMT) DR. EIRINI GOULETA Presentation at the 9th Conference on Learning Differences and INNOVATION SUMMIT, “ Teaching for Transformation: Empowering All Learners ”

DOES MY TEACHER UNDERSTAND?

HOW CAN I DEVELOP A TRUSTING AND HELPING RELATIONSHIP WITH MY STUDENTS AND THEIR FAMILIES?

Regardless of their excellent teaching practices, teachers must be equipped with the skills and competencies to deal with the broad range of emotional, social, and developmental student and family issues.

The purpose of this session is to help increase your awareness, sensitivity,

and knowledge on counseling strategies and techniques in your effort to assist students who deal with developmental, academic, emotional, physical, medical, mental, social, and family issues and to work effectively with your CLDE students and their

families.

COUNSELOR AND TEACHER SIMILARITIES Empathic Objectives Authority Figure Goals Techniques Feelings Strategies Growth Communication Skills Listening Skills

COUNSELOR AND TEACHER DIFFERENCES Counselor

Teacher

Therapy intervention Focus on Interpersonal issues Response to client statements Focus on intra and interpersonal growth Establishes rapport One approach to helping Psychosocial and emotional assessment

Educational Intervention Focus on learning problems Educational assessment Focus on academic growth Creates a learning environment Variety of instructional approaches

COUNSELING THEORIES COMMONLY USED WITH STUDENTS AND PARENTS Adlerian Therapy Person-Centered Therapy Gestalt Therapy Reality Therapy

Behavior Therapy Rational Emotive Behavioral Therapy

THE EFFECTIVE TEACHER The most important instrument you have is YOU Be authentic Be a therapeutic person and be clear about who you are

THE TEACHER’S VALUES Be aware of how your values influence your interventions and that you are not value-neutral Assist students and parents in finding answers that are most congruent with their own values Find ways to manage value conflicts between your and your students /parents’ values

Begin your therapeutic relationship by exploring the student’s/parent’s goals

MULTICULTURAL ISSUES Biases are reflected when we: Neglect social and community factors to focus unduly on individualism Assess students with instruments that have not been normed on the population they represent Judge as psychopathological – behaviors, beliefs, or experiences that are normed for the student’s/parent’s culture

LISTENING TECHNIQUES Paraphrasing : restating the student’s message in similar but fewer words Clarifying: asking for clarification when unable to make sense out of student’s statements or responses Perception Checking: asking the student for verification of what she/he said or in other words, asking for feedback about the accuracy of your listening

QUESTIONING TECHNIQUE

The Open-Ended Question: Framing a question that requires a person to give more than one answer without being defensive. This way, the student feels you are very interested in what she/he has to say.

REFLECTION TECHNIQUES Reflecting Feelings: expressing in fresh words the essential feelings, stated or strongly implied, by the student Reflecting Content: repeating in fewer and fewer words the essential ideas of the student and is the same as paraphrasing

Reflecting Experience: goes beyond reflecting verbalized feelings in that the teacher notes body language and reflects the body message back to the student

SUMMARIZING TECHNIQUE

Two or more paraphrases or reflections that condense the student’s messages or the entire conversation.

INFORMING TECHNIQUES  Giving Information: this skill is so common that it needs no elaboration. There are times when sharing simple facts possessed by the teacher is the most helpful thing to do  Giving Advice: the teacher is thrust into the role expert in many areas by students who expect some sound advice on what to do. Advice giving is probably the most commonly employed technique, yet the least effective

 Suggesting: providing suggested alternatives without the “blessing” of any of them

CRISIS INTERVENTION

Building Hope: future oriented hope, telling the student that her/his problem has a solution, that people with this problem make it, or that annoying symptoms disappear at fairly predictable times

CENTERING TECHNIQUE

Silence: can be very valuable. The teacher does not necessarily have to be talking. Give the student time to feel and gain insight.

CONSTRUCTIVE FEEDBACK: THE SANDWICH TECHNIQUE

GROUP-COUNSELING TECHNIQUES

Include: active listening, role-play, hands-on activities, children’s literature, cooperative learning groups, group discussions, games relevant to counseling topics, puppetry, art media (drawing, clay, painting, etc.), and direct instruction related to skill, team building, and conflict resolution.

REFERRAL Appropriate referrals are key to servicing our students and families with equity and fairness.

Teachers must be informed of the services available in the school and in the community and seek advice for what they do not know.

STUDENT’S RIGHTS Educate students about their rights and responsibilities Confidentiality is essential but not absolute Exceptions: The student poses a danger to others or self The student under the age of 16 is the victim of abuse The student needs to be hospitalized The information is made an issue in a court action The student parents request a release of record

References Corey, G. (2012). Theory and practice of counseling and psychotherapy. (9th ed.). Cengage Learning Cormier, S. & Hackney, H. (2011). Counseling strategies and interventions. (5th ed.). Pearson Cormier, S., Nurius, P.S., & Osborn, C.J. (2008). Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions. (6th ed.). Cengage Learning Erford, B. T. (2003). Transforming the school counseling profession. (3rd ed.). Pearson

Gardiner, H.W. & Komitzki, C. (2010). Lives across cultures: Cross-cultural human development (5th ed.). Pearson

Gouleta, E. (2006). Improving teaching and learning: A counseling curriculum model for teachers (CCMT), in G.R. Walz, J.C. Bleuer, & R.K. Yep (Eds.) VISTAS: Compelling Perspectives on Counseling. American Counseling Association: Alexandria, VA Helms, J.E. & Cook, D.A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Allyn and Bacon Harris, J.R. (2009). The nurture assumption: Why children turn out the way they do. Free Press Hutchins, D.E. & Vaught, C.C. (1997). Helping relationships and strategies. Pacific Grove, CA: Brooks/Cole Publishing Company

Lee, C. C. (1995). Counseling for diversity: A guide for school counselors and related professionals.

Allyn and Bacon Paniagua, F. A. (2005). Assessing and treating culturally diverse clients: A practical guide. Sage

Publications