As a teacher and advisor, we know that the elementary school is important. During the years of primary school to design, students visions of what they want to do in their lives, how they contribute to the workforce. With your help, your pupils open to new ideas and career opportunities. How do you work with the students, your students not ready to make decisions early career or career. For students, the school is a time to buildConsciousness.
How to encourage primary school teachers and counselors with training on self-esteem, developing decision making skills and strategies. Their activities are designed to self, family, school building, community and career awareness. It uses age-appropriate materials that match the development of the students. These activities put your students on a variety of different jobs, sources of career information and the reasons why people work.
WhenThem to develop to prepare for age-appropriate materials, products, tests and tools that can be career-models, such as the National Guidelines for Career Development (NCDG). The National Guidelines for Career Development (NCDG) have domains, objectives and indicators. Each domain represents an area of ??development. In every area there are goals or skills. For each goal, indicators underline the necessary knowledge and skills to achieve the goal. The National Guidelines for Career Development (NCDG) prepares tomake the materials that are suitable for students.
As an elementary school teachers and career plans and portfolios, you can. Individual Career Planning (ICP) ?
Develop self-awareness
Identify career goals and educational plans first
Increasing employability, and the decision
Wallets individual career resume career awareness activities and experiences that take place during the school year. In addition to individual career planningand wallets, you can use a variety of resources ?
Job Fairs
Career Fairs
Community speakers
Travel industry
Information Interviews
Literary works
Mentors
Collages, murals
Educational Games
Job Shadowing
Dramatic representations
All activities and career tools to combine academic work with career opportunities. Business career to serve as a basis for future capabilities. As a teacher and adviser, the students build connections between science and practiceSituations. With career guidance activities to emphasize the importance of language arts, mathematics, social studies and science.
It shows that students have many applications in Language Arts in the workforce:
Read
Write
Ability to listen
We give examples of how people solve problems when they use mathematics to show. Several types of mathematics are:
Addition
Subtraction
Multiplication
Division
In Social Studies, students learnSkills needed to succeed in the global market will be. In Social Studies, students know ?
Countries
Languages
Culture
Your students learn the importance of gaining skills to solve a science. They show the students how the applications of science in various fields, can be used such as ?
Food
Average
Agriculture
Automotive
To strengthen the links between academics and real life situations to develop and expandpreviously learned skills. In summary, as an elementary school teacher and counselor, helping students:
Know and appreciate themselves
Building self-esteem and confidence
Learn and apply the academic material
Identify interests and build relationships between the school environment and staff
Build academic, communication skills, problem solving and social
Awareness of the need for future professional skills
See the connections between learning in school, academic skills, workSkills and career
See Career Opportunities
Consider yourself contributing to employee retention
Receiving Empowerment
Building Self-Determination
As a consultant and teacher who builds self-awareness, family awareness, school awareness, community spirit, career / work awareness, attitude development, skill development, strategic direction and self-esteem. It uses age-appropriate materials that match the development of the students. Examples ofActivities include individual career plan (ICP), individual career portfolio, job fairs, career days, field trips, interviews and reports the information book from the library.
After you have completed the professional training, students are probably higher classes, academic performance, commitment to achieve at school and social competence. In addition, students will have completed more capable, more complex and higher graduation rates. While studentsolder people to achieve their career goals and visions.
References
1st American Counseling Association, Office of public policy and legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.
2nd Angelo N. Faye Mooney, Marianne. (1996, December). Work-in-Progress: Career and education work for elementary students. (ED404516). Cincinnati, OH: Paper presented at the American Association Professional Convention presented.
3rd Benning, Cathleen; Bergt,Richard; Sausaman, Pamela. (2003, May). Improvement of students for careers in a variety of strategies. Thesis: Action Research Project. (ED481018). Chicago, Illinois: Saint Xavier University.
4th Career Tech. (2000). K-12 Career Awareness & Development Sequence [Guide Appendices, enforcement and implementation]. . (ED450219) Springfield, IL: Author.
5th Carey, John. (2003, January). What are the expected benefits associated with implementing a comprehensive guideProgram. Short school counseling 1.1. Amherst, MA: Center for School Counseling Outcome Research Fredrickson.
6th Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle School / Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.
7th DuVall, Patricia. (1995). Let's Get Serious about Career Education for elementary students. AACE Bonus Brief.(ED386603). Hermosa Beach, CA: AACE Bonus Brief.
8th Ediger, Marlow. (2000, July). Vocational education at the primary school. (ED442979) Opinion Papers
9th Gerver, Miriam, Shanley, Judy, and Cummings, Mindee. (02/14/02). Answering the question EMSTAC elementary and middle school extra. Washington, DC: Technical Assistance Center (EMSTAC).
10th Hurley, Dan, Ed. Thorp, Jim, ed. (2002, May). Decisions without direction, guidance and decision-making among AmericanYouth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Human Development.
11th Maddy-Bernstein, Carolyn;. Dare, Donna E. (1997, December) career guidance for students in elementary and middle schools. Student Services Office of short, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.
12th Ohio Department of Education, Department of Vocational Education and Career Education, OhioCareer Development Blueprint, individual career plan, K through 5 (ED449322). Columbus, Ohio, 2000
13th Splet, Howard, Stewart, Amy. (1990). Skills-based professional development strategies and national policies for career development. Unspecified 345th Series (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment and Ohio State University
14th U.S. Department of Education Office of Education, Vocational and Adult Education. (1994, 2004).National Career Development Guidelines (NCDG). Washington, DC: Author.
15th Williams, Jean A., ed. (1999, January). Elementary Career Awareness Guide: A resource for primary school teachers and counselors. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.
16th Woal, S. Theodore. (1995). Career Education ? The Early Years. AACE Bonus Brief. (ED386603). Hermosa Beach, CA: AACE Bonus Brief.
Source: http://family-special-education.chailit.com/elementary-school-teachers-counselors-career-and-education.html
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