I think I just might have this. Wait and see. I believe I am attaching my resume and a copy of my document, "A Day in the Life of a Middle School Counselor.
Although I am not using the format described in Thriving for my resume, this is a format I use and have recommended. I like the Professional Highlights section and prefer work experience, even if it is just practicum or internship, to be immediately after that. I know the authors of Thriving suggest that the Education section should be near the beginning of a resume, but I would prefer to see what you are most proud of and what you have done related to your work. When I would read resumes, this was far more important to me than your education and your GPA. I hope this will be helpful and please contact me, if you need assistance with your resume.
I am about to push the orange "Publish Post" button. I hope this works . . .
Wednesday, June 9, 2010
Tuesday, June 8, 2010
IT Courses
Last week, I attended a Mac training. Two people had signed up for this training, but I was the only one who showed up. This allowed me to have an hour and a half with Mr. Lee from the Help Center. I don't have a Mac and have not used one in the past. I don't know what the icons mean and don't yet understand all of the capabilities of a Mac. However, Mr. Lee showed me quite a bit and recommended that I continue to work with one, which I will do by "playing" with a Mac when I am at MSU this summer and asking for assistance from those whose knowledge is greater than mine. Mr. Lee could not have been nicer and I am appreciative of his lack of judgement with regard to my abilities. He happens to be a Livingston parent so, we spent a bit of time discussing the schools and the counselors I know who are in Livingston.
I am also enrolled in a Blackboard 9.0 course this week and a Creative PPT training next week. Some of the students in my classes have developed incredibly sophisticated PowerPoint presentations and I look forward to being able to create similarly elegant presentation with all of the bells and whistles.
I am also enrolled in a Blackboard 9.0 course this week and a Creative PPT training next week. Some of the students in my classes have developed incredibly sophisticated PowerPoint presentations and I look forward to being able to create similarly elegant presentation with all of the bells and whistles.
Learning, needing support, being a client (again) . . .
I handed in my letter from my therapist, stating that I had completed three sessions. This was one of the possible assignments for a course. I am always amazed at how much I learn from being to talk about my life and to be reflective.
After the first week of class, I questioned whether I belonged in this program. Then, I began to be more confident. I've had to work hard, as, I am sure, everyone else in the class has needed to do. Counseling has given me some support and reflection.
What amazes me most is that life goes on as we go to class, try to learn and continue to grow. During the past four weeks, I have spent days at the ADP Center, where many people have helped me. Thanks, Joe, and the others whose faces I know, but whose names I do not know. I will be back during the summer and hope to learn who you are! I got to know some of the HelpLab personnel. There is a wonderfully astute young man who will be a senior and who helped me over several days and even introduced me to his girlfriend. I am learning to research, but am impressed with how difficult it is to narrow a topic. I had lunch with my foster daughter for the first time in more than a year ( I do love you, Jamie). We had a large Haledon reunion at our home and realized that more than 20 years have passed and that many of those who helped us and who we love are in their seventies and eighties, which makes us, OLD, also! What a bizarre experience it is to age. My husband fell at work and has a concussion, which makes him foggy and a bit more difficult than usual. I took Quiz # 3 today while one of our dogs was barking and barking and barking - and my husband-with-a-concussion was trying to sleep and all I wanted to do was leave the timed quiz and quiet the dog. I learned that I don't do well with noise.
What I believe is that counseling and life are integrally intertwined. Learning more about myself is an important part of this process. I am so fortunate to be able to return to school. I related much of what I read to what I have experienced. Attachment disorder studies help me to understand our children and to know that NO children should be born drug-addicted, suffer abuse and struggle just to exist. I am gaining a perspective that I could not have when I was in the middle of trying to parent two children who had been so seriously hurt. I am saddened that their early experiences so negatively impacted our lives. I have a chance now to perhaps help them through my enhanced knowledge and understanding. I so hope our relationships can be more gentle than they had been because I now know more. I don't know what their futures hold and there certainly are issues related to responsibility and morality, but I am leaving some judgements behind.
After the first week of class, I questioned whether I belonged in this program. Then, I began to be more confident. I've had to work hard, as, I am sure, everyone else in the class has needed to do. Counseling has given me some support and reflection.
What amazes me most is that life goes on as we go to class, try to learn and continue to grow. During the past four weeks, I have spent days at the ADP Center, where many people have helped me. Thanks, Joe, and the others whose faces I know, but whose names I do not know. I will be back during the summer and hope to learn who you are! I got to know some of the HelpLab personnel. There is a wonderfully astute young man who will be a senior and who helped me over several days and even introduced me to his girlfriend. I am learning to research, but am impressed with how difficult it is to narrow a topic. I had lunch with my foster daughter for the first time in more than a year ( I do love you, Jamie). We had a large Haledon reunion at our home and realized that more than 20 years have passed and that many of those who helped us and who we love are in their seventies and eighties, which makes us, OLD, also! What a bizarre experience it is to age. My husband fell at work and has a concussion, which makes him foggy and a bit more difficult than usual. I took Quiz # 3 today while one of our dogs was barking and barking and barking - and my husband-with-a-concussion was trying to sleep and all I wanted to do was leave the timed quiz and quiet the dog. I learned that I don't do well with noise.
What I believe is that counseling and life are integrally intertwined. Learning more about myself is an important part of this process. I am so fortunate to be able to return to school. I related much of what I read to what I have experienced. Attachment disorder studies help me to understand our children and to know that NO children should be born drug-addicted, suffer abuse and struggle just to exist. I am gaining a perspective that I could not have when I was in the middle of trying to parent two children who had been so seriously hurt. I am saddened that their early experiences so negatively impacted our lives. I have a chance now to perhaps help them through my enhanced knowledge and understanding. I so hope our relationships can be more gentle than they had been because I now know more. I don't know what their futures hold and there certainly are issues related to responsibility and morality, but I am leaving some judgements behind.
Wednesday, June 2, 2010
5, 10, 20 years from now . . . . and my teaching theory.
One of our assignments is to identify and write about future goals. I have been thinking about this task for the past couple of weeks and about how my life has changed, largely for the good.
It is so odd that my time frame is changing as I age. Because I am older and what some might think of as "old", I no longer can consider thinking about my life 40 or 50 years from now. It is unlikely that I will be alive after either period of time. I need to have much more finite goals for a nearer future than I would have had many years ago. This does not feel so bad, however, since I generally don't feel the angst and confusion I felt long ago over the need to make the right future decisions. I've made decisions, some right and some not so right, and have lived through them. So many decisions feel like options, rather than requirements, at this point, and their is an accompanying calm.
I am excited to be in the PhD. program and am anxious to complete my doctorate in three years. There is much I still long to do and experience - and time is something of which I am just more aware.
If I finish in 3 years (or 4 or 5), then I would like to be involved in other research projects, to be writing on a regular basis and to teach a few courses on a university level. I would like to be able to supervise school counselors in some capacity and/or to provide on-going professional development to those I mentor. In 10 years, I would like to be doing the same, but to have been published or to be able to write about a topic on a regular basis for a journal. Beyond that, I just am not certain of how I will feel or where I will live. I don't know whether I will want to continue with work or not, although I hope I will.
A year and a half ago, I had the opportunity of attending the "Counselors' Tour" at the University of Miami. While there, we had dinner with Donna Shalala, the University President,who is not young, but who is still vibrant, interesting and a great leader. I also met an 82-year old professor who heads a UMiami academic department and who has incredible energy and enthusiasm. These women are two of my role models.
My Teaching Theories:
In reviewing teaching theories, I have realized that my approach to applying teaching and learning theories is no different from my approach to using counseling theories. I believe in using a theory or theories based on the presenting needs and problems and the characteristics of those with whom I work. Of the more than 50 teaching theories I reviewed (http://wwwjourneytoexcellence.org/practice/instruction/theories/;http:tip.psychology.org), several seem to drive my approach to teaching and learning. Those I use most frequently are listed below:
1. Experiential Learning - This theory by Carl Rogers states that we learn from real-world experiences that build on our prior knowledge. Robers believed that all people can learn, but that learning best occurs in a positive setting, is practical and utilizes self-assessment. This theory is aligned with the meaningfulness of activities and, to me, can be highly successful due to the level of personal involvement and the use of a multimodal approach (auditory, visual, kinesthetic).
2. Social learning theory was posited by Bandura and "emphasizes the importance of observing and modeling the behaviors, attitutdes and emotional reactions of others" (http://tip.psychology.org/bandura.html, p.1). The value of social learning is apparent in the success of peer programs, in which peers model and use appropriate behaviors.
3. Problem-based learning poses inquiries to encourage higher-level, critical thinking. When the individual is engaged in solving a problem and is able to find the solution, brain research indicates that the person is more involved and more secure learning occurs.
4. I am a strong proponent of multiple intelligences theory. Howard Gardner, the author of this theory, believes that there are "multiple" intelligences which people possess. Rather than viewing ability traditionally as "verbal" and "non-verbal," Gardner believes that people possess intelligences across a variety of realms, such as "artistic" and "social." This theory moves away from a rigid view of teaching and learning to one which can encompass a variety of approaches and which gives each equal value.
5. Collaborative learning - Collaboration, or working together, can be a valuable means of pooling the resources of many to yield a stronger result than one person might have been able to generate. In such a structure, clear guidelines with regard to roles need to be defined. One of the drawbacks of this theory is that one or two people might generate most of the work for an entire group.
Together, the above teaching approaches and learning approaches are what I choose to utilize most often in my teaching. Some may be more appropriate at specific times, but I try to focus on the theories listed above.
It is so odd that my time frame is changing as I age. Because I am older and what some might think of as "old", I no longer can consider thinking about my life 40 or 50 years from now. It is unlikely that I will be alive after either period of time. I need to have much more finite goals for a nearer future than I would have had many years ago. This does not feel so bad, however, since I generally don't feel the angst and confusion I felt long ago over the need to make the right future decisions. I've made decisions, some right and some not so right, and have lived through them. So many decisions feel like options, rather than requirements, at this point, and their is an accompanying calm.
I am excited to be in the PhD. program and am anxious to complete my doctorate in three years. There is much I still long to do and experience - and time is something of which I am just more aware.
If I finish in 3 years (or 4 or 5), then I would like to be involved in other research projects, to be writing on a regular basis and to teach a few courses on a university level. I would like to be able to supervise school counselors in some capacity and/or to provide on-going professional development to those I mentor. In 10 years, I would like to be doing the same, but to have been published or to be able to write about a topic on a regular basis for a journal. Beyond that, I just am not certain of how I will feel or where I will live. I don't know whether I will want to continue with work or not, although I hope I will.
A year and a half ago, I had the opportunity of attending the "Counselors' Tour" at the University of Miami. While there, we had dinner with Donna Shalala, the University President,who is not young, but who is still vibrant, interesting and a great leader. I also met an 82-year old professor who heads a UMiami academic department and who has incredible energy and enthusiasm. These women are two of my role models.
My Teaching Theories:
In reviewing teaching theories, I have realized that my approach to applying teaching and learning theories is no different from my approach to using counseling theories. I believe in using a theory or theories based on the presenting needs and problems and the characteristics of those with whom I work. Of the more than 50 teaching theories I reviewed (http://wwwjourneytoexcellence.org/practice/instruction/theories/;http:tip.psychology.org), several seem to drive my approach to teaching and learning. Those I use most frequently are listed below:
1. Experiential Learning - This theory by Carl Rogers states that we learn from real-world experiences that build on our prior knowledge. Robers believed that all people can learn, but that learning best occurs in a positive setting, is practical and utilizes self-assessment. This theory is aligned with the meaningfulness of activities and, to me, can be highly successful due to the level of personal involvement and the use of a multimodal approach (auditory, visual, kinesthetic).
2. Social learning theory was posited by Bandura and "emphasizes the importance of observing and modeling the behaviors, attitutdes and emotional reactions of others" (http://tip.psychology.org/bandura.html, p.1). The value of social learning is apparent in the success of peer programs, in which peers model and use appropriate behaviors.
3. Problem-based learning poses inquiries to encourage higher-level, critical thinking. When the individual is engaged in solving a problem and is able to find the solution, brain research indicates that the person is more involved and more secure learning occurs.
4. I am a strong proponent of multiple intelligences theory. Howard Gardner, the author of this theory, believes that there are "multiple" intelligences which people possess. Rather than viewing ability traditionally as "verbal" and "non-verbal," Gardner believes that people possess intelligences across a variety of realms, such as "artistic" and "social." This theory moves away from a rigid view of teaching and learning to one which can encompass a variety of approaches and which gives each equal value.
5. Collaborative learning - Collaboration, or working together, can be a valuable means of pooling the resources of many to yield a stronger result than one person might have been able to generate. In such a structure, clear guidelines with regard to roles need to be defined. One of the drawbacks of this theory is that one or two people might generate most of the work for an entire group.
Together, the above teaching approaches and learning approaches are what I choose to utilize most often in my teaching. Some may be more appropriate at specific times, but I try to focus on the theories listed above.
2nd AA Meeting
On Monday night, I attended an AA meeting. I had gone to an Alanon meeting the week before. The meeting Monday night was small, but I was so impressed with the kindness of the people in the room. From their stories and their willingness to share, it was obvious that AA has made a difference in their lives. Each person talked about the problems they had experienced prior to involvement in AA and what the program and the AA community had given them. I am so impressed with the value when people truly follow the program. All of those attending the meeting had many years of sobriety and each person talked about what their life probably would have been like without AA and the calm they've experienced with AA. They do value continued attendance at the meetings.
Something that has struck me as a result of attending meetings is looking at my own relationship with alcohol over the years - when I drink, why I drink, who I am with, why I want to drink. My husband and I went to a party on Sunday and, on the way home, my husband asked, "Was there beer there?" I had only seen one person with a can of beer and no one, including us, was drinking alcoholic beverages. We had a great time and I realized that simply because alcohol is at a party might not be a reason to always drink.
Something that has struck me as a result of attending meetings is looking at my own relationship with alcohol over the years - when I drink, why I drink, who I am with, why I want to drink. My husband and I went to a party on Sunday and, on the way home, my husband asked, "Was there beer there?" I had only seen one person with a can of beer and no one, including us, was drinking alcoholic beverages. We had a great time and I realized that simply because alcohol is at a party might not be a reason to always drink.
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