Post on 21-May-2015
transcript
SCHOOL GUIDANCE PLAN
GROUP 3
- Belén Amilibia
- Daniel Muñoz
- Andrea González
- Ana Rodríguez
INTRODUCTION
FRAMEWORK
TO DEFINE THE PRINCIPLES OF THE TUTORING AND GUIDANCE EDUCATIONAL PROJECT.
FOR THE DEVELOPMENT OF THE CURRICULUM PROJECT OF DIFFERENT STAGES OF EDUCATION
STAGES ORGANIZED IN RELATION TO:
ORGANIZATION OF THE ACTION TUTORIAL AND EDUCATIONAL GUIDANCE PLAN
ESTABLISH STRATEGIES FOR ORIENTATION AND TUTORIAL ACTION
TIMES AND SPECIFIC INSTRUMENTS
TYPE OF INFORMATION TO PARENTS, TEACHERS AND STUDENTS
COORDINATION OF THOSE INVOLVED IN THE GUIDANCE
INCORPORATION OF MODELS TO FACILITATE THE TASKS OF GUIDANCE AND TUTORING
ANNUAL GENERAL PROGRAMME (P.G.A.)
DETERMINE OBJETIVES ACTIONS TIMES
EACH ACADEMIC YEAR
ACCORDING TO THE PRIORITIES ESBLISHED BY THE TEACHING TEAM
OBJECTIVES
DEVELOPMENTAL TRANSITIONS
TO FACILITATE POSITIVE TRANSITIONS FOR STUDENTS ENTERING AND LEAVING THE SCHOOL
TO PROVIDE A BROADER VISION OF OPPORTUNITIES FOR STUDENTS
TO DEVELOP AND MAINTAIN STUDENTS RECORD WHICH REFLECT AN ACCURATE AND COMPLETE PICTURE OF EACH STUDENT
TO CREATE APPROPRIATE EDUCATIONAL ALTERNATIVES FOR STUDENTS AND HELP STUDENTS ACCESS NECESSARY SERVICES
TO HELP NEW STUDENTS ADAPT TO THE SCHOOL
COMMUNICATION AND COMMUNITY SUPPORT
TO FACILITATE EFFECTIVE COMMUNICATION BETWEEN HOME AND SCHOOL TO MONITOR STUDENT PROGRESS AND SUPPORT STUDENT SUCCESS
TO ESTABLISH EFFECTIVE COMMUNITY RELATIONSHIPS TO HELP SUPPORT STUDENTS AND FAMILIES
ACADEMIC, SOCIAL AND EMOTIONAL DEVELOPMENT
TO PROVIDE CRISIS INTERVENTION AS NEEDED
TO HELP STUDENTS PLAN FOR THEIR FUTURES AND OBTAIN GOALS
TO PROVIDE FOR THE SOCIAL, EMOTIONAL AND ACADEMIC NEEDS OF STUDENTS
TO HELP STUDENTS COPE WITH STRESSFUL SITUATIONS AND COLLABORATE ON PROBLEM SOLVING WITH STAFF, STUDENTS AND PARENTS
MONITORING AND REVIEW
SPECIFIC OBJECTIVES TO EACH CYCLE OF PRIMARY
MATERIALS HUMAN RESOURCES
A COUNSELOR A FULL-TIME PT TEACHER ALL THE TUTORIALS
MATERIAL RESOURCES SPECIAL EDUCATION CLASSROOM FIVE COMPUTERS IN THIS CLASSROOM,
FOUR WITH INTERNET CONNECTION SPECIFIC SOFTWARE BIBLIOGRAPHY
ATTENTION TO DIVERSITY ACTIONS TO RESPOND TO SEVERAL
SITUATIONS THAT MIGHT PRESENT STUDENTS
CONSIDER:
ASPECTS OF PERSONAL DIFFICULTIES
POSSIBILITY OF PROVIDING OPPORTUNITIES ENLARGEMENT OF KNOWLEDGE
OBJECTIVES:
GETTING A QUALITY EDUCATIONAL ATTENTION ABOUT THE STUDENTS NEEDS
MEET IN A PERSONALIZED WAY THE STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS ACCORDING TO THEIR CIRCUMSTANCES AND NEEDS
ADVISE THE EDUCATIONAL EQUIPMENT TO ADAPT THE CURRICULUM
GUIDE TEACHERS TO ASSES AND RECOVER ACTIVITIES COLLABORATE WITH THEM IN THE PREVENTION AND DETECTION OF EDUCATIONAL DIFFICULTIES
ADVICE TO INDIVIDUAL TEACHERS, TEAMS AND DEPARTMENTS DIDACTIC EDUCATION
FACILITATE THE INTEGRATION OF STUDENTS WITH SPECIAL EDUCATION NEEDS
PROMOTE THE USE OF COMPUTERS
CRITERIA
STUDENTS WITH SPECIF EDUCATIONAL NEEDS WILL ASSIST TO THE SPECIAL EDUCATION CLASSROOM
THOSE WHO DO NOT ASSIST TO THIS CLASS WILL BE IN THEIR ORDINARY GROUP WITH CURRICULAR ADAPTAATIONS
THERAPEUTIC PEDAGOGY’S TEACHERS WILL HELP THESE STUDENTS TO ATTEND THEIR REINFORCEMENT
ACTIONS
HELP EDUCATIONAL TEAMS TO IDENTIFY STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS
MAKE PSYCHOEDUCATIONAL EVALUATION TO MEASURE CURRICULAR COMPETENCES
ADVISE ON THE DESIGN OF ELEMENTS OF THE CENTER PROJECT, SPECIALLY IN THE CURRICULUM PROJECT, IN RELATION TO MEASURES
DEVELOP GENERAL ASPECTS OF THE BASE PROGRAMME OF CURRICULUM DIVERSIFICATION. ISSUE WITH SPECIFIC TUTORIALS
ADVISE EDUCATIONAL TEAMS IN THE PREPARATION OF CURRICULUM ADAPTATIONS
DEVELOP, APPLY AND EVALUATE SPECIFIC SUPPORT PROGRAMMES AND SPECIALIZED EDUCATIONAL ATTENTION
PARTICIPATE IN THE EVALUATION PROCESS AND THE PROMOTION DECISION. ASSIST IN FILLING ACADEMIC DOSSIER AND THE EVALUATION REPORT
PARTICIPATE IN THE ADVICE AND GUIDANCE TO THE FAMILIES OF STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS
DEVELOP AND ADAPT MATERIAL TO EDUCATIONAL ATTENTION IN SPECIAL EDUCATION CLASSROOM. PROVIDE TEACHERS GUIDANCE FOR THE ADAPTATION OF CURRICULUM MATERIAL AND IT SUPPORT
TUTORIAL WORK AND RESPONSE TO CONFLICT
RESOLUTION MAIN OBJECTIVE: TO PREPARE FOR LIFE
CONSIDERATIONS: OPERATION OF A GROUP RESPONDS TO
INTERRELATIONSHIP GOOD CLIMATE
RISK FACTORS ASSOCIATED WITH FAMILY AND PERSONAL CHARACTERISTICS
EMOTIONAL PRESSURE DEVELOPMENT OF RESILIENCE
OBJECTIVES:
IMPROVE UNDERSTANDING OF EMOTIONS
IDENTIFY EMOTIONS
PREVENT ADVERSE EFFECTS OF NEGATIVE EMOTIONS
GENERATE EMOTIONAL STRENGTH IN CHILDREN SINCE THEY ARE SMALL CREATE RESILIENCE STEP BY STEP
CRITERIA FOR DISTRIBUTING STUDENTS
PUT STUDENTS INTO SMALL GROUPS FACILITATE COMMUNICATION
TAKE INTO ACCOUNT PERSONAL CHARACTERISTICS
ESTABLISH KEY PERFORMANCE STANDARDS
DETERMINE COLLECTIVE EXPLANATIONS TIMES, JOB SHARING AND WORK FOR INDIVIDUAL REFLECTION
RELATED TO METHODOLOGY:
CHILD STAR OF THEIS OWN LEARNING
KNOW WHAT LEVEL THE STUDENT HAS CURRICULUM DEVELOPMENT
NEVER USE THE TEXTBOOK AS THE MAIN TEACHING RESOURCE
SOCIALIZATION AND TRAINING IN LIVING-ALL METHOD
FACTORS MAY FAVOUR A GOOD LIVING
THE PLANNING OF A SERIES OF STRATEGIES AND ACTIVITIES TO EDUCATE AND DEVELOP EMPATHY
PLANNING STRATEGIES AND ACTIVITIES TO IMPROVE SELF-ESTEEM SELF CONFIDENCE
THE UTILIZATION OF RESOURCES FOR A SUITABLE RESOLUTION OF CONFLICTS
CONCLUSION
RELATIONS BETWEEN THE TEACHERS AFFECTS THE EDUCATIONAL AIMS OF THE SCHOOL
THE TEACHERS ARE THE MIRROR IN WHICH THE PUPIL LOOK
GREAT PART OF THE CLIMATE OF INTERPERSONAL RELATIONS OF THE SCHOOL COMES FROM PROFESSIONAL RELATIONS BETWEEN ADULTS