As teachers and counselors, you know that the elementary school years are important. While the elementary school years, your students build visions of what they desire to do in their lives as they lead to the workforce. With your help, your students remain open to new occupation ideas and possibilities. As you work with your students, your students do not make premature occupation choices or occupation preparations. For your students, elementary school is a time to build awareness.
As elementary school teachers and counselors, you use occupation education to promote self-worth, skill development, and decision making strategies. Your activities are designed to build self, family, school, community, and occupation awareness. You use age-appropriate materials that match your students' developmental levels. These activities expose your students to a variety of separate jobs, occupation data sources, and the reasons why people work.
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When you get ready to organize age-appropriate materials products, tests and tools, you use occupation models like the National occupation development Guidelines (Ncdg). The National occupation development Guidelines (Ncdg) have domains, goals, and indicators. Each domain represents a developmental area. Under each domain, there are goals or competencies. For each goal, indicators feature the knowledge and skills needed to achieve the goal. The National occupation development Guidelines (Ncdg) prepares you to make materials that are convenient for your students.
As a elementary school counselors and teachers, you generate personel occupation plans and portfolios. personel occupation plans (Icp) -
Develop self-awareness Identify first occupation goals and educational plans Increase employability and decision making skills
Individual occupation portfolios summarize occupation awareness activities and experiences that occur While the school year. In increasing to personel occupation plans and portfolios, you use a variety of resources -
Career days Career fairs Community speakers Field trips Information interviewing Literary works Mentors Collages, murals Educational games Job shadowing Dramatic presentations
All of the occupation activities and tools consolidate scholastic work with occupation pathways. occupation activities serve as foundations for future skills. As teachers and counselors, you help students build connections in the middle of academics and real life situations. You use occupation education activities to stress the point of language arts, mathematics, collective studies, and science.
You show students that Language Arts have many uses in the work force:
Reading Writing Listening skills
You furnish examples that show how people solve problems when they use Mathematics. separate types of Mathematics include:
Addition Subtraction Multiplication Division
In collective Studies, your students learn how skills that are valuable to be flourishing in the global marketplace. In collective Studies, your students learn about -
Countries Languages Cultures
Your students learn the point of Science gaining skills to solve problems. You show your students how applications of Science are used in separate industries, such as -
Food Media Agriculture Automotive industry
The connections in the middle of academics and real life situations reinforce, develop, and improve previously learned skills. In summary, as a elementary school teachers and counselors, you help students:
Know and value self Build self-esteem and confidence Learn and apply the scholastic material Identify interests and build relationships in the middle of the school environment and the work force Build academic, communication, qoute solving, and collective skills Increase awareness of the need for future jobs skills See the connections in the middle of studying in school, scholastic skills, job connected skills, and careers See occupation possibilities See themselves as a future contributor to the job force Receive empowerment Build self-determination
As counselors and teachers, you build self-awareness, house awareness, school awareness, society awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. You use age-appropriate materials that match the developmental levels of the students. Examples of activities comprise personel occupation plans (Icp), personel occupation portfolios, occupation days, occupation fairs, field trips, data interviewing, and library book reports.
After completing occupation education activities, your students are prone to get higher grades, scholastic achievement, school involvement, and interpersonal skills. In addition, your students are more adept to faultless more involved courses and have higher graduation rates from high school. As your students get older, they will achieve their occupation visions and goals.
References
1. American Counseling Association, Office of collective course and Legislation. (2007). Effectiveness of School Counseling. Alexandria, Va: Author.
2. Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: occupation and Work education for Elementary Students. (Ed404516). Cincinnati, Oh: Paper presented at the American Vocational relationship Convention.
3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving learner Awareness of Careers straight through a variety of Strategies. Thesis: action investigate Project. (Ed481018). Chicago, Illinois: Saint Xavier University.
4. occupation Tec. (2000). K-12 occupation Awareness & development Sequence [with Appendices, administrative and Implementation Guide]. (Ed450219) .Springfield, Il: Author.
5. Carey, John. (2003, January). What are the anticipated Benefits connected with Implementing a comprehensive advice Program. School counseling investigate Brief 1.1. Amherst, Ma: Fredrickson center for School Counseling Outcome Research.
6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). occupation advice reserved supply Guide for Elementary and Middle/Junior High School Educators. (Ed434216). Berkeley, Ca: National center for investigate in Vocational Education.
7. DuVall, Patricia. (1995).Let's Get Serious about occupation education for Elementary Students. Aace Bonus Briefs. (Ed386603). Hermosa Beach, Ca: Aace Bonus Briefs.
8. Ediger, Marlow. (2000, July). Vocational education in the Elementary School. (Ed442979) understanding Papers
9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the question Emstac Extra Elementary and Middle Schools. Washington, Dc: Technical aid Center, (Emstac).
10. Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: occupation advice and Decision-Making among American Youth. (Ed465895). Grand Rapids, Michigan: Ferris State University occupation organize for education and Workforce Development.
11. Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career advice for Elementary and Middle School Students. Office of learner Services Brief, v9 n1. (Ed415353). Berkeley, Ca: National center for investigate in Vocational Education.
12. Ohio division of Education, division of Vocational and occupation Education, Ohio occupation development Blueprint, personel occupation Plan, K to 5 (Ed449322). Columbus, Ohio, 2000
13. Splete, Howard; Stewart, Amy. (1990). Competency-Based occupation development Strategies and the National occupation development Guidelines. data Series No. 345. (Ed327739). Columbus, Ohio: Eric Clearinghouse on education and Training for Employment & Ohio State University
14. U.S. division of education Office of Vocational and Adult Education. (1994, 2004). National occupation development Guidelines (Ncdg). Washington, Dc: Author.
15. Williams, Jean A., Ed. (1999, January). Elementary occupation Awareness Guide: A reserved supply for Elementary School Counselors and Teachers. (Ed445293). Raleigh, Nc: Nc division of collective Instruction, Nc Job Ready.
16. Woal, S. Theodore. (1995). occupation Education--The Early Years. Aace Bonus Briefs. (Ed386603). Hermosa Beach, Ca: Aace Bonus Briefs.
Elementary School Teachers, Counselors, and occupation schooling
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