About Me

Monday, February 13, 2012

ED619 - Philosophy in Counseling



Lourdes Alonso
Counseling Philosophy

My philosophy as a Counselor is to minister to every client with respect and fairness.  That no matter what race, religion, gender, social status, age, or sexuality, I will work very hard to empower each with their desired paths in life.

What motivates me is my nurturing disposition that I believe my Mom had recognized since I was a little girl and because of it, she encouraged me to be a teacher.  And she was right, because I truly enjoy my work.

If you hear me talking to my students before the start of class, you would think I was already the school counselor.  It begins every first 10 minutes of class.  I will remind my class that whatever it is they battled at home, leave it there.  They can only control what is happening now so focus on doing their best every second of the day.  More specifically, if they have no control over a problem at home, I remind them to leave all their worries behind, and concentrate on the present. 

I encourage them too by telling them some of my hardships in my childhood and how I struggled to get good grades, to be liked, to ignore the teasing, and just concentrate on myself.  I see their eyes light up.  Every first of January, the Chamorru month Tumaiguini which means ‘like this,’ I would have the students work on their ‘dreams.’  I have them draw their dream job, dream life, and then remind them if they start planning now they can succeed and reach their goals.

In this one instance, I told of when I was in third grade.  How I walked to school everyday, bloody feet and all because I couldn’t afford to buy another pair of shoes.  But I worked very hard to make sure I did well in school so one day I can buy all the shoes I wanted.  The story changes on and on.  This is my motivator, seeing the possibilities of people’s lives, by simple encouragement given the opportunity to plan for their dreams at a very early age, or at any age for that matter.  I earned my college degree and began teaching in my late 40’s.

I forget every now and then that kids are so inclined to pass on the juicy news of what they hear from and about their teachers.  One morning a teary-eyed co-worker handed me a cup of warm cocoa, apologetic.  “Oh Lou”, she goes on I didn’t know you had such a hard life.”

I responded with eh, “life is not easy.”  She went on, “but your feet bled walking around because you couldn’t afford to buy yourself another shoe?!”   Not feeling the need to explain, I answer with, “boy does that get them wanting to do better in school now

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OBSERVATION - Why Don't Students Like School?

"Because the Mind is Not Designed for Thinking"
"Strange as it may sound, the mind is not designed for thinking--it's designed to save us from having to think. Because thinking is slow, effort-full, and uncertain, we rely on memory, not thought, to guide us whenever possible. Nonetheless, we are curious and we do like to think, so long as the issue or problem at hand is neither too easy nor too hard." Willingham, D.T.www.danielwillingham.com

When our ED443 classmate said out loud "I don't read instruction", upon signing out for a video camera, I too agreed quietly." Now from Mr. Willingham's research in the U.S. mainland, I know for sure this is not an "island thing."

The professor of cognitive psychology conveys that people are naturally curious, but they are not naturally good thinkers; unless cognitive conditions are right, people will avoid thinking.

The implication of this principle is that teachers should reconsider how they encourage their students to think in order to maximize the likelihood that students will get the pleasurable rush that comes from successful thought.

That said, all my ED443 classmates of Fall 2009 would agree that Dr. J. Cyrus did just that. She gave us all the necessary
tools with the intensive projects and assignments and requirements for active collaboration. Because knowledge itself is a social network, our teacher invited us to join using technology (too many to mention here), that is itself inherently fluid, flexible and often geared toward a bottom-up strategy of her method in facilitating the subject at hand.

It certainly raised me up from the level of having used the computer simply for a typewriter and a word processor device. I have solved many problems with the complex activities which required great effort and of course creative collaboration of all Cyrus' students I happened to meet in and out of class. The abundance of free tools given by our teacher was there for the taking.
With great practice and use of these tools, I feel confident that I can comfortably motivate my students to engage with new technologies as well.


Demonstration of Assistive Adaptive Technology Devices

I will boldly go where I have never gone before in the field of technology. The visits to University of Guam's GSAT, (Guam Service Assistive Technology felt like I've entered into a realm of power

Demonstration of AAT Device - Smart Talk and Digital Voice Recorder

I will boldly go where I have never gone before in the field of technology. The assigned visits to University of Guam's GSAT, (Guam Service Assistive Technology) felt as if I had entered into a realm of power. The shelves displayed hundreds of devices from low tech, medium tech, and high tech, awaiting the hands of education professionals to research, study, and motivate to help students struggling in school challenged with disabilities or impairments. Please view my demonstration of the ‘Smart Talk’ and the Digital Voice Recorder for valuable information.



Uploaded on authorSTREAM by annastoltz


DIGITAL VOICE RECORDER BY SONY


Uploaded on authorSTREAM by annastoltz