A Traveling Counselor or A Counselor's Classroom?

This school year I'm once again getting my own classroom.  My first year as a School Counselor, I had an office AND a classroom.  The next year we hired another 4th grade teacher, so I only had my office.  For 3 years I was a "traveling counselor," traveling to classrooms to give my guidance lessons.  So now I've been a traveling counselor AND a Counselor with her own classroom.  I've heard of some lucky School Counselors get to choose or get both!  Here's my thoughts on the benefits of each one:

A Traveling Counselor:

• No need for supplies (crayons, pencils...), the students can use their own.
• You get to observe students in their own environment -- where they may be more comfortable and you can provide assistance to the teacher regarding observed discipline issues.
• Extra steps.  You can log in some major steps walking across your building several times a day!
• If your office is in the Main Office, like mine was, it's nice to be "in the know" with everything going on and to be available when needed.
• Less clutter.  If all you have is an office, you're less likely to accumulate things you don't need.  Teachers can be some of the best types of hoarders.  
• Meeting space.  I like having an office to meet with teachers or parents.  It just seems more comfortable to everyone.  When I was in the Main Office, it was also easier for the school secretaries to "screen" meetings for me -- rather than me being interrupted and called to the office.

A Counselor's Classroom:

• Consistency.  Consistent classroom expectations.  Consistent technology.  Every classroom is different and when you travel, it hard to remember all of the differences.  From calling a supply box a pencil box or a school box to remembering how each SMART Board works (in my building, they all work a little differently...), it is nice to have consistency with your own classroom.
• No need to worry if you left something behind -- you're in your room!  I can't tell you the times I've had to change a lesson up because I forgot a book or supply when I was a traveling counselor.  It's a lot easier to change things up when you are in your own room with your own supplies and resources at hand.
• Time for set-up.  When you have your own classroom you can have some prep-time (depending on how close your lessons are spaced out...) to have materials and technology set-up before students arrive.
• I've never been a Counselor that asks the teachers to stay in the room during lessons.  I understand the benefit of doing so, but I also understand the value in a little break.  When Counselor's have their own classroom, classroom teachers can take that break in their own room -- where they are likely to just spend time setting up for their next lesson.
• My husband might not few it as a "pro," but I'm really excited to be able to decorate my own classroom again this year.  I even did my first Donor's Choose project and was able to purchase a new rug and a love seat.
• I think there is still a stigma that going to the office means you are "in trouble."  I'm excited to have my own space to be able to talk to students in a less confrontal space.

I realize that my classroom can be taken from me as our school continues to grow, but I'm so excited to have my own space for Small Groups and for classroom lessons!

I personally did not like having both a classroom AND an office.  In my building, they were across the building from each other, and without fail, whatever I needed was always in the other room.  

Which type of School Counselor are you?  Which would you prefer?

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Counseling Littles

You might have seen my recent post on using Counseling Centers with my youngest students.  Counseling littles is one of my favorite roles as the Counselor, but even as a former Kindergarten teacher, it can be exhausting -- especially if you are not prepared.

Here are some of my tips for "counseling littles:"

1. Set expectations at the very beginning: Tell the students what you expect of them during your time together and be clear.  For example, I have an expectation that while we are on the carpet, no one is to use the restroom to get a drink -- and I say it just that way!  My school uses a school-wide positive behavior plan, so it's easy to come in with my WOW Tickets to hand out to students making good choices.  If your school does not implement a common plan, familiarize yourself with the classroom management systems.
   
2. Give attention to the positive: Point out the students doing the "right thing," and others will follow.  Young children LOVE attention -- both positive and negative.  Give attention to the positive behaviors and most students will change their behavior to match.  "I love the way Ruby is sitting.  She's got her hands in her lap, she's not touching or talking to her neighbors, her eyes are on me, so I KNOW she is READY to learn!  Thank you SO much, Ruby, for being a role model to your friends.  I'm going to put in a WOW Ticket for you!"
   
3. Multiple Learning Styles: Just like older students, younger students learn in all different ways.  Make sure your lesson includes lots of variety to appeal to the different learning styles of your students.  If you're bored, chances are, the students are too.
   
4. Use books and short video clips: Using picture books to tie-in to your lesson them might be a no-brainer, but my students also LOVE watching short video clips that go along with our lesson topic.  For example, I was having a hard time explaining "empathy" to Kindergarteners and found a clip by Sesame Street that was a perfect fit!  If you are using YouTube, be sure to watch with no ads or with the commercial on mute, you never know what it's going to play!
   
5. Have everything ready to go: There's little-to-no "independent work" in Early Childhood and these students do not like to wait!  Have all of your books, materials, video clips, etc. cued up and on-hand ready to go!  Be sure you have all of and enough of any materials and supplies you may need for your lesson and activities. 
   
    
6. Talk about what they know: As teachers, we talk about expanding on student's prior knowledge -- I think we should also do that as Counselors.  Popular topics in Counseling like Growth Mindset and Mindfulness can be difficult to discuss with older students.  How can you use what Early Childhood students already know to introduce them to these "new" themes?  Not that you can't, you just need to be strategic about it.  Other topics like Feelings and Careers are great topics for Early Childhood -- everyone has had a feeling before and everyone has interacted with someone with a job at one point or another.  
   
7. Give them Time: I scheduled myself for 45 minutes twice a month in Kindergarten classes.  This upcoming school year, my school building is becoming a 1st through 4th grade building.  For Counselors who were not formerly Kindergarten teachers, 45 minutes might be too much.  Either way, give your students time to complete all of the activities you have planned during your time -- don't rush them.  My Kindergarten lesson structure was about 15 minutes of topic introduction, including reading a book and/or watching a short 2-3 minute video clip and some hands-on activities with the topic; about 15 minutes of an independent activity; and about 15 minutes of sharing/reflection.
   
8. Allow for reflection time: I end all of my lessons with a reflection of what we learned.  This often includes sitting on the carpet and sharing in a circle.  This was critical to ensure that students fully understood my lesson, the topic, and to answer any questions they may have.  PLUS, students LOVE to share what they know and it gives the class an opportunity to practice listening skills.  

I created a set of Pre-K and Kindergarten lessons and centers to use with the littles in my school.  Within each packet, you'll find plenty of activities, book and video suggestions to coordinate, and materials to provide lessons all year long.

I hope this post gives you encouragement as you provide counseling to your littles!

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Mini-Lessons

Occasionally, I will conduct what I call "Mini-Lessons" in my Elementary School Counseling program.  These lessons typically last only about 20 minutes (all of my regular lessons are 45 minutes in length) and surround a special-interest topic.  Some mini-lessons I've conducted include:

• Meet the Counselor: I do a "Meet the Counselor Week" at the beginning of each year and go into each classroom to introduce/re-introduce myself and do an activity that goes over my role.  I highlighted this in my Instagram Stories during last year's week, if you'd like more details on what exactly I do.

• Hygenine and Hand Washing: During one particular high flu season I was doing a lesson in a classroom where I witnessed two different students pick their nose and eat the boogers AND a third student lick the bottom of his shoe.  I decided I needed to do an entire lesson on proper hand washing.

• Kindergarten Social Skills: I've used this packet for mini-lessons as well as Small Groups and to review with the whole group prior to a classroom lesson. 

• Goal-Setting: I've done goal-setting mini lessons both during the beginning of the school year AND after the New Year.  

• Seasonal Mini-Lessons: These follow a specific topic during a particular time of the school year.  For example, I feel like a self-esteem lesson is usually something that my students benefit from around Valentine's Day and friendship skills could always use some help right around St. Patrick's Day.

• Self-Reflection: Again, I've done lessons on the topic of self-reflection at two different times within the school year -- both at the 100th Day of School marker and at the end of the school year (multiple times).

• Grab and Go Lessons: I also have lessons on a variety of topics that are ready to go at any given moment -- on topics such as "tattling," "expressing your feelings," and "conflict resolution."  I call these "Grab and Go Lessons."  You can find them all in a discounted bundle HERE. 

Do you do mini-lessons in your Counseling program?  What topics have you covered before?

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Early Childhood Counseling Centers

As a former Kindergarten teacher, I often get asked by other Elementary School Counselors as what to "do" with Early Childhood students.  I get it.  There's no "down time" or "independent work" in Early Childhood.  They are either busy or wanting to be busy during lessons.  I personally spend 45 minutes twice each month in my Kindergarten, 1st, and 2nd grade classes.  Here's how I make it work:

The first lesson I give surrounds a main topic or character trait we are focusing on.  This year's lessons were on topics such as optimism and mindfulness.  These lessons are pretty typical.  We read a book, maybe watch a coordinating video clip, discuss the topic, do an activity to allow for self-reflection, and then have time to share out to the group.

The second time I come, we do Center rotations -- often connected to that same topic.  This year I did Center rotations on topics such as Feelings and Self-Management.  The topics I selected for Center Rotations were ones that my students were likely familiar with and had some contextual prior knowledge of and were ready for more hands-on practice on the topics.

Originally, I had only planned on doing the Center Rotations with my Kindergarten classes.  In early August, it was looking like we were going to have VERY large class sizes and this was going to be my contribution to helping these students with Social Skills.  Luckily, our Principal was able to hire a 6th teacher, but I still wanted to try this out.

The format of the Center Rotation visit was as follows:

1. Read a book about the topic
2. Discuss the topic (in a shorter time span than I do in a regular lesson)
3. Explain all of the Rotations
4. Rotate
5. Allow for reflection/time to clean up

I used paper baskets from Really Good Stuff to easily transport my materials from class to class and back to my office.  This was also helpful in the actual rotation.  

In each of the Center Rotation sessions, the rotations themselves follow a similar format (for example, there's a puzzle rotation in each one, a play doh rotation in each one...).  This is helpful in Early Childhood for several reasons: the students know what is expected and are able to get started on the activity in a more timely manner AND as the instructor, you can spend more time floating, rather than on explaining or answering questions.

I would definitely recommend trying out Center Rotations in your Counseling Program.  My students LOVED it and were always asking when the next time they were going to be doing Centers would be.  

You can find all of my Center Rotations in a Big Bundle here:

Happy rotating!

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