In the Classroom March 2008
Posted by lsnl in : In the Classroom, March 2008 , trackbackThe Lower School Counselor: Both Proactive and Reactive
by Lisa Reedich
I am thrilled about joining the Penn Charter community as the new Lower School counselor, and I am equally passionate about my role within the new Lower School learning support team. The team, which also includes learning specialist Kristin Swoszowski-Tran and learning center coordinator Marcy Sosa, takes a holistic approach to supporting students’ learning. During their years in the Lower School, students experience a tremendous amount of growth, not only in terms of their acquisition of academic knowledge and skills, but also in terms of their social and emotional development. Each day at school, as students go about learning their academic subjects, they are also learning about themselves and how to be with one another. A child’s success in creating friendships with peers and forming positive relationships with adults in the school setting can directly affect whether he or she experiences school as a source of increased self-esteem, self-confidence and inspiration, and can also have a positive influence on academic achievement. Providing support for students’ emotional and social growth not only promotes their overall well-being, but also ensures that they are available for the tasks required for learning.
My approach to providing social/emotional support at Penn Charter is both proactive and reactive. On the proactive side, I have the pleasure of conducting weekly groups with the first, second and third grades. Using cooperative games and activities, students have the opportunity to further refine their social skills and hone their problem-solving skills. Weekly sessions focus on issues such as: team-building, cooperation, effective communication, sharing, identifying emotions, expressing emotions in constructive ways, conflict resolution and active listening skills. The goal of these lessons is to improve each student’s ability to navigate social situations with confidence and compassion. I also have the pleasure of leading boys and girls groups with the fourth and fifth grades. These groups are similar to the groups with the younger children; however, they target certain developmental challenges specific to this age range.
In addition to conducting groups, I also am available to meet with students individually. Sometimes students will want to come speak with me about a problem at school; for instance, a girl recently came to me to discuss a problem she was having communicating with her friends and resisting peer pressure. At other times, students may want to talk about a worry that originated outside of the school setting, such as the death of a family member. Sometimes, a teacher may show up at my door with a child who is having a tough time, such as a recent visit by a tearful little girl whose pet had died the night before. It is my honor to be available for any of these situations. Children know that they can come into my office and share their thoughts and feelings in safety and privacy. Telling their story has enormous power, and it is my job to listen and construct solutions with them. Of course, I also work closely with families and teachers. Sharing information with caregivers is crucial to understanding any child and how to best support him or her. Caregivers may seek me out to share information about their child. At other times, they may use me as a resource for answers to questions or to guide them toward other sources of support. Likewise, teachers know that they can share concerns or ask questions, and we can work together to decide the best way to support student learning and growth.
I feel so lucky to be part of such a warm, welcoming community, and I am delighted to be surrounded by professionals and parents who are so passionately committed to supporting children’s intellectual and social/emotional development.