School Counselors Helping Students Achieve
This handbook guides school administrators and guidance counselors through the process of implementing a Comprehensive Development School Counseling Program (CDSCP). Rawlinson discusses the building blocks of of a CDSCP, the program components, six basic roles of a counselor, management, accountability, and the audit process. She also presents detailed information on how to form community and business partnerships and involve students in job shadowing, internships, career fairs, and service learning opportunities. The appendices provide reproducible worksheets to help educational leaders form, implement, and audit a CDSCP as well as application, agreement, and assessment forms for internships, job shadowing experiences, and more.
From Discipline To Responsibility
Building upon the premise that principles, not programs, are the key in helping children reach their fullest potential academically, socially, emotionally, and spiritually, this easy to understand book is dedicated to the concept that all children can become responsible, productive members of society. A must read book for all parents.
Overcoming Roadblock to Achievement
Toxic motivation, anger, and disconnection are three roadblocks to achievement that eventually lead to deepening frustration, discouragement, and aggressive/disruptive behaviors in students. This book provides you with a comprehensive set of resources you will need to help students overcome these roadblocks. For each of the three roadblocks, this book includes suggestions, strategies, lessons, and reproducible student worksheets.
A Mind Shaped by Poverty: Ten Things Educators Should Know
Many students living in poverty enter school with barriers that interfere with learning and this makes it difficult for them to achieve. In this fundamental educational guide, A Mind Shaped by Poverty: Ten Things Educators Should Know, author and educator Regenia M. Rawlinson explores how poverty affects academic success and what educators can do to solve the problem.
In A Mind Shaped by Poverty, Regenia shares details from her poverty-stricken childhood and how it shaped her beliefs about herself. She provides examples of how these feelings play out in the classroom and offers strategies to help students overcome the effects of a poverty mindset.
My Teacher Told Me I Could
My Teacher Told Me I Could will help educators examine how negative feelings and attitudes impact student achievement, as well as provide strategies for improving the way they feel. When students believe they can succeed, they will work harder to increase academic performance. Higher academic achievement will turn student discouragement into actions that fosters repeated success.
Frequent achievement will improve the feelings and attitudes of students, thereby increasing academic self-esteem. Regenia M. Rawlinson provides guidance for teachers, helping them create positive classroom environments that foster high academic performance and enhance academic self-esteem. The book focuses on how feelings and attitudes affect the classroom environment, strategies for creating and maintaining a nurturing classroom climate, and resiliency. My Teacher Told Me I Could will assist educators with fostering high academic performance and helping students value themselves as learners.
More Teaching and Less Policing!
How many students were suspended or expelled from your school last year? Do you have students who misbehave in your class? How often is instruction interrupted by students being disruptive or disrespectful? Do you know what to do when rules and consequences are not enough to reduce discipline problems? In More Teaching and Less Policing, Regenia M. Rawlinson explores how meeting the needs of students can decrease discipline problems.
Many students come to school with unfulfilled needs. Frustrated when their desires are ignored, some children exhibit unacceptable behavior. The question educators must ask is, “How can we provide for some of these needs in school?” Regenia attempts to answer this question in More Teaching and Less Policing. When the needs of students are met, behavior improves.
I Send My Child to School: What More Do You Want?
Do you know some of the most problematic barriers to parental involvement and how to overcome them? What does it mean to communicate with parents effectively? How involved are parents at your school? How do you know when parents are involved? What is the one thing educators must do to succeed in their parental involvement efforts?
This book provides you with answers to these questions and more. Parental involvement is a key factor in improving academic achievement of students. When parents are involved, test scores rise, graduation rates increases, and attendance improves.
Regenia M. Rawlinson provides educators the guidance and strategies they need to enhance parental involvement initiatives at school and in the classroom. I Send My Child to School, What More Do You Want can help you develop a parental involvement program for parents of different cultural, ethnic, and socioeconomic backgrounds.