Elementary School Counseling: Overview

Overview:

The role of the school counselor is often a mystery to those outside the profession. Considering the profession has been around 100 plus years, the role of school counselors should be common knowledge. So why the confusion? The reason seems to stem from the dynamic and evolving nature of school counseling. School counseling started as a vocational focused service and has now expanded to include academic, social, and personal goals. This process is data driven, focusing on what each school needs in order to get students ready to learn. When you ask elementary school counselors what this role includes, you may be surprised by the variety of activities within their job description, since it only became distinct in the 1960’s. School counselors in elementary school run classroom guidance lessons, small groups, and individual counseling sessions. They collaborate with students, staff, administration, and parents to provide an optimal learning environment for each child. They write 504 plans and follow through with their implementation. In addition, they link student needs within the school to applicable services in the local community. What makes the role of a school counselor more confusing to outside individuals, is that the role of the school counselor looks different depending on the needs of the school population and community. It’s no wonder people outside the profession have a hard time pinpointing the exact nature of the work.

Purpose: 

One of the biggest issues school counselors face is that not a lot of people understand that school counselors matter-a lot! Once a counselor gets into a school, they have the ability to make some of the widest impacts on student development, whether that be in the social, emotional, or academic realm. A school counselor is a leader for not only the students, but for the teachers and faculty at the school. They become the troubleshooters, the “go-to” people, and the advisors. They become the center in a web of intricate community connections and support services. All of this is done for one purpose: to benefit the student. At the end of the day, school counselors are there to make sure that the learning environment isn’t impacted by outside stressors so that the students’ highest academic potential is achievable.

Safe Space:

One of the school counselor’s most basic tasks is to create a safe environment for students to come and disclose their thoughts, feelings, problems and emotions. The majority of the student’s time and thoughts are used worrying and overthinking about these issues instead of focusing on their own academic potential. However, if the student utilizes the counselor in the school, they can discuss and analyze the issue at hand allowing the student and counselor to discuss and resolve the issue so that the student is able to go back to class, feeling relieved and able to focus on their classroom material.

Group Work:

Most students in elementary school go through the same types of issues. These issues tend to affect a larger proportion of the student population, so when a school counselor has a student come to them with a common concern, they may want to discuss it with a whole class through a guidance lesson. Providing these guidance lessons to a class is a great way for school counselors to reach many students going through similar issues. At the end of the day, whether a lesson is taught through individual counseling sessions, group sessions, or through a classroom guidance lesson, the idea is that they will be affecting and influencing the child through not only elementary school, but for the rest of their lives. School counselors are here to stay, so are their impacts.

Guidance Lesson: Meditation in High School

Lesson Objectives:

To introduce students in Special Education classes to relaxation strategies for stress and to improve coping skills in and outside of the classroom by guiding them through a meditation session.

Discussion:

Meditation is the process of relaxing your mind by intentionally setting aside time to create a state of awareness and focus.  Meditation can relax the body and mind of the busy, stressful, and overwhelming life of a teenager battling day-to-day anxiety.  Professionals who teach meditation believe it can help in many areas including building self-confidence, helping resolve fears, improving focus and concentration, stabilizing an emotional state, and lessening aggressiveness.  Mindfulness is a general awareness of living each day consciously and it encourages us to be fully present, in the here and now.  Tapping into your own strength to manage stress and increase focus can help high school students respond to everyday stressful situations.  This lesson will introduce the idea of being mindful and practicing mediation to reinforce their ability to relax and focus both mentally and physically.
    
Materials needed:  

A short quiz about mindfulness and a guided meditation plan specific to quiet, breathing techniques.

Assignment and Activities:  

• Identify and define keywords that could be challenging for students such as mindfulness, meditation, breathe in and out (in through the nose and out through the mouth), terms to describe how body feels (tense, sore, tight).
• Ask students to take the mindfulness quiz (attachment 1).  Go over results and discuss examples where mindfulness would be helpful.
• Transition from the idea of mindfulness to the benefits of meditation.
• Lead meditation from guided plan (attachment 2).

Evaluation:

• Ask students what was it like?  How did you feel?  Did you like trying to meditate?  Why?  Why not?  Did you notice any changes in your body?  Describe.  How do those areas fell now?  How do you feel now?  Describe what your day would be like if you practiced meditation everyday.
• Ask how they felt about the quiet and stillness?
• Ask if students would use meditation by themselves?  

Closing:

There are many ways to reduce stress and relax.  By becoming aware of our own self we can sharpen our focus.  We can also intentionally make time to settle down and create our own sense of awareness and quiet.  Best of all, meditation can be done on your own.  You can check out just for a little while to feel better about yourself.

Attachment 1:

Can Mindfulness Benefit Me?

If you can answer "yes" to one or more of the following statements, and it's something you would like to change, then practicing mindfulness can benefit you.

1. I eat meals while watching TV or doing something else, and sometimes find my plate emptied even though I don't remember eating.
2. I find myself listening to someone with one ear, doing something else at the same time.
3. I drive or go places without remembering how I got there.
4. I misplace important items like my phone, keys, or homework.
5. I re-live past events wishing I had done something different.
6. I have left hazardous things unattended, such as a candle or stove.
7. I have gone to the kitchen or bedroom for a specific item and returned without it because I forgot.
8. I forget a person's name almost as soon as I hear it.
9. During class or a discussion, I mentally wander off and end up missing something important?
10. I have read things (a book or article) without remembering what I just read. 

Attachment 2:

Guided Meditation 

• Close your eyes.  Notice your breathing.  To yourself answer is it fast?  Is it slow?
• Put your hand on your stomach.  Notice how your stomach goes in when you breathe in and out when you breathe out.
• Take a long deep breath through your nose and breathe out through your mouth, fully and completely.  Breathe like this a few more times.
• Now imagine your whole body.  Notice parts that are hurt or tight or tense.  Notice parts that feel comfortable and loose.
• Use your breath.  When you find a part of your body that is hurt or tense, send your breath there.  Breathe in and out.  Your breath can make that part of your body relaxed.
• Feel your head…your face…your shoulders…your back…your arms…your hands…your stomach…your legs…your feet.
• Notice the room, the people, the building.  Not thinking, just noticing and listening.  Breathe slowly and easily, in and out.
• Feel the chair under you where your body touches it.  Feel your muscles relax as you breathe in and out, easy and peaceful.
• When you are ready take a long, slow, deep breath in.  Then completely and gently open your eyes.

References

Gimbel, L. (n.d.).  Managing Stress to Improve Learning: Guided Meditation Lesson Plan.  

Retrieved September 18, 2015, from www.nelrc.org/managingstress

Meditation Lesson 1:  An Introduction to Meditation.  (2011, May 6).  Retrieved from http://

www.dreamviews.com/meditation-shockwave/115875-meditation-lesson-1-introduction-

meditation.html.

Pictures:

http://www.lifehack.org/articles/lifestyle/5-simple-tips-meditate-like-monk.html

https://www.uhs.umich.edu/files/uhs/field/image/Mindfulness.jpg

https://susanwilkinsonbetterlives.files.wordpress.com/2015/07/mindfulness.jpg 

Guidance Lesson: Glitter & Gossip in High School

“Great people talk about ideas; ordinary people talk about things; small-minded people talk about other people”. -Unknown

Purpose: 

The purpose of this lesson is to teach students about gossip, rumors and perspective. Not all students have a clear understanding of rumors and their impact on others. This lesson provides a hands-on example of how messy gossip can be. This lesson can be easily adapted for any age group.

Materials Needed for Lesson: 

Bottle of fine, loose glitter; Prize for Students; Paper/Board for writing classroom ideas

Time Required: 

30 Minutes

Lesson:

1. Write “GOSSIP” on the board. Have the class define gossip and talk about what it means to them. Record answers on the board.
2. Ask the students if they have ever had a rumor spread about them and if they have ever heard a rumor about someone else.
3. Choose 5 students to stand at the front of the room to perform a task. Offer the students a prize for completing the task within 5 minutes.
1. Pour a handful of glitter into the first student’s hand. Ask the student to pass the glitter down the line of students without getting any glitter on the floor or desk and without leaving any glitter on any of their hands. In order to get the prize the students must complete the task by putting the glitter back into the jar it started in.
4. Discussion 
1. How is gossip like glitter?
5. Truth v. Lie Activity
1. Have students pair up and come up with two true statements and one lie about them as a pair and share them with the class. Ask the class to determine which statements are true and which is false.
6. Standing in another’s shoes (perspective)

1. Discuss with students what it might feel like to be the subject of a rumor and why someone might spread rumors in the first place.
2. Have students come up with ideas on how to prevent or stop gossip in their school.
7. Final Discussion
1. Revisit GOSSIP on the board and add anything new the students come up with.
2. What does the following quote mean to you? “Who gossips to you will gossip of you.”
3. How do you pledge to stop gossip, rumors, and name-calling in school?

Resources:

Lesson adapted from: http://musingsofamiddleschoolcounselor.blogspot.com/2013/10/glitter-gossip.html

Pictures:

http://kiddouche.blogspot.com/2012/04/cousin-pernices-ghost-voicemail.html

http://pixgood.com/spreading-rumors.html

http://www.aliexpress.com/item/Free-agency-a-generation-of-fat-explosion-models-2014-teen-shoes-men-shoes-Korean-version-of/1726106904.html

http://www.quotehd.com/quotes/words/gossip

Resources: A School Counselor's Role in Learning Readiness

Below you will find creative tips/suggestions of resources current school counselors are using to help their students get "learning ready" at each stage of schooling.

Elementary School: 

Often, the perception of counselors at the Elementary school level is centered in social skills and classroom guidance lessons. However, Elementary School Counselors also provide support in many creative ways. At this stage in school, students are at varying stages of acclimating to the classroom setting and sitting still for long periods of time. Learning readiness looks different for every student, and one creative resource some school counselors can provide students with is fidgeting toys and or manipulatives to play with while listening in class. Fidgeting toys could be a simple, effective resource for students who have difficulty paying attention, or focusing. Counselors can provide creative tools like manipulatives to improve the overall learning environment for students and teachers.

 

Middle School:

Now more than ever, technology has become an integral part of the school system. Youth today has grown accustom to learning and communicating via digital methods. While it provides many positive and relatable learning avenues for students today, it is can also be a major distraction and stressor. For most students at the Middle School level, this is their first exposure to navigating the combination of online schoolwork and social relationships. Because of these relationships online, bullying is going viral. While many of these cyber-bullying incidents occur outside of school, it can be a challenge for middle school students to understand the power of their actions online. School Counselors today are faced with the effects of these actions being transferred into the school day, distracting students and effecting the overall learning environment. A few ways that current school counselors are combating cyber-bullying is through group intervention, and educating students about the possible implications of their actions online. 

High School:

Throughout high school, many students struggle with the pressure of preparing for a college education, and often feel like that is the only option after graduation. This can be overwhelming for some students who do not know what they want to do, or if college is the right fit for them. Because of this, some students feel that a high school education is only preparing them for college – something that they do not feel like applies to them – and can start skipping class or even drop out.  Although there has been an increase in career readiness and alternative options to prepare students for success after high school, school counselors at this level have the important role of altering the perception of alternative options to high school, and increasing moral around all secondary options, in order to help students feel successful regardless of their post high school plan. One suggestion for high school counselors is to hold workshops for students who want to explore options other than college, and help them establish awareness of potential paths they could be interested it or want to learn more about.  By getting students excited for all different kinds of post high school routes, students can come to school ready and motivated to learn and prepare for whatever avenue their future holds. 

Getting to Graduation: A School Counselor's Role

Introduction:

High school counselors have multiple roles within the school but one aspect is to ensure all high school seniors make it to graduation. They have to focus on not only credits of seniors who are making their way to graduation, but also start at the freshmen level to ensure their track is paving its way to the big day. An aspect of graduation is finding the track students want to pursue through their high school journey and what classes make the most sense to take for their career plan. School counselors want to ensure all students have an idea of where they want to end up and have a successful plan to do it. Support, encouragement, trust, and flexibility are huge factors that are incorporated in school counselor’s role to guarantee all students end up at graduation at the end of their senior year. 

Resources:

One aspect of a school counselor’s role is to provide resources for students who for one reason or another end up off track for reaching Graduation. While at first glance Graduation may appear to be a relevant issue for high school seniors only, a school counselor must consider the requirements and implications of decisions for students at every grade level. For example, a student who fails a necessary math class in his or her freshman year will then be off track for the remainder of high school. To combat this issue, a school counselor must be informed of additional possibilities for a student to regain academic momentum. Alternate credit, which replaces failed or missed courses places students back on the path of success. Online courses, work-study programs, and independent study are all potential options for making up standard class credit. In order to be a strong helper and advocate for his or her students, a high school counselor must understand and have the ability to implement these alternate forms of credit. 

Career:

In addition to making sure students are able to graduate, a school counselor must give careful time and effort to helping students figure out what they are doing beyond high school. In Spokane Public Schools, teachers and counselors emphasize a program called T24. 

This program explains to students that there are a multitude of educational options available after high school; yes, a person could go to a four year university, but he or she could also attend a two year community college or a technical school. 

By providing information about career and educational possibilities, high school counselors help their students to create goals and then tailor their schedules to meet the requirements necessary to accomplish those goals. High school counselors are also helpful resources when students have questions about SATs, resumes, and all the other elements of applying to college or a career. School counselors are professional encouraging motivators, helping students to see their own academic and professional capacity, to reach high, and to dream big.

Take Away:

A high school degree is the ultimate goal for every student in the school system because it is necessary for the widest and most lucrative and productive array of careers and further education. A wide variety of obstacles can hamper a student’s capacity to graduate in a timely manner if at all. By facilitating alternate forms of course credit and informing students of prospective professional and educational opportunities and their requirements, high school counselors can open the door for students to reach their fullest potential. 

Time to Get Organized: A Guidance Lesson for Middle School Special Education Students

This is a guidance lesson that is designed for use with middle school students in special education classes. Students who have difficulty focusing or with organization will especially benefit from this lesson. Students must be able to read at a second grade level to understand what is taught without modification. This lesson will take anywhere from 25-45 minutes, depending on class size and whether or not all suggested activities are included. While the intent of this lesson is to support students in a special education setting, this information can be valuable to general education students as well.

Introduction

With six classes each day, multiple homework assignments each night, countless activities and busy social lives, being a middle school student can be overwhelming and stressful. Disabilities that impair motor skills, processing skills or make it difficult to focus can make this even more challenging. Acquiring the skills to be organized and manage time well can lead to feelings of self-efficacy and improved grades in students. Proper organization skills can help students to not only keep track of assignments, but also to come to class prepared. Following this lesson, students may realize that making an effort to be organized, planning ahead and studying regularly can help their lives to go smoothly.

Guidance Activity

For This Lesson, You Will Need:

• “My Schedule,” “My Studying Tips,” and “My Locker Design” Handouts (available for download here)
•  Writing utensils
• An organized binder complete with:
• Dividers
• Notebook paper
• Pencil pouch
• Writing utensils (pens, pencils, highlighters)

Opening Discussion

Suggested dialogue: Imagine two students. One student, Billy, woke up when his alarm went off, ate a healthy breakfast and arrived to school on time. He comes with all of the school supplies he needs and drops off what he doesn’t need for his first class at his locker. He has extra time, so he checks his planner for assignments that are due today. He puts them in the front of his binder so that they are easy to retrieve. He arrives to class feeling relaxed and set for a great day. Another student, Jack, wakes up ten minutes before class starts. Yikes! He picks up some dirty clothes off his bedroom floor, throws them on and races to class. Incidentally, he is late. Then he realizes he never ate breakfast and forgot his planner at home. When he gets to class, he looks in his binder for his homework and can’t find it in the mess of papers. He gives a frustrated sigh and asks his teacher if he can look in his locker.

 

Discussion Prompts:

• Who do you think had a better morning?
• What can you do to be like the first student?
• How is life different when you are organized?
• How are you like Billy\? How are you like Jack sometimes?

"My Schedule" Activity

*This activity coincides with the "My Study Tips" handout.

Ways I Can Make My Morning Go Smoothly: Suggested discussion: Now, look at your “My Study Skills” handout (Display on a doc cam if possible).  Did you know that being organized starts with getting ready in the morning? Let’s talk about how to start our days off on the right foot. What are some ways that we can make mornings less stressful? (Answers may include eating a healthy breakfast, setting out outfits the night before, giving yourself plenty of time to get ready, getting backpack ready, etc.) Write down five suggestions for yourself.

Using My Planner: Suggested discussion: In middle school, there is a lot to remember. A good way to remind yourself of what you have to do each day is to use a planner. Raise your hand if you use a planner. How do you use it? What are some tips for using your planner that you would tell a new student? Write down 3 tips for using your planner. A planner only works if it is used. When is a good time to write down assignments in your planner? (Possible answers include after my work is done, after school or after homework is assigned. Prompt students to write down answers).

My Study Habits: Suggested discussion: Let’s talk about good study habits. When do you feel most alert and focused? Is it in the morning when you just wake up? Is it right after school? Are you a night owl? (Students discuss and write down answers). Where do you like to go to study? (Allow for student answers). Write down three of your favorite places to study. 

My Organized Binder: Suggested discussion: Here’s an example of an organized binder. (Demonstrate using a sample binder). I am going to pass this around so you get ideas for what you want your own binder to look like.

What do you notice? Do you see how easy it would be for this person to find what they need? When is it a good idea to save an assignment? Recycle? Save for later? 

(Prompt students to write their own answers down).

My Supplies: Suggested discussion: I want to make sure you have the school supplies that you need. Sometimes we lose our supplies or they fall apart. Put a check mark next to each item on the “My Supplies” checklist. (Read off each item individually and prompt students to check off what they have). If you do not have supplies, please see me afterwards (Discuss options for getting supplies with students after class). Now, you are going to place this handout in the front of your binder for safekeeping.

Optional Activity: “My Organized Locker”

If time allows, students can design how they would like their lockers to be organized using the “My Organized Locker” handout.

Discussion Prompts:

• How often should I clean out my locker?
• Where should I put items that I need for classes a lot?
• What kind of items should I keep in my locker for emergencies? 

Closing Discussion

Suggested discussion: As you can tell, being organized can make it a lot easier to be successful as a student. What did you learn today? What changes are you going to make to your study habits? In what ways are you planning to be more organized in the future?

Helpful Hints

• Ensure school supplies are on hand for students that cannot afford school supplies or have supplies that are falling apart.
• Provide resources to students that need extra help or a quiet place to study (ex. after school homework help, organization club, tutoring programs, etc.)
•  Give instructions one at a time to help students to fully process and focus.
• Encourage students to answer both verbally and in writing.
• Use developmentally appropriate language.
• Give extra time to students that take longer with tasks than others.
• Make handouts double-sided and in a bright color so they are easy to find. Hole punch handouts so that students can store them in their binder.
• Choose a transitional period such as at the beginning of a new semester to teach this lesson.

Image Sources

http://www.iamincontrol.org/seven-stress-relief-tips/

https://stayhealthystayfitwebmag.files.wordpress.com/2013/11/running-boy.jpg

http://organizingforsix.blogspot.com/2013/04/so-i-definitely-am-doing-well-with-this.html

http://dcboeses.blogspot.com/2012/09/how-i-stay-organized-my-planner.html  

School Counselors Expanding Outside Traditional Roles

Introduction

 

School counselors are important aspects of the school system. They take care of the emotional needs of students, help schedule classes, and act as a bridge between school and home. In addition to these tasks, school counselors have shown that they are able to make an impact on the larger community through establishing meaningful connections between teachers and students, and addressing the needs of the surrounding areas. School counselors don’t just support their students. Their actions impact the outside community, teachers, and faculty members. From making sure families and students are supplied with adequate food and clothing to creating mentorship programs, school counselors make a significant impact that extends past their traditional roles.

FOOD & CLOTHING

           

Last year in the Spokane school district, 57.8% of students were enrolled in the free and reduced lunch plan (OPSI). With over half of the student population needing nutritional support, there is a need in the community to reach out to those who struggle with hunger. When visiting local schools, the counselors and administration at a local elementary school are implementing programs to help provide food and clothing to students and families in need. Students who are hungry or don’t have proper fitting clothes fall behind in school. It becomes harder for hungry students to focus on their school work and learn as best as they can. In addition to being hungry, some students may have lower self-confidence if their clothes are always dirty or don’t fit correctly. The school counselors at a local elementary have noticed that as leaders, it is possible to make efforts to help improve the basic care of these students. By having fully stocked shelves of clean clothing in the counseling office, students who feel insecure arriving at school are able to ask the school counselor for a change of clothes. It helps the student feel more comfortable at school and be able to focus on learning. On the other side of the counseling office stands a wall of boxed food. Here, the school offers families in need meals to take home on the weekends so that they can receive adequate nutrition. Small steps like having free and reduced lunch, clean clothes, and an in-school food bank make a large impact on the learning environment in the school as well as the outside community. They care for our basic needs so that students and families can focus on learning and participating in the community. School counselors are able to create and advocate for these programs to be able to make a positive impact in the lives of others.

CHECK & CONNECT

In observation of how our local school counselors are changing lives, we recently visited a Middle School where the school counselors shared with us the Check & Connect program that she has implemented at her school. It is a mentor program that she has personally seen work at all grade levels. She mentioned that peer-to-peer programs are wonderful for students still engaged at school, but Check & Connect really draws in those who are starting to, or have already, disengaged. Check & Connect pairs at risk students directly with a faculty mentor. Each mentor personally tracks their mentee(s) activities to ensure that they are on track with grades, behavior and attendance. The beauty of this program is the individualized attention that these struggling students desperately need. According to the Check & Connect website (2015), “At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient”. This personalized approach is the best way to reach these students who have already given up on themselves. Rather than just being another face in the crowd they have a person they can go to and who will seek them out. For many of these students this could be their last resort before dropping out for good. This program gives them a face to show that someone cares. Someone is rooting for them to succeed. It gives them a reason to keep going and someone to show them the way.

CHECK & CONNECT CONT.

This program is meant primarily to prevent dropouts, but it seems as though it would help with so many other issues schools face. This is a tool that school counselors use to unite everyone and empower the teachers to reach out and engage with students who otherwise might not get positive attention. This creates a whole new dynamic and atmosphere for the school. 

Resources:

Video: http://checkandconnect.umn.edu/model/default.html

Attend, Engage, Invest: http://checkandconnect.umn.edu/docs/Handout_AttendEngageInvest.pdf

Flyer: http://checkandconnect.umn.edu/docs/CheckandConnectFlyer25yrs.pdf

FAQ: http://checkandconnect.umn.edu/frequentlyaskedquestions.html

References

About | Check & Connect Student Engagement Intervention Model | Institute on Community Integration |

University of Minnesota. (2015). Retrieved September 22, 2015.

OPSI. (2014). Washington state report card. Retrieved from http://reportcard.ospi.k12.wa.us/

     summary.aspx?groupLevel=District&schoolId=230&reportLevel=District&year=2014-15 

Guidance Lesson: Time Management & Task Estimation (7th Grade - 8th Grade Middle School)

Purpose:

The purpose of this lesson plan is to teach students time management skills and techniques.  Time management skills will not only assist students in their education, but it will also assist students in other aspects of their life. Special education students can use these strategies to help them complete their work on time and accurately.  

Instruction Strategies:

Teachers need to be aware of their students’ developmental levels and know what each student is capable of. Different students will process information at different rates. Educators for these students have to make sure everyone understands the information before moving forward. These teachers also have to be sure to not do this lesson with students who have more dire needs or different areas of concern. This lesson would not be good for a developmentally impaired class where students are not able to write.

Lesson Objectives:

1. Students will adequately learn how long it will take them to complete assignments and tasks. 
2. Students will understand the importance of time management and will develop strategies to help them with time management throughout the school year.
3. Students will be able to identify the various steps needed to complete certain tasks and activities.  

Materials:

• One stop-watch per student (this may not be possible in schools with large class sizes).
• Task Analysis and Time Estimation Sheet
• Take-home sheet 
• Mid & Post Assessment

Lesson Plan:

1. Assist students set their stop watches to 0.00. 
2. Explain the lesson and what the task analysis sheet is meant to do. 
3. Select a task and have students estimate how long it will take them to complete it.
4. Have students do the selected task and write down how long it took for them to complete it. Students will time themselves with the stopwatch.
5. Have students figure out the difference between their estimated time and their actual time needed to complete the task. 
6. Walk students through the steps needed to complete a certain task, helping them decide how long a task may actually take.
7. Begin the lesson again with another activity.

 Conclusion:  

This lesson can be used to help students understand the importance of good time management skills in their lives. This will help prepare them for life after their school years and will help them in each area of daily life. For students in special education, these skills can be used effectively to help them finish assignments completely and be able to achieve tasks just like any other student. 

Resources:

Newhall, P. W. (2008). Teaching Time Management to Students with Learning Disabilities. Adapted from Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School, 28-31.

Pictures:

http://soarretreat.com/audio-replay-the-myth-of-time-management/

http://www.actioncoach.com/Effective-Time-Management-Starts-With-Clear-Vision-and-Goals?pressid=1108

http://www.stemdigitalvillage.com/stem/time-management

http://ux.stackexchange.com/questions/22542/good-metaphor-for-time-estimation-vs-spent-time