elementary school teachers, counselors, education and career

As a teacher and consultant, we know that the years of primary school are important. During elementary school, your students build visions of what they want to do in their lives as they contribute to the workforce. With your help, we remain open to new ideas and career opportunities for students. How do you work with your students, you want your students not chosen early career, or career preparation. For students, the elementary school for a time to build awareness.

Asprimary school teachers and counselors, vocational education, use the self-esteem, promote the development of decision-making skills and strategies. Its activities are designed to self, family, school, community and career awareness. Use age-appropriate materials that meet students the stages of development. These activities with students on a number of different jobs, career information, and the reasons why people work.

If you are developing in the preparationage-appropriate materials, products, and tools used to test models of career as the National Career Development Guidelines (NCDG). The National Career Development Guidelines (NCDG) have domains, targets and indicators. Each domain is an area of development. Under each domain there are goals or skills. For each goal, indicators to highlight the knowledge and skills necessary to achieve the goal. The National Career Development Guidelines (NCDG) is preparing materials that makesuitable for students.

As a consultant and teacher of elementary school, to create plans and career portfolios. Individual career planning (ICP) -

Developing self-awareness
initial career goals and educational plans Cause
Increasing employability and decision-making

individual portfolios to combine career awareness and career experiences that take place during the school year. In addition to individual career planning and portfolio usea variety of resources -

Job Fairs
Career Fairs
Community Speakers
Excursions
Information Interview
Literary works
Mentors
Collages, murals
Educational Games
Job Shadowing
Dramatic representations

All activities and career tools to combine academic work with career paths. Career activities serve as a basis for future capacity. As a teacher and consultant, will help students build connections between academia and real life situations. U.S.Career education activities stress the importance of language arts, mathematics, social studies and science.

They show that students have many applications in language Arts of the workforce:

Reading
Send
Listening

They provide examples of how people solve problems when you use mathematics to display. Different types of mathematics are:

More
Subtraction
Multiplication
Division

Social studies to teach students how the skills that are necessary forThe success in the global market. In social studies students to learn -

Countries
Languages
Culture

Your students learn the importance of winning science skills to solve problems. Show your students how applications of science in various fields, can be used as -

Food
Media
Agriculture
Automotive

To strengthen links between academia and real life situations, develop and expand the skills learned earlier. InIn summary, as primary school teachers and counselors to help students:

Know and appreciate themselves
Build self-esteem and confidence
Learn and apply course material
Identify interests and build relationships between schools and the workforce
Build academic, communication, problem solving skills and social
Increased awareness of the need for non-jobs future
View the links between learning in school, academic skills, professional skills and career
SeeCareers
See themselves as future employees in the workforce
Receive Empowerment
Building self-determination

As a consultant and teacher to build self-awareness, family awareness, school awareness, community awareness, career / work awareness, attitude development, skills development, decision-making strategies and self-esteem. Use age-appropriate materials that match the development levels of students. Examples of activities include individual career planning(ICP), individual career portfolios, career day career fairs, travel reportage, interviews, information, and book library.

After completing the training pre-vocational students are subject to higher grades, academic performance, commitment to get to school and social skills. In addition, students smarter to end the lessons more complex and higher percentages of high school graduates. How to keep your older students will achieve their career goals andObjectives.

References

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2. Engel, N. Faye Mooney, Marianne. (1996, December). Work-in-Progress: Career and job training for elementary students. (ED404516). Cincinnati, OH: Convention Lecture at the American Vocational Association.

3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving StudentCareer awareness through a variety of strategies. Thesis: Design of action research. (ED481018). Chicago, Illinois: University of San Xavier.

4. Career Tech. (2000). K-12 career awareness and development sequence [with appendices, Executive and Implementation Guide]. (ED450219) Springfield, Illinois. Author.

5. Carey, John. (2003, January). What are the benefits expected from implementing a comprehensive program of care and help. School counseling quick search 1.1. Amherst, MA:Fredrickson center for school counseling outcome research.

6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Guidance Resource Guide for elementary and middle school / Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.

7. DuVall, Patricia. (1995). Let's Get Serious on career education for elementary students. AACE Bonus Brief. (ED386603). Hermosa Beach, CA: AACE Bonus Brief.

8. Ediger, Marlow. (2000,July). vocational education at the elementary schools. (ED442979) Opinion Papers

9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (14/02/2002). Answer the question EMSTAC extra elementary and middle schools. Washington, DC: Technical Assistance Center (EMSTAC).

10. Hurley, Dan, Ed,. Thorp, Jim, Ed (2002, May). Decisions without direction, guidance and decision-making among young Americans. (ED465895). Grand Rapids, Michigan: Ferris State University Institute for the careerEducation and workforce development.

11. Maddy-Bernstein, Carolyn, Dare, Donna E. (1997, December) Guidance for elementary and middle school students .. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.

12. Ohio Department of Education, Department of Vocational Training and career, Ohio Career Development Blueprint, individual career planning, K through 5 (ED449322). Columbus, Ohio, 2000

13. Splet, Howard;Stewart, Amy. (1990). Competency-based career development strategies and national guidelines for career development. No Information 345th Series (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment and Ohio State University

14. U.S. Department of Education Office of Vocational and Adult. (1994, 2004). National guidance for career development (NCDG). Washington, DC: Author.

15. Williams, A. Jean, Ed (1999, January). Elementary CareerAwareness Guide: A resource for primary schools and teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

16. Woal, S. Teodoro. (1995). Career Education - The Early Years. AACE Bonus Brief. (ED386603). Hermosa Beach, CA: AACE Bonus Brief.