Teaching

The future of education in the 21st century is moving quickly towards technology, innovation,
artificial intelligence, learning management systems, augmented and virtual reality, gamification,
and blockchain (i.e., cryptocurrency/recording-keeping system). Although in-person learning is
still in effect it is quickly becoming a thing of the past. The global market regarding education
is experiencing a paradigm shift. Counselors and counselor educators have to respond to a
different way of thinking to usher in a new era of teaching and learning. Counselors and
Counselor Educators are being asked to perform specific interventions and provide an array of
services to keep up with the demands of mental instability in our global society.
My philosophy of teaching or my pedagogy (the study of different teaching methods) in
counselor education is based on developing, implementing, collaborating, and consulting where
students have the opportunity to gain the skill set and knowledge base of applied research,
counselor competencies that are paramount in becoming counselor professionals. It is critical
that counselor educators cultivate in students critical thinking, and effective communication
skills, and collaborate with a diverse clientele. It is equally important that counseling educators
implement a growth mindset that incorporates exploration and modeling, The “I Do, We Do, You
Do” model also known as “The Gradual Release of Responsibility Model” created by Doug
Fisher and Nancy Frey illustrates how students learn using demonstration, prompts, and practice.
I particularly like this model, because it shows students how to perform a task and test the
outcome of the task with support before they are released to perform the task on their own.
Instructing counseling students in training using this method, helps them build their confidence
and gives them a baseline of information they can build upon. To implement the skills
discussed, a counselor educator must be knowledgeable about (a) counseling competencies, (b)
have a clear understanding of counseling theory (c) implementation of counseling interventions
along with counseling practices and techniques that support human growth.
As a counselor educator, I am committed to educating counselors in training by incorporating
technology, research, and hands-on training in the classroom. It is my responsibility to know the
counseling subject matter in-depth and I can teach this subject matter (i.e., counseling) to
my students in training. Learning is an ongoing process that includes life experiences, abstract
thinking, and outcomes. It is a variety of concepts that create an atmosphere of investigation and
uncovering new ideas and concepts. With that being said, as a counselor educator, I am
responsible for creating and implementing assignments that are engaging to the counselor
students' psych and incorporate analytical and abstract thinking in counseling. Give counselor
students more than a classroom experience but a field of experience that allows them to use their
own experiences to explore their reflections of self that may interfere with or reinforce
their counselor experiences with clients.

As we consider the counseling student and the counseling curriculum, the core counseling
competencies, and the CACREP Standards “Council for the Accreditation of Counseling and
Related Educational Programs that provide recognition that the content quality of the program
has been evaluated and meets standards set by the profession” (CACREP 2016) and the
American Counseling Association (ACA) which “is to enhance the quality of life in society by
promoting the development of professional counselors, advancing the counseling profession and
using the profession and practice of counseling to promote respect for human dignity and
diversity”

Counseling students have a responsibility to learn and understand their role as novice counselors

and to adhere to the guidelines stated by these two organizations. Counseling students builds
upon this learning environment by incorporating their counselor identity, professional practice, and
potential outcomes they will form their ideas about which theoretical models interest
them and begin to form alliances with clients. Therefore, it is my responsibility as a counselor
educator to teach a variety of theoretical models, research, and employ students to engage in
which best fits them. Once students are given the tools in counseling to be successful (i.e.,
counseling curriculum), they will be able to demonstrate their knowledge of the eight cores
counseling competencies: 

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(a) professional counseling and ethical practice

(b) social and cultural diversity

(c) human growth and development

(d) career development

(e) counseling and the helping relationship

(f) Assessment and testing

(g) research and program evaluation

I believe every student has the right to learn and develop at their own pace. I believe in
differentiating the curriculum to ensure each counseling student can understand and
implement their learning in a variety of settings (i.e., school, private practice). It is my passion
and goal to model the counseling profession in such a way that promotes a professional and
respectful environment one of caring and acceptance to all.