I am stilldeveloping myconfidence infacilitationskillsI have usedreal-lifeexamples toguide students’ECG thinkingI usually ask“what careerdo you want?”early inconversationsI noticedifferentstudents needdifferent levelsof guidanceI think studentsbenefit morefrom questionsthan adviceI haveobservedstudentschange theiraspirations overtimeI tend tocorrectstudents morethan I probetheir thinkingI sometimesstruggle toNOT givestudents directanswersI believe everyteacher playsa role in ECG,not just FTs orcounsellorsI find itchallenging tomanage quietor disengagedstudents indiscussionsI feel unsureabout howmuch to “push”students indecision-makingI sometimesfeel pressuredto “fix” studentdecisionsquicklyFree!If I were nota teacher, Iwould be ..(Why)I often linkmy subjectto real-worldcareers orskillsI amcomfortablehandling “Idon’t know”responses fromstudentsI haveexperienced amoment wherea studentsurprised me inTSRI am stilldeveloping myconfidence infacilitationskillsI have usedreal-lifeexamples toguide students’ECG thinkingI usually ask“what careerdo you want?”early inconversationsI noticedifferentstudents needdifferent levelsof guidanceI think studentsbenefit morefrom questionsthan adviceI haveobservedstudentschange theiraspirations overtimeI tend tocorrectstudents morethan I probetheir thinkingI sometimesstruggle toNOT givestudents directanswersI believe everyteacher playsa role in ECG,not just FTs orcounsellorsI find itchallenging tomanage quietor disengagedstudents indiscussionsI feel unsureabout howmuch to “push”students indecision-makingI sometimesfeel pressuredto “fix” studentdecisionsquicklyFree!If I were nota teacher, Iwould be ..(Why)I often linkmy subjectto real-worldcareers orskillsI amcomfortablehandling “Idon’t know”responses fromstudentsI haveexperienced amoment wherea studentsurprised me inTSR

ECG PD - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. I am still developing my confidence in facilitation skills
  2. I have used real-life examples to guide students’ ECG thinking
  3. I usually ask “what career do you want?” early in conversations
  4. I notice different students need different levels of guidance
  5. I think students benefit more from questions than advice
  6. I have observed students change their aspirations over time
  7. I tend to correct students more than I probe their thinking
  8. I sometimes struggle to NOT give students direct answers
  9. I believe every teacher plays a role in ECG, not just FTs or counsellors
  10. I find it challenging to manage quiet or disengaged students in discussions
  11. I feel unsure about how much to “push” students in decision-making
  12. I sometimes feel pressured to “fix” student decisions quickly
  13. Free!
  14. If I were not a teacher, I would be .. (Why)
  15. I often link my subject to real-world careers or skills
  16. I am comfortable handling “I don’t know” responses from students
  17. I have experienced a moment where a student surprised me in TSR