Beruflich Dokumente
Kultur Dokumente
AND
COUNSELING
Teachers As
Advisors
Objectives
. fter completing this unit, you should be able to:
A
• .
Basic Idea of Guidance:
Choices for the people but its role is to help people in making choices
for themselves.
Misdirection may cause destruction
•
.
SOME DEFINITIONS OF GUIDANCE
To help the child (individual) understand (i) himself
(potentials and Limitations) and
• (ii) the world around him so as to make his own decision
for dealing with the situations, he is confronted with.”
(Noorani, 1993:83)
• Through Guidance individuals achieve greater
awareness not only of who they are but of what they can
become”.
• (Rogers, 1961)
• “Guidance is assistance to the individual in the process
of development” (Miller)
• “Guidance is assistance given to individuals in making
wise choices, plans, interpretations and adjustments.”
(Cribbon
Educational Guidance
Educational
• . Guidance is concerned with
the provision of assistance to pupils in
their choices in and adjustment to the
curriculum and school life in general.
COUNSELING?
Counseling is a process conducted in a one-to-
one relationship in which a human catalytic
agent, the counselor, aids the client to learn
what needed to enable him to resolve his
problems. (Dr. Wazim, 1995)
Philosophy of guidance
Frank parson, for the first time, introduced Guidance in 1908. It was based on
the philosophy, “Stop wastage of human time and energy”.
Guidance was properly started, after I & II World wars, in America. Philosophy
of guidance tells us about the following things;
• Self-direction
• Creativity
Functions of guidance
• Adjustive function.
2. Distributive function.
3. Adaptive function.
Adjustive function
• Adjustment means “peace of mind”. If there is
peace of mind there is adjustment and the
peace of mind is due to adjustment. If some one
is not well adjusted to a situation he cannot
secure peace of mind. Adjustive function is not
needed to all. Some students are not well
adjusted.
• The counselor must know the individual, the
situation and the skills of solving problems. He
should spend a lot of time with unadjusted
students. Such students have some problems
like failure, frustration, disappointment,
persistent, unhappiness, lack of friends and
unsatisfied social life
Distributive function
• The guidance worker is to help the students to distribute
their energies wisely into many educational channels.
The teacher must know the students’ needs like food
needs, social needs and psychological needs.
• According to the needs the students should be given
information and opportunities for discussion and thinking
freely. Every individual is different from every other
individual.
• During guidance services these individual differences
must be kept in mind. The guidance worker should put
the right student on the right job. The guidance worker
must keep in view the capabilities, interests, and
aptitudes of every child.
Adaptive function
• The guidance worker must adapt courses and
activities to the actual needs of the students in
their classroom. It is the responsibility of every
guidance worker to adapt the educational
program to meet the interests, abilities and
feelings of the individual. The curriculum should
be a child centered and not a school centered.
The guidance worker collects data of the
individual follow up study, and individual
inventory etc.
Kinds or Areas of Guidance
The major kinds and the main realms,
concerning guidance, mostly to aid the
rising child, are.
• Educational,
• Social and
• Vocational,
• Educational guidance offers all possible kinds of help that a child
may need regarding his academic problems. It enables him to
understand his abilities and limitations and plan his education
accordingly.
• Senior teachers or
• heads of department
• Principals & Vice principals
• Counseling department
• Classroom teachers
Triangular Problems of the Students
Home-centered problems:
s
S
• Biological needs and related problems.
• Psychological needs and related problems, and
• Social needs and related problems.
School-centered problems:
• Academic problems,
• Vocational problems,
• Social problems.
H C
Community-Centered Problems:
Elective
• Persuading
Persuade the counselee that a given course of action is the best, but leave the
decision to the counselee.
• Advising
Advising a counselee that a given course of action is best, this is the strongest form
of influence not involving a command.
• Corrective Training
Teach and assist the counselee in attaining and maintaining the standard. The
counselor gives the counselee pointers on how to best obtain the required standards.
• Commanding
Ordering the counselee to take a course of action in clear exact words. The
counselee understands that he has been given a command and will face the
consequences for failing to carry it out.
Do,s and Don’ts of Counseling
Do:
• Know yourself and your strengths
• Know the person you are counseling
• Find a way to connect and engage with the person you are
counseling
• Understand what motivates the counselee and their potential
• Recognize that each individual is unique
• Point out how the counselee has used/can use his/her strengths
to make significant contributions
• Keep an open mind
• Strive to be objective
• Above all, be a good listener
Don’t:
• Be late for the session
• Fidget (Play) with your pen or loose
change
• Answer the phone during the counseling
session
• Write continuously during the session ( it
is OK, however, to take brief notes)
• Appear hurried, harried, or distracted
• Qualities of a counselor
• to understand the home environment and social values of the counselee.
• the ability to make good relationship with the counselee’s parents.
• the ability of understanding the problems of the counselee.
• the ability of securing information about the counselee.
• have a constructive attitude towards the people.
• The counselor must have good personality.
• the ability to create pleasant environment.
• know the psychology of the counselee.
• the ability to adjust the disturbed child.
• the ability to motivate the counselee.
• Some skills for affecting people.
• the quality of influencing others.
• full command over his subject.
• be a religious-minded person.
• Knowledge of the individual.
• the ability of leadership.
• have a good character.
• be free from prejudice.
• be kind to counselee.
• be broad-minded.
• be sympathetic
• be confident.
• be punctual.
• be patient.
• be polite
Characteristics of Counselor
Polite
Courage
• . Sensitivity
Presence
to be model
Ethical behavior
Self-awareness
Emotionally stable
Goodwill and caring
Intellectual competence
Personal dedication & commitment
• . Interests
. Discuss Your Child’s
• Ask Your Child:
1) What are your favorite school subjects?
2) What extracurricular activities do you enjoy most?
3) What are your favorite hobbies?
4) What do you like to do with your friends?
5) What special skills do you think you possess?
6) What have you done that you are most proud of?
7) What do you like to do with your free time?
8) What interests you the most?
SUCCESS FACTORS FOR
ADVISOR PROGRAMS
• Administrative support/buy-in – key!!!
• Develop a curriculum meeting your
school needs
• Vision of program clear, concise,
realistic
• Involvement of students, parents,
faculty
• Staff training and in-service – a MUST!!!
• Organize plans for implementation
• Research for current trends
Benefits of an
Advisement System
Students:
• Get much more frequent one-on-one advice that is
possible with the typical school’s high ratio of
students to counselors.
• Are much more likely to have a clear focus on their
future and a plan for getting there.
• Take higher-level academic courses and
concentration of academic or career/technical
courses beyond the core.
• Improve performance when they have a mentor
who is keeping close track of their progress and
providing more timely help with academic
problems.
Benefits of an Advisement
System
Parents:
• Become more involved as a result of annual
meetings and frequent communication.
• Know there is someone at the school with a
strong interest in their son or daughter.
• Feel they have a contact at the school they
can call at any time
• Have a better understanding of the courses
their son or daughter will need in high school.
As a result, they support the school’s decision
to enroll students in higher-level courses.
Benefits of an Advisement
System
Teachers:
• Have a better understanding of graduation
requirements and of all the school’s
offerings.
• Develop strong bonds with their advisees
that continue long after graduation.
• See students from a different perspective
that helps them understand how to structure
classroom instruction to reach students
more effectively.
• SEE STUDENT ACHIEVEMENT INCREASE!
Role of Guidance Staff
• Assist in researching approaches and make
recommendations to faculty
• Assist in developing a schedule that allows time
for advisement activities
• Train the advisers
• Serve as a continuing resource for advisers
• Develop the Advisement Curriculum with the
assistance of administration and faculty
• Assist students referred by advisers with
academic, social, medical or mental health
services
• Serve as a resource during parent, adviser,
student conferences
Three Final Thoughts
• Kids don’t care how much you know
until they know how much you care.
• Teaching is a human relationship
activity – brain to brain AND heart to
heart.
• All schools want to improve, but few
want to change. The fact remains that
to improve, one MUST change.
Summary
• Enable students to understand themselves,
• facilitate the reduction of stress,
• help students discover and realize their own potential,
• help students and teachers to handle problems,
• help the guided and the counselee to make informed
decisions,
• mould young people into responsible citizens,
• provide a basis for the creation or development of a
good school climate,
• enhance the quality of teaching and learning by creating
an enabling environment, and
• empower education managers to be proactive or to
trouble-shoot.
• The purposes outlined above may not be exhaustive,
• but they underscore the need for guidance and
counseling in schools.
•Thank
U