GUIDANCE AND COUNSELLING
Guidance is the assistance given to individuals in making intelligent choices and adjustments. It is based on the democratic principle that it is the duty and right of every individual to choose his own way in life so far as his choice does not interfere with the rights of others. Guidance is an integral part of education and is centered directly upon this function.
Today curricula offered by colleges and universities have increased tremendously. Vocations of many forms are penetrating in to colleges and universities. Competitive exams for entry into institutions and services have become normal phenomena in our country as elsewhere.
Expert help is required by the students in making wise choices and be successful in competitive exams. Expert assistance is also required for enabling the student in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
GUIDANCE AND CURRICULUM
Continuous development of the student’s abilities to think, to concentrate on the task at hand, to work happily and corporately with others can be achieved only through a curriculum that provides for these kinds of growth. With this broad educational guidance in mind schools have fused curriculum, instruction and guidance in the person of a major professor, tutor, or don. Guidance periods are as intrinsic a part of the student’s academic schedule as are the lecture, discussion and laboratory periods.
The fusion of curriculum instruction and guidance is achieved through the relationship established between teacher and student, in groups and in individual conferences. With this end in view the conference or workshop plan conferences of two types have been established; the group conference, which takes the form of class discussion and the individual conference, scheduled outside of class time.
When a student is new to a teacher the teacher should try to know the problems, interests and knowledge of his student. For this to begin the instructor should make a careful study of the student’s past records and achievements. Second, through frequent personal conferences the instructor comes to know each student’s problem, and desires. Third, one hour a week is devoted to taking a series of nationally standardized tests both aptitude and achievement. The scores made on these tests in no way affect the student’s grade in the course. On the basis of achievement test the students learns in what general fields of knowledge-English, Science, Social Science and foreign language. He is proficient or deficient; while from the aptitude tests in what subject he has natural ability. Thus each students program is built around his individual needs, capacities and talents.
Lectures that are creative and dramatic have a place in the teaching program but should be combined with the highly individualized type of relationships. Tests and cumulative personal records have a rightful place. They make it possible for the teacher to meet an individual’s needs with less fumbling. A suitable curriculum and effective methods of teaching provide the medium in which the student gains an understanding of the world in which he lives, discovers himself, and realizes his potentialities.
ROLE OF GUIDANCE IN CURRICULAR REORGANISATION
The guidance program can be an effective factor in the continuous reorganization of the curriculum. The major roles of guidance are given below.
Ø Through the insight made possible by guidance procedures teachers can select subject matter experience more closely related to the needs, interests, and abilities of the pupils.
Ø New and needed types of curricular materials can be introduced.
Ø In addiction the overlapping of subject content b=can be more easily eliminated because of the close contact between pupil and teacher.
SUGGESTIONS HELPFUL IN INITIATING CURRICULAR CHANGES THROUGH A GUIDANCE PROGRAM
1. Teachers should retain the same group of students in a subject area as long as this continued contact seems profitable.
2. Home room students should be encouraged to offer a subject to their home room students in addition to the contact with these pupils in the home room period.
3. Teachers should be encouraged to teach more than one subject.
4. Two or more teachers should be encouraged to cooperate in offering a more extensively integrated program.
5. New materials may be continuously introduced into various subjects and the amount of time used for this purpose can be extended.
6. All teachers at each grade level should meet frequently and discuss and formulate plans for curricular reorganizations.
7. The guidance minded teacher should integrate the subject activities of the pupil an relate them to his total development.
8. The teacher as advisor should be helpful to pupils in guiding them in to those curricular and extracurricular experiences which promises greatest worth.
9. Teacher should be aided in their curricular work through special bulletins and other types of helpful materials. A minneographe3d curriculum bulletin might well be issued to give information about the subject offering he activities and requirements for graduation, the subject offering, the activities and requirements of each course, the requirements for college entrance.
10. Prognostic test results might well be made available to teachers.
AREAS OF EDUCATIONAL GUIDANCE
Educational problems head the test of student problems hence education is an important guidance area.
Expert assistance is also required for enabling the students in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
1. PREADMISSION GUIDANCE:
Preadmission guidance needs to be imparted to help the students make educational plans consistent with their abilities interests and goals and to select appropriate courses and co-curricular activities which will enable them to join careers of their choice.
2. POST ADMISSION GUIDANCE
Post admission guidance needs to be imparted to enable the students to succeed in their educational plans. They need to be guided for developing good study habits, prepare for examinations properly and face examinations with confidence.
3. The students also need to be helped to explore educational possibilities beyond their present educational level-higher educational institutions in our country and abroad. They need to be guided in selecting subjects for specialization and additional courses in India of studies. They also need to be made familiar with various fellowships, scholarships, competitive exams etc., so that their journey ahead becomes smooth and profitable.
4. Special facility of guidance is needed at crisis points. E.g., student finds difficulty in following subjects, he lacks concentration, he gets poor grades, and he is indecisive about a change of subject. He has to be guided as to how he could overcome these difficulties and what special efforts he has to make in that direction.
5. The students from backward classes need more attention so that they progress smoothly. Special efforts need to be made to help first generation learners those students whose parents may never have gone to college. These students ay have many special academic problems because of the deficiencies in their own home back ground and the inability of their parents to give them much guidance to do well in school.
LEARNING EVALUATION
Learning evaluation is a powerful way to improve learning and raise standards. With materials for each subject as well as general information, guidance will help to integrate assessment for learning in to everyday classroom practice.
Learning evaluation involves using assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Guidance describes the principles and characteristics of assessment learning evaluation and provides a general checklist and resources for each subject .it aims to promote consistency and coherence in how assessment for learning is used in the classroom.
Guidance describes principles and characteristics of learning, which are given below.
1. Learning evaluation should be a part of effective planning of teaching and learning.
2. Learning evaluation should focus on how students learn.
3. Learning evaluation should be recognized as central to classroom practice.
4. Learning evaluation should be regarded as a key professional skill for teachers.
5. Learning evaluation should be sensitive and constructive because any assessment has an emotional impact.
6. Learning evaluation should take account of the motivation.
7. Learning evaluation should promote commitment to learning goals.
8. Learners should receive constructive guidance about how to improve.
9. Learning evaluation develops learners’ capacity for self-assessment.
10. Assessment for learning should recognize the full range of achievements of all learners.
CHOICE OF COURSES
It is a very important decision a person must to take for himself and his choice is a long process rather than a simple incident. Vocational interests and choices do not appear all of a sudden during adolescence, they appear as a result of developmental process.
An individual never reaches the ultimate decision at a single moment in time, but through a series of decisions over a period of many years. The period during which the individual makes what can be described as a fantasy choice; the period during which he is making a tentative process and the period when he makes a realistic choice.
The period of fantasy choice coincides in general with the latency period, between six and eleven, although residual elements of fantasy choices frequently carry over in to pre-adolescent years. The period of tentative choice coincides by and large, with early and late adolescence with few exceptions, realistic choices are made in early childhood.
Guidance and choices of courses are related in following statements.
1.occupational choice is a developmental process. It is not a single decision made over a period of years a process, which takes place over a minimum of six over ten years or more.
2.Since each decision during adolescence is related to one’s experience up to that point, and in turn has an influence on the future, the process of decision-making is basically irreversible.
3.Since occupational choice involves the balancing of a series of subjective elements with opportunities and limitations of reality, the crystallization of occupational choice inevitably has the quality of compromise.
CONCLUSION
The young students in schools and colleges need to be informed about various jobs and openings available to them and the requirements, responsibilities and the nature of work involved in them. So that they could measure themselves up to them and develop and crystallize their occupational goals. They need to be helped in making meaningful occupational selection and preparation for an entry into them to have a fulfilling and rewarding career.
Guidance is the assistance given to individuals in making intelligent choices and adjustments. It is based on the democratic principle that it is the duty and right of every individual to choose his own way in life so far as his choice does not interfere with the rights of others. Guidance is an integral part of education and is centered directly upon this function.
Today curricula offered by colleges and universities have increased tremendously. Vocations of many forms are penetrating in to colleges and universities. Competitive exams for entry into institutions and services have become normal phenomena in our country as elsewhere.
Expert help is required by the students in making wise choices and be successful in competitive exams. Expert assistance is also required for enabling the student in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
GUIDANCE AND CURRICULUM
Continuous development of the student’s abilities to think, to concentrate on the task at hand, to work happily and corporately with others can be achieved only through a curriculum that provides for these kinds of growth. With this broad educational guidance in mind schools have fused curriculum, instruction and guidance in the person of a major professor, tutor, or don. Guidance periods are as intrinsic a part of the student’s academic schedule as are the lecture, discussion and laboratory periods.
The fusion of curriculum instruction and guidance is achieved through the relationship established between teacher and student, in groups and in individual conferences. With this end in view the conference or workshop plan conferences of two types have been established; the group conference, which takes the form of class discussion and the individual conference, scheduled outside of class time.
When a student is new to a teacher the teacher should try to know the problems, interests and knowledge of his student. For this to begin the instructor should make a careful study of the student’s past records and achievements. Second, through frequent personal conferences the instructor comes to know each student’s problem, and desires. Third, one hour a week is devoted to taking a series of nationally standardized tests both aptitude and achievement. The scores made on these tests in no way affect the student’s grade in the course. On the basis of achievement test the students learns in what general fields of knowledge-English, Science, Social Science and foreign language. He is proficient or deficient; while from the aptitude tests in what subject he has natural ability. Thus each students program is built around his individual needs, capacities and talents.
Lectures that are creative and dramatic have a place in the teaching program but should be combined with the highly individualized type of relationships. Tests and cumulative personal records have a rightful place. They make it possible for the teacher to meet an individual’s needs with less fumbling. A suitable curriculum and effective methods of teaching provide the medium in which the student gains an understanding of the world in which he lives, discovers himself, and realizes his potentialities.
ROLE OF GUIDANCE IN CURRICULAR REORGANISATION
The guidance program can be an effective factor in the continuous reorganization of the curriculum. The major roles of guidance are given below.
Ø Through the insight made possible by guidance procedures teachers can select subject matter experience more closely related to the needs, interests, and abilities of the pupils.
Ø New and needed types of curricular materials can be introduced.
Ø In addiction the overlapping of subject content b=can be more easily eliminated because of the close contact between pupil and teacher.
SUGGESTIONS HELPFUL IN INITIATING CURRICULAR CHANGES THROUGH A GUIDANCE PROGRAM
1. Teachers should retain the same group of students in a subject area as long as this continued contact seems profitable.
2. Home room students should be encouraged to offer a subject to their home room students in addition to the contact with these pupils in the home room period.
3. Teachers should be encouraged to teach more than one subject.
4. Two or more teachers should be encouraged to cooperate in offering a more extensively integrated program.
5. New materials may be continuously introduced into various subjects and the amount of time used for this purpose can be extended.
6. All teachers at each grade level should meet frequently and discuss and formulate plans for curricular reorganizations.
7. The guidance minded teacher should integrate the subject activities of the pupil an relate them to his total development.
8. The teacher as advisor should be helpful to pupils in guiding them in to those curricular and extracurricular experiences which promises greatest worth.
9. Teacher should be aided in their curricular work through special bulletins and other types of helpful materials. A minneographe3d curriculum bulletin might well be issued to give information about the subject offering he activities and requirements for graduation, the subject offering, the activities and requirements of each course, the requirements for college entrance.
10. Prognostic test results might well be made available to teachers.
AREAS OF EDUCATIONAL GUIDANCE
Educational problems head the test of student problems hence education is an important guidance area.
Expert assistance is also required for enabling the students in making proper adjustment in relation to general academic life at college or university to effect maximum intellectual, emotional and physical development.
1. PREADMISSION GUIDANCE:
Preadmission guidance needs to be imparted to help the students make educational plans consistent with their abilities interests and goals and to select appropriate courses and co-curricular activities which will enable them to join careers of their choice.
2. POST ADMISSION GUIDANCE
Post admission guidance needs to be imparted to enable the students to succeed in their educational plans. They need to be guided for developing good study habits, prepare for examinations properly and face examinations with confidence.
3. The students also need to be helped to explore educational possibilities beyond their present educational level-higher educational institutions in our country and abroad. They need to be guided in selecting subjects for specialization and additional courses in India of studies. They also need to be made familiar with various fellowships, scholarships, competitive exams etc., so that their journey ahead becomes smooth and profitable.
4. Special facility of guidance is needed at crisis points. E.g., student finds difficulty in following subjects, he lacks concentration, he gets poor grades, and he is indecisive about a change of subject. He has to be guided as to how he could overcome these difficulties and what special efforts he has to make in that direction.
5. The students from backward classes need more attention so that they progress smoothly. Special efforts need to be made to help first generation learners those students whose parents may never have gone to college. These students ay have many special academic problems because of the deficiencies in their own home back ground and the inability of their parents to give them much guidance to do well in school.
LEARNING EVALUATION
Learning evaluation is a powerful way to improve learning and raise standards. With materials for each subject as well as general information, guidance will help to integrate assessment for learning in to everyday classroom practice.
Learning evaluation involves using assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim.
Guidance describes the principles and characteristics of assessment learning evaluation and provides a general checklist and resources for each subject .it aims to promote consistency and coherence in how assessment for learning is used in the classroom.
Guidance describes principles and characteristics of learning, which are given below.
1. Learning evaluation should be a part of effective planning of teaching and learning.
2. Learning evaluation should focus on how students learn.
3. Learning evaluation should be recognized as central to classroom practice.
4. Learning evaluation should be regarded as a key professional skill for teachers.
5. Learning evaluation should be sensitive and constructive because any assessment has an emotional impact.
6. Learning evaluation should take account of the motivation.
7. Learning evaluation should promote commitment to learning goals.
8. Learners should receive constructive guidance about how to improve.
9. Learning evaluation develops learners’ capacity for self-assessment.
10. Assessment for learning should recognize the full range of achievements of all learners.
CHOICE OF COURSES
It is a very important decision a person must to take for himself and his choice is a long process rather than a simple incident. Vocational interests and choices do not appear all of a sudden during adolescence, they appear as a result of developmental process.
An individual never reaches the ultimate decision at a single moment in time, but through a series of decisions over a period of many years. The period during which the individual makes what can be described as a fantasy choice; the period during which he is making a tentative process and the period when he makes a realistic choice.
The period of fantasy choice coincides in general with the latency period, between six and eleven, although residual elements of fantasy choices frequently carry over in to pre-adolescent years. The period of tentative choice coincides by and large, with early and late adolescence with few exceptions, realistic choices are made in early childhood.
Guidance and choices of courses are related in following statements.
1.occupational choice is a developmental process. It is not a single decision made over a period of years a process, which takes place over a minimum of six over ten years or more.
2.Since each decision during adolescence is related to one’s experience up to that point, and in turn has an influence on the future, the process of decision-making is basically irreversible.
3.Since occupational choice involves the balancing of a series of subjective elements with opportunities and limitations of reality, the crystallization of occupational choice inevitably has the quality of compromise.
CONCLUSION
The young students in schools and colleges need to be informed about various jobs and openings available to them and the requirements, responsibilities and the nature of work involved in them. So that they could measure themselves up to them and develop and crystallize their occupational goals. They need to be helped in making meaningful occupational selection and preparation for an entry into them to have a fulfilling and rewarding career.
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