Organizing Guidance Programmes in Schools.pptx

Organizing Guidance programmes in Schools.

1. Organizing guidance programmes in schools Abhimanyu biswal Asst. professor College of teacher education, rourkela

2. Guidance is accepted as an integral part of education. Whatever may be the objectives of school education, students need the assistance of teachers and others connected with them to be able to make satisfactory progress. No student has ever been able to manifest and maximize his potentialities on large extent, make appropriate career plans, get a suitable occupation and make satisfactory adjustment in the society without assistance of guidance programme organized in school.

3. The school as the most important agency provides guidance in: ( i ) Manifesting and maximizing the potentialities of every pupil. (ii) Assessing the pupil’s, needs, interests, abilities, capacities, in doing any work of his suitability. (iii) Making appropriate plan for his/her future and taking right and appropriate decision in right time. (iv) Taking proper decision regarding selection of a suitable educational career. (v) Finding a suitable vocation. (vi) Making satisfactory adjustments in home, school and the community in a desirable manner. (vii) Achieving self-realization, self-direction and self- development.

4. For organizing guidance programmes in schools:- A n organized programme means, every guidance programme is to be organized in a systematic way. It means it must have definite objectives. There should be a guidance committee in every school. The teacher in-charge of guidance service must be clear in his mind about the scope and limitations of such a programme. He must be able to organize minimum guidance services for students.

5. Need of Organizing Guidance Services: ( i ) It helps the teachers to take note of potentialities of each student in different degree in different direction. (ii) It helps the students and their parents to make right and appropriate career plans for future. (iii) It helps to understand the physical, social, emotional and intellectual characteristics and the need of pupils. (iv) It promotes efficiency in providing essential reliable and scientific data on pupils. (v) It provides knowledge to children in making satisfactory adjustment in the school and the community. (vi) A well organized guidance programme saves time, money and effort. (vii) It helps students to find a suitable occupation or vocation.

6. Contd … (viii) It helps teachers to understand the individual differences of children in various spheres. (ix) It can properly utilize skill, training, knowledge, potentialities and interest of staff members of the school. (x) It co-ordinates the work of all persons engaged in the guidance programme. (xi) It utilizes community resources properly for ensuring smooth organization of guidance programme. (xii) It helps the students in achieving self-development, self-direction and self-realization. (xiii) It considers the activities and functions of the personnel engaged in school guidance services. (xiv) It helps in developing good human relationships.

7. Principles of Organizing Guidance Services: ( i ) The guidance services should be meant for all the categories of students. (ii) Organization of guidance programme of any type—educational, vocational and personal should be done in accordance with the interests, needs and purpose of the pupils. (iii) The guidance service should consider the total environment of the child while organizing guidance programme for them. (iv) The guidance programme may be different in an industrial school from that of an agricultural school. (v) The guidance services should treat the pupil in its entirety. (vi) It should also meet the specific needs and problems of the pupil. (vii) Adequate information regarding occupational and educational requirements and opportunities should be stored.

8. Contd … (viii) The guidance services should co-operate with all the agencies of education and provide for leadership. (ix)Problems of pupils should be dealt with before they become serious. (x)It should be directed towards improving pupils self-knowledge and self-direction. (xi) Adequate provision should be made in guidance services for testing tools to be used in it. (xii) The interest and effort of every member of the staff should be given top most priority in the organisation of guidance services. (xiii) It should be as simple as possible.

9. Limitations of Organizing Guidance Services: 1. For organization of any guidance services and programmes in school there is a need of psychologists, counsellors and career masters. But in fact most schools don’t have such personnel. As a result there arises the possibility of failure of the guidance programme in its organization. 2. Guidance service programme requires a lot of infrastructure facilities like suitable accommodation, equipment, sitting arrangement etc. which are considered quite essential for carrying out guidance programme in a school. 3. Government policy relating to organization of guidance programme in secondary schools is not specific, favourable and definite . As a result of this, it becomes difficult on the part of the school administration to carry out guidance programme for the betterment of the students. 4. Majority of our secondary schools don’t have any organized programme of guidance.

10. Contd … 5. For organization of school guidance services, psychological tests like—personality tests, interest inventories, aptitude tests, attitude scales etc. and standardized achievement tests suitable for the students are rarely available in most of the schools. Besides, there are schools where these psychological tests and records aren’t at all available . 6. The teachers on whom the success of school guidance service depends don’t possess adequate knowledge, efficiency and competency to offer proper guidance to pupils. 7. In most schools teachers aren’t trained in guidance and counselling programme. 8. Guidance service or programme doesn’t come under the scope of evaluation or examination of pupils. In other words, it has been said that as it isn’t an examinable subject , naturally teachers aren’t interested to carry out such work without any reward. 9. The teachers in our secondary schools are over-burdened with their instructional work as a result of which they don’t give proper time for the said purpose.

11. The School Guidance Committee: 1. The Principal or Headmaster: The principal or headmaster of the school should be the chairperson of the school guidance committee. 2. Counsellor or Career Master or guidance teacher: The school counsellor or career master or guidance teacher acts as the secretary cum-governor of the school guidance committee. A full time counsellor may be appointed if possible. In his absence, a teacher trained in guidance has to do the job of the career master. Even if a school possesses a full time counsellor, it may also have a trained teacher in the staff to give necessary assistance to the counsellor. 3. Staff representative (One-Member): The senior teacher of the school acts as an ex-officio member of the guidance committee. 4. The School Medical Officer: The medical officer of the school acts as a member of the school guidance committee. 5.   Chairman or Secretary of the Managing Committee: Member. 6. The Physical Education Teacher (P.E.T.): Member. 7. A Few experts in different fields available in the community .

12. Scope of School Guidance Service: The scope of school guidance service encompasses its objectives, facilities and opportunities provided to students and the extent of activities as far as a school can organize. The scope or subject matter of guidance services or programmes in any educational institution or school depends upon proper utilization of its resources—physical, financial and human resources. T he scope of school guidance programme constitutes the following things: 1. Collection of information about the students for pupil inventory service. 2. Establishing a guidance centre or guidance point. 3. Organization of career talk, career conference, visits to colleges, universities etc. 4. Organization of guidance exhibition. 5. Propagation of educational and occupational information. 6. Maintenance of cumulative record card (C.R.C) for each pupil.

13. Continued… 7. Organization of orientation talk for newcomers. 8. Providing counselling to pupils relating to their adjustment problems. 9. Organization of educational talks regarding different educational careers. 10. Keeping relation with other agencies such as employment exchange, training institutes and institutes of higher education. 11. Keeping contacts with school leavers to determine or know the effectiveness of guidance and counselling. 12. Organization of short-session guidance programme for school leavers in college education, occupational life and social life.

14. Guidance Programmes in school constituting three major aspects: Data Collection Service: It is a specialized service involving the collection of data on pupil’s abilities, interests, aptitudes, scholastic achievements, personality traits, family background etc. This information will help the career master or guidance worker to understand each pupil and to provide them suitable educational and vocational guidance. The above data can be collected through achievement tests, personality tests, intelligence tests, diagnostic tests, interest inventories, observations, interviews, questionnaire, clinical studies, rating scale etc. For better presentation and accurate guidance, the information so collected should be maintained in the cumulative record cards.

15. Guidance Programmes in school constituting three major aspects: 2. Occupational Information Service: The function of this service is to avail information regarding various training and educational courses for the job market. Such information can be collected from offices or institutions like colleges, employment exchanges, the state bureau of guidance, recruiting offices of armed forces or publications like employment news, information bulletins, employment bulletins etc. Besides information about jobs and training facilities available in the country and abroad may be provided to the pupils through talks, career conferences, demonstrations, pamphlets, notices etc.

16. Guidance Programmes in school constituting three major aspects: 3. Counselling: Counselling is intended to provide personal or individual guidance to students through interviews or other ways of personal contacts. The educational or scholastic, vocational and personal problems as well as problems of adjustment are dealt in the counselling sessions. For doing this work properly, the counsellor has to first establish relationship or rapport with the pupils in a friendly, cordial and co-operative atmosphere.

17. PLANNING THE GUIDANCE PROGRAMME : The planning process needs preparation which takes place prior to initiation of the programme procedure to achieve the objectives. Such preparation includes establishing the objectives of the programme and determining the procedure to achieve the objectives. There must be co-operative planning: If a readiness for and acceptance of the guidance programme then all pertinent individuals should participate in the planning, with the counsellor outlining the purposes, functions, and responsibilities. A committee of administrators, teachers and staff specialists may be formed for a suitable planning.

18. PLANNING THE GUIDANCE PROGRAMME : 2. Determination of guidance needs: Plans and actions must be based on the needs and problems of the pupils. The developmental task concept indicates that maturing pupils face a series of learning to be mastered. By anticipating the developmental tasks confronting pupils, a more appropriate action programme can be planned. Identification of the anxiety sources may be obtained through anecdotal records, pupils checklists, teacher checklists of pupil problems and needs, and parent-teacher conferences.

19. Continued…. 3. Appraising the existing guidance services: What role teachers are playing in guidance can be known through the survey of present programme. Teachers contribute to the guidance function by individualizing instruction, helping pupils in decision making process, providing vocational information, analysing individual differences and making contributions to pupil anecdotal records.

20. Continued…. 4. Reviewing other parts of the programme: The counsellor should review other parts of the programme. Such as he can examine the cumulative record system to determine the type of information that is filed. He should investigate how the data are being used by various school personnel. In the same manner, he may examine the testing programme to learn the type of information it yields, uses of the test data, and the actual facilitation of the results by school authorities. Additional educational and vocational services can be provided by field trips, e.g , to museums, art galleries and various industries. Community resources and agencies may be available to the elementary school counsellor.

21. Continued…. 5. Reflecting the wide image of school system: School guidance programme should reflect the wider image of the school system. Evaluation should include how students are guided in making the transition from home to school and between the elementary and secondary school. 6. Change in the programme : Change in the programme can be made at any time. As new information identifies new needs, changes can be made. A new and modified programme is best inaugurated in stages, beginning with one specific phase and expanding to include the entire programme. Future success of the entire programme depends upon the positive response which yields measurable results.

22. Thank You