Organising Guidance Programme

Organising Guidance Programme

To make the guidance programmes effective and beneficial to children, parents and others, it is necessary to organise guidance programmes systematically. The following activities may be planned and organised in the school:

Pre-requisites for Organising Guidance Programme
Ensuring the availability of adequate system of collecting and recording child’s data, including the progress report card, information blank, performa for collecting sociometric data, performa for reporting anecdotal records, etc.
– Arrangement for obtaining the support of parents and introducing them to the idea of guidance.
– Briefing the school staff about need and importance of guidance and getting their support.
– Arranging for budget provision for expenditure to be incurred, if any, for correspondence/payment of honorarium/conveyance to specialists like doctors, psychologists, educationists, etc.

Planning the Guidance Programme
A guidance programme will be effective if it is planned on yearly basis. Planning of activities should include:
– reporting schedule for parents’ conference and sending report cards.
– schedule for collecting children’s data through various non-testing techniques.
– definite programme for orientation meeting for parents of new entrants.
– programme for orienting new entrants in all the grades in smaller groups of 5 to 10 is mandatory.
– creating a guidance committee consisting of head of the institution, parents and teachers. This group can be drawn from the members of parent-teacher association.
– arrangement for parents’ visit to school, teachers’ visit to home, and utilization of parents as resources.

Implementing the Guidance Programme
1. Orientation Talk
Orientation talk to parents of all the fresh (new) students should be organised. The talk should include: rules and regulation of the school like timings, uniform, holidays, etc. The talk should be given in small groups. Parents along with their wards may be taken round the school to show Headmistress/Principal’s room, staff room, sportsroom, library if exists, play field and other important places which parents should be familiar with.
– Orientation talk to parents about school should include history/tradition, rules/regulation, uniform, fees, examination/evaluation system, promotion policy, facilities available, holidays, etc. Parents should also be briefed about the availability of guidance programmes.
– Talks by experts like doctors, psychologists, educationists, etc., may be arranged for school teachers for promoting better understanding of needs and problems of children and also for arranging remedial programmes in the school.
2. Collection of children data through non-testing technique
School should obtain detailed information about children through the use of information blank, rating scales, autobiography, sociometry, etc.
– Information blank may be used in the beginning of school or at the time of admission. Since children are so small it is advisable that teachers may talk to children and parents and then fill up the information blank. The information blank should be given to all children who are taking fresh admission to school whether the admission is to 1st, 2nd, 3rd, 4th or 5th standard.
– Collecting information through autobiographies can be done in the 3rd, 4th and 5th standards the stage in which they will be able to write few words or sentences.
– One can obtain the help of other teachers in rating children on different personality traits (using Rating Scale). Only such teachers who have sufficient knowledge about children should be involved. Data on rating scales can be obtained any time during or at the end of the academic year.
– Sociometric test may be used in the middle of the academic year by which time children might have had sufficient time and opportunities to interact with each other.
There cannot be any time schedule for collecting anecdotal reports; this may be done as and when teachers make some significant observations.
3. Filling cumulative record card (CR)
As and when data is obtained, the same school be recorded in the cumulative record card. Data regarding achievement, rating on personality traits, attendance, etc. may be recorded at the end of the year. As far as filling CR, it is desirable that one teacher should be responsible for one section of the class (if the class has more than one section), however, he/she may collect information from teacher on different aspects. Judgements/classification of children in certain personality category on the basis of supposedly standardized tests can prove harmful. Labelling children in this or that category on the basis of tests or inadequate observation should be avoided.
4. Group guidance activities
Talks to small groups of children of 4th and 5th grades on given topics such as how to inculcate reading habits, simple techniques of memorising and concentration.
Children can also be informed about the ways of improving writing habits. These small group talks should be followed by individual help. These activities should be carried out at least twice a year: once in the beginning and another after mid-term examination. Parents may also be involved for supplementing assistance.
Some of the possible ways are:
i) Conference with teachers: Guidance oriented head teacher should discuss and familiarise teachers with respect to different needs and problems of children. They may be familiarised with various non-testing techniques like sociometric devices, autobiography, anecdotal records, etc., for collecting valuable information about children. Other professionals like psychologists; people from medical professions, educationists and even experienced teachers may be invited to discuss issues relating to children.
ii) Conference with parents: Discussion should be arranged with parents under the banner of parent-teacher association if it exists in school. Class-wise meeting may be arranged so that the issue to be discussed can be more specific to that particular class. Only issues of common interest to parents, such as how parents could help their child with respect to school subjects, problems relating to attendance, homework, etc., may be discussed. Class wise meetings should lead to individual discussion with parents regarding their children’s specific problems as well as their achievements. For this, particular days in a year may be fixed.

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