Page 109 - DEDU502_GUIDANCE_AND_COUNSELING_ENGLISH

Unit 9: Personal Guidance at School Level

development of attitudes and behaviours in all areas of life. It assists the child to adjust well with Notes
physical and social environment and to solve all the emotional and psychological problems. The
area of personal guidance is the individual adjustment.

9.2 Need of Personal Guidance for Different People (Students)

• When asked about pupil needs staff focused on the provision made at each school stage and
guidance teachers’ duties rather than directly on pupils’ needs. Although staff identified the
same sorts of needs or provision at the various school stages, they also commented on the
different levels of maturity within year groups. Staff saw a key role for guidance in linking
with the home but had not given much thought to the guidance needs of parents.
• The most fundamental pupil need identified was for individual attention and to have a consistent
relationship with a teacher who knew them. Staff identified a range of needs at each school
stage.
• Deprivation was seen as a major source of variation in pupils’ guidance needs within and
across the schools and was seen as having an impact especially on pupils’ self-esteem and
aspirations. Staff identified few specific needs experienced by middle class pupils.
Geographical location was not seen as a major factor in determining particular guidance needs.
Staff, however, believed that pupils’ needs were changing and increasing due to increased
staying-on rates, greater pressure within schools and because of wider changes in society.
• On the whole, guidance provision in the project schools was based on a generalised model of
pupil needs. It was difficult to discern the impact of particular pupil needs in the nature and
structure of guidance provision in each of the schools. This was perhaps inevitable in the
absence of whole school reviews of needs and provision. The two areas where it was possible
to see some direct relationship between particular needs and provision was PSE provision and
the schools’ response to pupils’ socio-economic background.

• Administer specially designed diagnostic test.
• Identify the student for guidance purposes.
• Analyse the causes of learning difficulties.
• Plan cooperatively the approaches for removing the difficulties.
• Implement the approaches.
• Evaluate the approaches.
9.2.1 Guiding Backward Students
After identifying the backward children, you should first decide one of the three possible ways for
the education of backward children :
• Whether they should be given education in a regular class, or
• They should be taught a separate class within the same school, or
• They should be provided education in a separate school.
The following principles of learning must be kept in mind while teaching the backward children in
classroom;
• Backward children should be taught in simple steps so that they can achieve mastery in their
learning at their own pace. They should receive immediate renforcemem for their success.
• They should receive a variety of stimulation.
• They should be provided with immediate knowledge of results.
• They should be given the opportunity to practise knowledge and skills.

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