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8. Plan, initiate and develop a tradition of in-service training for school counsellors. 9. Plan, coordinate and mobilize community based-resources to enhance school guidance programme. The most important guidance role of the school principal is perhaps to ensure that the whole school climate becomes a growth-promoting environment where pupils and teachers are free to be themselves even while still in teaching-learning contexts. 3.1.2 Guidance Functions of TeachersAccording to Zeran and Riccion (1962), the following are the guidance functions of school teachers: 1. Know and use the basic principles of human behaviour. 2. Develop skills in observing and analysing student behaviour in order to ascertain when an incident is significant, and, also to be sure that it will not be reported out of context. 3. Provide the student with facts about himself and his environment as a basic framework for thinking logically about his goals and then relating them to his abilities. 4. Place emphasis on self-understanding, self-direction, utilisation of potentials, and acceptance of responsibilities for actions by the student.
53 5. Express to the principal the need for an organised programme of guidance services. 6. Cooperate with the principal in the evaluation of existing guidance services and in the inventory to staff competencies useful in the guidance service. 7. Accept the opportunity to participate in the planning and development stages of the programme. 8. Recognise the need for specialised guidance personnel and understand the relationships so necessary between the guidance personnel and the classroom teacher. 9. Assist in providing data for the students’cummulative record folder and utilize these data in a professional manner. 10. Develop home and classroom activity materials. 11. Integrate occupational, educational, and personal-social information into the respective subjects. 12. Review constantly course content and curricular offerings to meet student needs. 13. Realise the necessity of becoming concerned with all phases of the student’sdevelopmental patterns, rather than just with his intellectual achievements. 14. Participate in case conferences. 15. Assist students whenever possible and refer those whose needs are beyond their competencies. 16. Request in-service assistance in the further development of old, and the acquiring of new competencies useful in performing the guidance activities. On the whole, teachers must realise that classroom teaching and learning is indeed a therapeutic exercise. Every teacher therefore needs to have a guidance orientation to his/her teaching-learning activities. Classroom teaching must be interesting, it must be interactive, it must be animating; it has to have a personal touch. All these involve that the classroom teacher must develop guidance competencies.
54 SELF ASSESSMENT EXERCISE 1Differentiate between the principal’s and teacher’sresponsibilities in the guidance programme? List five.