FREETOWN TEACHERS COLLEGE

KOSSOH TOWN HASTINGS

HTC (SECONDARY) FINAL YEAR 2020

GUIDANCE AND COUNSELLING

TOPICS
1. Definition of Guidance and Counselling……….
a. What is guidance?
b. What is counselling?
c. The need for guidance and counselling in schools in Sierra Leone
2. The Goals of School Guidance
a. Observation and anecdotal records
3. Methods and Techniques
a. Ratings
b. Work samples retrospective report and information test
c. Projective type test
d. Standardized test
e. Questionnaires and interviews
f. Individual conference and other interviews
g. Cumulative records
h. Case studies
4. Guidance about Classroom Management
a. Individualizing instruction guidance and the development of character and personality

GENERAL INTRODUCTION TO THE TOPIC

This section defines and introduces the concept of:-
1. Guidance and Counselling
2. Meaning of Guidance
3. Meaning of Counselling
4. The need for Guidance Counselling in Schools in Sierra Leone

The Education Act of 2004 demands that guidance and counselling should be implemented at
every level of study in all educational institutions in Sierra Leone. In the case of primary
level, it is said that a guidance counsellor or teacher shall be attached to each primary school
(Art 7,5), This Government Policy is believed to be a driver to serve human socio-economic
and political development of the nation. Guidance and counselling can contribute immensely
in decision making by individuals in the society.
Guidance and counselling are two sides of the same coin. Guidance is an umbrella term; it
implies all the activities that take place in a school setting; which involves helping people
understand themselves and their environment to infect positive change in the society whereas
counselling helps people identify their problems.
In addressing the need for guidance and counselling in schools in Sierra Leone, we must be
mindful of the complexity of the student life daily. Guidance is needed to help students for
optimum achievement and adequate adjustment in varied life situations.

1
Guidance and counselling programmes need to be introduced to school, colleges and
universities to meet the need of the educational system, administration and students.
The following points are considered as to the needs of guidance and counselling:
1. To help in the total development of the student.
2. Help in the proper choices of courses
3. Helps student in vocational development
4. To identity and motivate students from weaker sections of society
5. To minimize the incidence of indiscipline
6. Helps in tackling problems arising out of student population explosion
7. Helps students in their period of turmoil and confusion.

Learning Objectives – By the end of the course, students should be able to define guidance,
counselling, explain the meaning of guidance and counselling and discuss the need for
guidance and counselling in schools in Sierra Leone.
This section focuses on:
(i) Academic achievement
(ii) Personal and social development
(iii) Work place readiness or career awareness.
Observation and anecdotal records are useful methods for recording significant events that
tell us about:
Ø Students’ development
Ø Interests
Ø Skills
Ø Abilities and needs
The purpose of methods and techniques of assessment is to:
Ø improve the quality of student learning
Ø Provide feedback about their effectiveness as teachers,
Ø It gives students a measure of their progress as learners.
Ø It also provides information on what, how much and how well students are learning
Guidance concerning classroom management. In this section, you will know how
school counsellors help make learning a positive experience for every student.
They are sensitive to individual differences and also know that a classroom
environment that is good for one child is not necessarily good for another. Thus, no
two individuals are the same not even identical twins.
Individualizing Instruction guidance and the development of character and
personality. We will look at:
Ø The need for guidance through the personality and character.
Ø Agencies of personality and character development.
Ø Measurement of personality.
Ø Teacher’s role in the development of character and personality.

In this section, we will be looking at the component of guidance which includes:

1. Educational Guidance
2. Vocational guidance
3. Personal/social
4. Recreational

2
Furthermore, we will also look at the types of guidance service that must be provided in
schools.
1. Orientation services
2. Diagnostic Assessment
3. Planning placement and follow up services
4. Counselling services
5. Referral

INTRODUCTION
This aspect of the course deals with the explanation of the concepts of guidance and
counselling, meaning of guidance, meaning of counselling, an overview of the need for
guidance and counselling in schools.

1. Learning Outcomes
By the end of topic students should be able to:
Ø Define guidance and counselling.
Ø Differentiate between guidance and counselling.
Ø Critically analyze the concept of ‘guidance’ and ‘counselling’.
Ø Explore various types of guidance and counselling services.
Ø Identify the need for guidance and counselling in schools.
Definition of Guidance and Counselling – For us to have a vivid understanding of the term
guidance and counselling we should be mindful of the fact that the two terms are inseparable,
that is, one cannot go without the other. Guidance and counselling can be defined as the
process and activity used in assisting an individual in any facet of life so that he or she can be
effectively satisfied and useful to the society in which he or she lives. The word ‘guidance’ is
derived from its root ‘guide’ which means to direct, steer, lead and inform.

Meaning of Guidance: The word guidance is derived from its root “Guide” which means to
direct, steer, lead and inform Guidance is usually applied to the school programme of
activities and services aimed at assisting or helping individuals to make and carry out
adequate plans and to achieve satisfactory adjustments in life.

Areas of Guidance
(i) Educational Guidance
(ii) Personal/Social Guidance
1. Vocational Guidance
2. Recreational Guidance

Educational Guidance – This helps pupils to select courses within the wide range of subjects
in the curriculum.

Vocational Guidance – This is a process of helping an individual to choose an occupation,

prepare for it, enter and develop it.

Personal and Social Guidance – This is the process of helping an individual know how to
behave in consideration of others.
Meaning of Counselling

3
Counselling normally means advice, support in times of trouble or needs, encouragement.
Before the advent of Western therapeutic counselling, African counsellors use dot be
community elders, sorcerers, traditional healers, Imams etc. Counselling is also an intimate
pers to person relationship in which a counsellor guides the client to identify her or her
problems and find solutions to them.
Counselling could also be viewed as a means by which one person helps another person
through the use of skills and purposeful conversation directed towards the individual’s
problem. Counselling is further defined as a learning process, which occur usually in an
interactive relationship to help a person learn more about themselves as use such information
to enable them to become members of society. It is a professional activity which makes for
good communication between people.

Aims of Counselling
1. To alter maladjusted behaviours, that is, changing to more appropriate or acceptable
behaviour in the society,
2. To help the client gain an insight into the origins and development of emotional
difficulties leading to an increased capacity to take control of their feelings and
actions.
3. To assist clients to move in the direction of fulfilling their potentials or achieve an
integration of the conflict elements within themselves.
4. To provide clients with the skills, awareness and knowledge, which will enable them
to confront social inadequacies.
Even though counselling is dimensional and overlapping certain activities tell us what
counselling is not. Counselling does not involve:-
Ø Giving advice
Ø Judgment
Ø Attempting to sort out the problems of the client
Ø Expecting or encouraging clients to behave in a way in which the counsellor may
have behaved when confronted with a similar problem in their own life.
Ø Getting emotionally involved with the client.
Ø Looking at a client problem from your perspective, based on your value system.

Qualities of a counsellor
1. EMPATHY
He listens and understands the choices, thoughts feelings believe attitude and experiences of
the clients. He sees the world as the clients see it.
ii FRIENDLINESS
He is friendly, sensitive to the client’s moods and conflicts; he also demonstrates interest to
reduce the client’s resistance to talk.
iii TRUSTWORTHINESS
He is of goodwill and can be depended on to keep his or he word and maintains maximum
confidentiality.
iv OPENNESS
He communicates his or her feels and reactions fully to the client. He or she has an open
mind for the client situation and problems.
vi GENUINE
He is natural and does not say one thing but mean another.

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 vii. RESPECT FOR DIFFERENCE
He /she shows the courage to respect the different attitude and option the client holds.
viii GOOD LISTENER AND COMMUNICATOR
He/she has good listening and communication skills to help his client make self-decision.

BASIC SKILLS IN COUNSELLING

1. POSTURE - Ensure that you are sited at an appropriate distance between three to
five feet apart. Chairs should be of equal height.
2. OBSERVATION- Observing the client help you to understand them. You will be
able to interpret clues and cues which they give. e.g. When a client smiles, nervous
etc.
3. LISTENING - This seems simple, but it is a complex and multiple skill .The purpose
of listening is to facilitate understanding between you and the client and to reach
common understanding or agreement about both what concerns them and how they
experience their concerns.
4.
Differences between Guidance and Counselling
Guidance Counselling
1. It is a body of psychotherapy (it is It is professional
knowledge based) It is more personal, intimate and less
2. Less personal and less intimate, it is structured. It is impersonal, private and
usually structured and more public confidential
3. It is information and didactic Largely emotional, flexible and less didactic
4. It is usually initiated by the It is initiated by the client
counsellor It is curative
5. It is preventive It is affective (emotional); it is value
6. Deals with facts, principles, oriented, deals with perception, motivation,
methods, cognition needs and feelings

TYPES OF COUNSELLING SERVICES THAT MUST BE PROVIDED IN

SCHOOLS
1. Diagnostic Assessment Service
2. Orientation Services
3. Planning placement and follow-up
4. Counselling services
Diagnostic Assessment Service – This must be practised in every area of the school. Every
subject must use the diagnostic instrument to diagnose student learning problem for them to
help.
Orientation Service – This should be done in schools at every level, kindergarten schools,
colleges and universities. Here, pupils or students come in contact with teachers, lecturers,
and the learning environment in order for them to adjust.
Planning Placement and Follow-up Services – This service helps students plan their school
work, and also the subject to choose based on their ability and interest. Follow up-to know
how students are coping. Some schools place their learners according to their mental ability
whereas other schools place them according to their chronological age.

5
Counselling Service – All kindergarten, secondary and tertiary institutions should have a
counselling service. When the pupils or children, whether it is academic or social,
counselling service should be provided.
There are different types of counselling services:
1. Academic
2. Vocational
3. Persona/social
4. Referral

THE NEED FOR GUIDANCE COUNSELLING IN SCHOOLS IN SIERRA LEONE

The student life is getting complex day by day. There is a change in size and organization of
the schools because of the increase in admissions; this makes it difficult for teachers to know
their students and take them, individuals. Over the years, the school environment has to run
over one thousand pupils and there is a danger of schools becoming depersonalized (teachers
do not know their children by name). In order to ensure that students be seen as individuals
that will be known and identified by someone who is responsible for their personal interest
that necessitate the introduction of guidance and counselling in schools.
Another factor that leads to the introduction of guidance and counselling in schools in the
influence of pressures brought on the children through mass media; print and electronic.
These children have developed values contrary to the family of school values.
Traditional sources of authority like home, mosque, church etc. are all challenges. The school
can be one of the few stable institutions in their lives.
Changes which have been introduced in the curriculum. The old system of education which
was the grammar school type has given way to a new educational system (6, 3, 3, 4), which
introduces a wide range of subjects.
Originally secondary education was provided for only a relatively small number of able
pupils. Hence it sets out principally the attainment of high academic qualification. However,
the need in recent years to provide education for all categories of children has led to the
diversification of the curriculum which aimed at the overall development of the pupil –
intellectual, social, personal.
The family which use to be the institution that provided care and support to the child has
changed in nature and structure. Most mothers and fathers now go in search of money.
The only option left for the psychological development of the child is guidance and
counselling.

AIMS OF GUIDANCE AND COUNSELING

Guidance has several aims:
• It offers a unique opportunity for the teacher to take personal in the pupils
• It enables them to seek the personal development of the child. This can be done by
creating a small classroom regularly under the care of the teacher.
• Guidance must be positive. It must bring about growth or change in the individual.
• The guidance aims at giving support to all pupils not only to the grossly.
• It must be preventive. It forestalls difficulty by giving information on the various
option.
• It must be pupil-centred that is, it requires a public-centred approach where the
interests of the child come first.
• It must have a sound system of communication. There should be a two-way free flow.

6
Individual Activity:
1. Identify five things who would observe from a child that warrant counselling session.
2. Give two additional differences between guidance and counselling.
Group Project Activity:
1. Design a school development plan for implementing Guidance and Counselling in a
primary school setting.
OR
1. Design strategies for collaborating and communicating with various stakeholders in
Guidance and Counselling programmes.
SAMPLE QUESTIONS:
1. a) Define guidance. b) List four types of guidance. c) Discuss three problems that a
school Guidance counsellor may encounter in the course of her work.
2. a) Define counselling. b) List five qualities of a good counsellor.
3. Differentiate between Guidance and Counselling.
4. Discuss the need for guidance and counselling in schools in Sierra Leone.
5. Identify five skills that should be adopted by a teacher in other to qualify him/her as a
Guidance counsellor and discuss any three.
REFERENCES:
1. See Landy E et al, Guidance in American Education (3vol,1966) B.E
2. Shatzer and S.L Stones, Foundation of Counselling (1990)
Research Website:
1. Academia: https://www.academia.edu/
2. Jstor: http://www.jstor.org/

Topic Two: THE GOALS OF SCHOOL GUIDANCE

Learning Outcomes
At the end of this course, the student should be able to focus on the development of
knowledge and skills necessary for the workforce.
Help students thrive in a safe learning environment
Promote interpersonal skills thereby build a positive relationship with peers, adult, and
community around them.
LEARNING CONTENTS
The Goals of School Guidance are discussed below:
Ø Academic Achievement
To enhance student achievement to reach requirements for school graduation and post-
secondary success, school counsellors will provide individual and small group counselling
classroom guidance, prevention education student-centred interventions.
Ø Personal And Social Development
To promote the personal/social development of students in a safe, inclusive learning
environment; school counsellors will provide individual and/or small group counselling,
classroom guidance, prevention education and student-centred interventions.
Workplace readiness through career Awareness
To prove a foundation for students to understand their interest, abilities and challenges.
School counsellors will provide class guidance and student centre intervention that allows the
student to develop their personal learning.

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OBSERVATION AND ANCEDOTED RECORDS
This Involves:
The survey, studying, monitoring, investigation, watching, examination inspection,
comments, statement opinion, reflection, and cognition the list goes.

AN ANECDOTAL RECORD-ANECDOTE
Ø Short account of some happening. Anecdotal records are factual descriptions of the
meaning incidents and events which the teacher has observed in the lives of his
students.
Ø A report of a significant episode in the life of a student(raaths Louis)
Meaning
An anecdotal record is a running description of actual examples of the behaviour of a student.
Observed by the teacher and the counsellor.
Definition
Anecdotes are descriptions accounts of episodes or occurrences in the daily life of the
student. (Brown & Martin).

A SPECIMEN OF AN ANECDOTAL RECORD

Name of school…………………..........................................................................
Name of pupil observed…………….....................................................................
Class……………………………………………...................................................
Subject……………………………………………................................................
Observer date and place…………………….........................................................
Objective description………………………….....................................................
Comment of description……………………........................................................

VALUES AND USES OF ANECDOTAL RECORD

Ø They provide data for pupils to use in self-appraisal.
Ø A summary of these records is valuable for forwarding with a pupil when he is
transferred from one school to another. The new members of staff may use these
records and acquaint themselves with the students.
Ø They provide a continuous record
Individual activity:
1. State four additional value/uses of anecdotal records.
2. As a teacher counsellor prepare a specimen of an anecdotal record for a student’s
medical report for three case study.
SAMPLE QUESTIONS:
1. a) Define Anecdotal record. b) Give two uses of anecdotal records.
2. List and explain three records that a school counsellor must-have of his/her pupils.
3. Give a specimen of an anecdotal record.
4. Discuss the following goals of school guidance:
5. Academic Achievement
6. Personal and social Development
7. Workplace readiness/career awareness.
Research Website:
1. Academia: https://www.academia.edu/
2. Jstor: http://www.jstor.org/

8
Topic Three

METHODS AND TECHNIQUES

RATING SCALE
Meaning
A rating scale is an asset of categories designed to elicit information about a quantitative
attribute. It is an important technique of assessment and also the assessment of a person by
another person.
RATING
Definition
Rating is a term applied to the expression of opinion or judgement regarding some situation,
object or character.

WHO CAN RATE STUDENTS?

They can be rated by the following:
Ø Students rated by the teacher (teacher rating)
Ø Personality rating.

TYPES OF THE RATING SCALES

• Numerical rating scales
• Graphical rating scales
• Man to man rating scales

NUMERICAL RATING SCALES

In this, numbers are assigned to each trait. If it is a seven-point scale, the number 7 represents
the maximum amount of that trait in the individual and 4 represents the average. The rater
merely enters the appropriate number after each name to indicate the judgement of a person.
Example the affective and psychomotor attributes as the basis of school report cards. It
indicates:
Ø Negligible/ never/very poor
Ø Little /really/poor
Ø Some/sometimes/fear/reasonable
Ø Good /often
Ø Great/excellent/exceptional/always
Graphical Rating Scale
This is a type of scale in which whatever is being rated is analyzed into its components parts.
Here, an expert assigns each part to a maximum score. The rater assigns a value to each item
and he passes judgment and these values are totaled and a final score is pronounced.

MAN TO MAN SCALE

In this case, an individual is asked to rate the person to be rated (the rate) by comparing him
to a person already rated and assigned his position.

ERRORS IN RATING
• Generosity error
This means, sometimes the rater does not want to run down the rate, the latter being his
favourite by giving him low ratings.

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 • The error of halo effects
Sometimes, the rating is done in terms of general impressions about the raon the basis of
some previous performance.
• The error of central tendency
Sometimes, the rater has a tendency to rate all or any of the rates near the mid-point on the
scale.

INTROSPECTIVE REPORT
Literally or on the face – means to look within oneself. It is a process of controlling self-
observation which involves an examination by the person himself. The introspective report is
the reporting of one’s reflective observation. It constitutes a primary source of information
concerning such subjective state of feeling, emotion and thought.

PROJECTIVE TYPE TEST

Projective tests are personality tests which are conducted in psychology and are done in order
to understand the stimuli of the person. Besides this, the test also reveals different types of
hidden emotions of a person – it also helps you to understand the internal conflicts of a
person. This is also known as the objective test or a self – report test.

TYPES OF PROJECTIVE TESTS

There are various types of projective tests which are carried out on the individuals depending
upon the needs of the person:
1. Thematic apperception test
2. Behavioural test
3. Graphology
4. Sentence completion test
5. The draw – a person test
6. The house – Tree – person Test
7. Rorschach test
8. Holtzman inkblot test

CLASSIFICATION OF PROJECTIVE TECHNIQUES:

Projective techniques are mainly designed and developed for making use in the psychology
sector, especially when conducting psychology tests. These tests are conducted mainly to
evaluate and analyze the person’s emotions and other feelings through test interviews.
Projective techniques are mainly divided into five groups (Linzey, 1959)
1. Associative Techniques
2. Completion Techniques
3. Constructive techniques
4. Choice /Ordering techniques
5. Expressive Techniques

BENEFITS OF PROJECTIVE TESTS ARE:

1. Projective tests can be used in marketing.
2. It is beneficial for advertisements
3. Projective tests useful in business

10
Disadvantages of projective tests:
1. It needs highly qualified and experienced professionals.
2. It is expensive.
3. Risk of interpretation bias
4. Respondents engage in unusual behaviour
5. Unstructured techniques

Examples of such test are: NPSE, BECE, WASSCE, NCTVA, Comprehensive examinations
to Standardized test.
These are tested in which the test items are designed by a subject expert and an examination
body controls the administering of such a test.
These tests are designed purposely at the end of a particular programme. They are also
referred to as summative evaluation. In such a test there are subject examiners that score the
pupil using a common marking scheme both at national and international levels.
Name but a few.
USES OF STANDARDIZED TESTS
Standardized tests may be used for a wide variety of educational purposes. For example,
A (placing students in different academic programs or course levels
B award of diplomas and other educational certificates
C. to determine kids’ readiness for kindergarten

Examples of standardize tests

1. Achievement tests are designed to measure the knowledge and skills students learn in
school to determine the academic progress they have made over a period of time.
2. Aptitude test attempt to predict a student’s ability to succeed in an intellectual or
physical endevour.eg. evaluating mathematical ability
3. College admission tests used in the process of deciding which students will be
admitted to a college program.

QUESTIONNAIRE AND INTERVIEW

Questionnaire
A questionnaire can be defined as a tool for data collection that is made up of questions or
statements which when responded to provide the much-needed information (data) for the
collector. They are sometimes used as a basis for an interview or maybe sent through the post
(posted questionnaire) or distributed otherwise for collection.

SEQUENCE OF STEPS IN DEVELOPING A QUESTIONNAIRE:

1. Justification
2. Defining Objectives
3. Writing the questions and statements
Guidelines for writing effective questions
1. Make items clear
2. Avoid double-barreled questions
3. The respondent must be competent to answer
4. Questions should be relevant
5. Simple items are best
6. Avoid negative items

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 7. Avoid biased items or terms
8. General format
9. Pretesting

Advantage of using the questionnaires:

1. It is relatively economical
2. Subjects in distant locations can be reached.
3. The questions/statements are standardized.
4. Anonymity can be assured.
5. The questions can be written for specific purposes.

Disadvantages of the questionnaire:

1. Sometimes people just do not bother to respond to them.
2. Not everybody can respond to questionnaire e.g. Illiterates or children too young to
respond.
3. Responses cannot easily be probed, followed up, clarified and elaborated to achieve
accurate responses.

TYPES OF COUNSELLING SERVICES THAT MUST BE PROVIDED IN

SCHOOLS
1. Diagnostic Assessment Service
2. Orientation Services
3. Planning placement and follow-up
4. Counselling services
Diagnostic Assessment Service – This must be practised in every area of the school. Every
subject must use the diagnostic instrument to diagnose student learning problem for them to
help.
Orientation Service – This should be done in schools at every level, kindergarten schools,
colleges and universities. Here, pupils or students come in contact with teachers, lecturers,
and the learning environment for them to adjust.
Planning Placement and Follow-up Services – This service helps students plan their school
work, and also the subject to choose based on their ability and interest. Follow up-to know
how students are coping. Some schools place their learners according to their mental ability
whereas other schools place them according to their chronological age.
Counselling Service – All kindergarten, secondary and tertiary institutions should have a
counselling service. When the pupils or children, whether it is academic or social,
counselling service should be provided.
There are different types of counselling services:
1. Academic
2. Vocational
3. Persona/social
4. Referral

THE NEED FOR GUIDANCE COUNSELLING IN SCHOOLS IN SIERRA LEONE

The student life is getting complex day by day. There is a change in size and organization of
the schools because of the increase in admissions; this makes it difficult for teachers to know
their students and take them, individuals. Over the years, the school environment has to run

12
over one thousand pupils and there is a danger of schools becoming depersonalized (teachers
do not know their children by name). To ensure that students be seen as individuals that will
be known and identified by someone responsible for their interest that necessitate the
introduction of guidance and counselling in schools.
Another factor that leads to the introduction of guidance and counselling in schools in the
influence of pressures brought on the children through mass media; print and electronic.
These children have developed values contrary to the family of school values.
Traditional sources of authority like home, mosque, church etc. are all challenges. The school
can be one of the few stable institutions in their lives.
Changes which have been introduced in the curriculum. The old system of education which
was the grammar school type has given way to a new educational system (6, 3, 3, 4), which
introduces a wide range of subjects.
Originally secondary education was provided for only a relatively small number of able
pupils. Hence it sets out principally the attainment of high academic qualification. However,
the need in recent years to provide education for all categories of children has led to the
diversification of the curriculum which aimed at the overall development of the pupil –
intellectual, social, personal.
The family which use to be the institution that provided care and support to the child has
changed in nature and structure. Most mothers and fathers now go in search of money. The
only option left for the psychological development of the child is guidance and counselling.

AIMS OF GUIDANCE AND COUNSELING

Guidance has several aims:
• It offers a unique opportunity for the teacher to take personal in the pupils
• It enables them to seek the personal development of the child. This can be done by
creating a small classroom regularly under the care of the teacher.
• Guidance must be positive. It must bring about growth or change in the individual.
• The guidance aims at giving support to all pupils not only to the grossly.
• It must be preventive. It forestalls difficulty by giving information on the various
option.
• It must be pupil-centred that is, it requires a public-centred approach where the
interests of the child come first.
• It must have a sound system of communication. There should be a two-way free flow.

Individual Activity:
1. Identify five things who would observe from a child that warrant counselling session.
2. Give two additional differences between guidance and counselling.
Group Project Activity:
1. Design a school development plan for implementing Guidance and Counselling in a
primary school setting.
OR
1. Design strategies for collaborating and communicating with various stakeholders in
Guidance and Counselling programmes.

SAMPLE QUESTIONS:
1. a) Define guidance. b) List four types of guidance. c) Discuss three problems that a
school Guidance counsellor may encounter in the course of her work.

13
 2. a) Define counselling. b) List five qualities of a good counsellor.
3. Differentiate between Guidance and Counselling.
4. Discuss the need for guidance and counselling in schools in Sierra Leone.
5. Identify five skills that should be adopted by a teacher in other to qualify him/her as a
Guidance counsellor and discuss any three.

REFERENCES:
1. See Landy E et al, Guidance in American Education (3vol,1966) B.E
2. Shatzer and S.L Stones, Foundation of Counselling (1990)
Research Website:
1. Academia: https://www.academia.edu/Jstor: http://www.jstor.org/

Topic four:

GUIDANCE concerning CLASSROOM MANAGEMENT :( INDIVIDUALIZED

INSTRUCTION)
Introduction
Teaching is not controlling, but rather working with students to learn, grow and succeed
together. By having strong student-teacher relation a classroom will be a place for each
member to express their feelings and work together. Academic success depends on these
close relationship and guidance that teachers and students have with one another.
Classroom management is everything the teacher or student helper does to ensure that he or
she will – organized classroom where children can be successful. Classroom management
aims at establishing students self – control through a process of promoting positive student
achievement and behaviour. Thus, academic achievement, teacher efficacy and teacher and
student behaviour at directly linked with the concept of classroom management.
Teachers play a major role in effective class conduction. It is the responsibility of the
teacher to make his / her class interesting so that students are keen to attend and participate in
the class.
Meaning of classroom management.
Classroom management simply means the techniques teachers use to maintain control in the
classroom. Educators employ a variety of strategies and techniques to ensure that students’
are organized, on task, well- behaved, and productive during the school day.
Reasons for classroom management
• To produce at the end of the year adults who have gain theory courses are well
prepared to deliver what they have learnt.
• To transmit worthwhile knowledge.
• To guide the teacher in the acquisition of knowledge to be an inspiring teacher.
• To guide/steel direct the client’s potentials.
For the holistic (all round) development i.e. all four documents to be addressed-cognitive,
affective, psychomotor and social-moral

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CLASSROOM MANAGEMENT TECHNIQUES
INDIVIDUALIZING INSTRUCTION GUIDANCE AND THE DEVELOPMENT OF
CHARACTER AND PERSONALITY
What Is Individualized Instruction?
Leaners today are very diverse in their academic needs, background, and ability. For this
reason, we must meet them where they are so that we can maximize their learning potential.
One way to do this is to utilize individualized instruction.
Individualized instruction refers to the use of strategies, resources, and assessments to meet
the need of one particular learner. It assures that a student is getting the proper guidance,
flexibility, and learning support to expand opportunities for academic growth. A learners
profile gives a piece of educator information that shows both student strengths and
weaknesses.
A successful programme of adjusting to individual differences requires that the teacher has
full knowledge of the students in his classroom.
A Teacher Should Know His/Her Pupils
The teacher must know his pupil well through.
Observation…………………………………………………….....school report cards
The testing………………………………………………………………..rating scale
Case study………………………………………………………….......questionnaire
Cumulative records………………………………………………...............anecdotes
Conversations………………………………………………………................records
Other teachers and parents…………………………………….................sociometry

Guidance and the Development of Personality

Personality refers to the extent to which a person influences or attracts other people of a
person’s sustaining and social traits. Personality is regarded as a person’s unique and
enduring behaviour patterns(denis cool). Many people confuse personality with what is
technically known as character. However, to get full insight into character, the following
should be recognized:
• Character is personality evaluated.
• Character is personality is said to be the expression of personality.
• It is not moral-not inherited, character implies the adherence to moral principles
which a person manifest consistently in his purposeful conduct because conduct is
observable, and the simplest test of character is consistency behaviour both in time
and place.
The Need for Guidance through the Personality and Character
An increase in juvenile delinquency and crime waning influence of organizing or moral
development selling of literature in which undesirable character is portrayed as heroes or
heroines.
Agents of Personality and Character Development
• The church, social club, etc.
• the mosque
• Traditional societies.
Measurement of Personality
• Observation/projective tests
• Interviews
• Questionnaires.

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Teachers Roles in the Development of Character and Personality
1. Educators can influence young students
2. Teacher support to students in psychological adjustment
Teacher support to students changes in both self-esteem and depression
Individual activity:
1. Select and devise appropriate strategies for guidance concerning classroom
management interventions in a public school.
2. Identify issues and problems in school for guidance and counselling.
3.
Sample Questions:
1. Outline and discuss five reasons for guidance about classroom management.
2. Critically analyze the role of a teacher as a guidance counsellor in school.
3. State and discuss three agents responsible for identifying personality and character
development.
4. a)State three measures used in identifying the personality/ character of a pupil
5. Discuss any two of the measures listed in question 4a above.
Research Website:
1. Academia: https://www.academia.edu/Jstor: http://www.jstor.org/

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