EDU 3107 EDU 3107 Counselling and Guidance For Counselling and Guidance For

ChildrenChildren

Week OneWeek One

Topic 3 Topic 3

Role of Ordinary Teachers as a Guidance Role of Ordinary Teachers as a Guidance TeacherTeacher

3.1 – 3.3 (2hours)3.1 – 3.3 (2hours)11

Learning OutcomesLearning Outcomes

3.1 Describes the role of a teacher as mentors3.1 Describes the role of a teacher as mentors

3.2 Explanation on gathering an information3.2 Explanation on gathering an information

3.3 Discussions on how to identify the problems 3.3 Discussions on how to identify the problems

of a childrenof a children

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3.1 Describes the role of a 3.1 Describes the role of a teachers as mentorsteachers as mentors

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3.1 Describes the role of a teachers as 3.1 Describes the role of a teachers as mentorsmentors

Gathering information about pupilsGathering information about pupils Identify students who have problemsIdentify students who have problems making referencemaking reference Identify the major limiting factorsIdentify the major limiting factors - No teacher counseling skills- No teacher counseling skills - Students have misconceptions about counseling - stigma- Students have misconceptions about counseling - stigma - Lack of support from parents - fear of children labeled - Lack of support from parents - fear of children labeled

learning disabilitieslearning disabilities - Lack of support from other teachers who feel - Lack of support from other teachers who feel

themselves less counseling skillsthemselves less counseling skills

44SL Chiam/JIP/IPGM KBL/PISMP SL Chiam/JIP/IPGM KBL/PISMP 20102010

3.2 Explanation on gathering an 3.2 Explanation on gathering an informationinformation

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1.1 Data Collection1.1 Data Collection

The collection of the necessary data involves The collection of the necessary data involves information about a given individual coaching services. information about a given individual coaching services. Data can be classified as:Data can be classified as:Background data,Background data,- Physical data,- Physical data,- Data of Psychology,- Data of Psychology,- Education data,- Education data,- Persistence and determination to do the job, and- Persistence and determination to do the job, and- Future plans and aspirations- Future plans and aspirations

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Source of informationSource of information

Adults relating to child eg parentAdults relating to child eg parent

  They are equivalent positionThey are equivalent position

  the student's classmates and SPTthe student's classmates and SPT

  peers, andpeers, and

  The student's ownThe student's own

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METHODS / TECHNICAL INFORMATIONMETHODS / TECHNICAL INFORMATION

There are a variety of methods or techniques that can be used in the There are a variety of methods or techniques that can be used in the guidance for the purpose of gathering information about guidance for the purpose of gathering information about individuals. Coaching techniques can be classified as follows:individuals. Coaching techniques can be classified as follows:• testtest• InterviewInterview• questionnairesquestionnaires• sociometricsociometric• grading scalegrading scale• observationsobservations• record of Eventsrecord of Events• autobiographyautobiography•

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METHOD 0F INTERVIEWMETHOD 0F INTERVIEW

The main purpose of the interview is to get a The main purpose of the interview is to get a glimpse of the child or student as a whole and glimpse of the child or student as a whole and in the meantime find here as possible factors in the meantime find here as possible factors dominate the overall coordination of a student. dominate the overall coordination of a student. The interview provides an opportunity for The interview provides an opportunity for students to express his opinion freely in terms students to express his opinion freely in terms of work, interests, future plans etc.of work, interests, future plans etc.

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interviewinterview Some important things to look into when conducting Some important things to look into when conducting

interviews with students.interviews with students.Giving students the opportunity for coordinating things Giving students the opportunity for coordinating things from their own point of viewfrom their own point of viewA good interview is a meaningful interview is when A good interview is a meaningful interview is when answering a question is not like answering a written answering a question is not like answering a written questions.questions.Do not use the interview as a means of satisfying the Do not use the interview as a means of satisfying the desire for a teacher to obtain a secret information from desire for a teacher to obtain a secret information from students.students.Does not create an atmosphere or circumstances that like Does not create an atmosphere or circumstances that like forcing students to answer questions from the forcing students to answer questions from the interviewers.interviewers.

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METHODS OF METHODS OF QUESTIONNAIRESQUESTIONNAIRES

Questionnaires are often used to obtain information about Questionnaires are often used to obtain information about the students and also to complete the interview technique. the students and also to complete the interview technique. Usually questionnaire designed to record details of self, Usually questionnaire designed to record details of self, family background and other particulars to be included in family background and other particulars to be included in the cumulative record of the pupil.the cumulative record of the pupil.

      The weakness of the questionnaire technique:The weakness of the questionnaire technique:Commonly asked questions that are too structured and this Commonly asked questions that are too structured and this

data would not reflect the personality of the person.data would not reflect the personality of the person.Often the answer given is incomplete, inaccurate and Often the answer given is incomplete, inaccurate and

sometimes confusing. sometimes confusing.

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METHOD OF METHOD OF QUESTIONNAIREQUESTIONNAIRE

Principles of questionnaire technique:Principles of questionnaire technique:

The data may be incomplete and inaccurate, we The data may be incomplete and inaccurate, we should not believe one hundred percent,should not believe one hundred percent,

Vocabulary should be suitable with the maturity Vocabulary should be suitable with the maturity of the respondents,of the respondents,

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METHOD OF METHOD OF QUESTIONNAIREQUESTIONNAIRE

If given without explaination , the use of If given without explaination , the use of questionnaires may damage the relationship between questionnaires may damage the relationship between schools with home because parents may not schools with home because parents may not understand the purpose of the survey.understand the purpose of the survey.It is important to keep confidential the information It is important to keep confidential the information obtained and used by the authority concerned and for obtained and used by the authority concerned and for the interests of students onlythe interests of students onlyInformation that are easily available obtained from Information that are easily available obtained from other sources or already available in schools should other sources or already available in schools should not be asked in the questionnaire.not be asked in the questionnaire.

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OBSERVATIONSOBSERVATIONSobservation techniquesobservation techniqueskind of scientific observation.kind of scientific observation.may be recorded or unrecorded.may be recorded or unrecorded.Observations recorded from time to time will be able Observations recorded from time to time will be able

to describe the development of children and can to describe the development of children and can be referred to from time to time to understand the be referred to from time to time to understand the child.child.

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OBSERVATIONSOBSERVATIONS

A number of problems encountered by teachers during A number of problems encountered by teachers during observation:observation:

It's hard to be objective on the pupils that have existing emotional It's hard to be objective on the pupils that have existing emotional connection with the observer.connection with the observer.

Observations in the short term or in some circumstances may not Observations in the short term or in some circumstances may not produce the data that are enough for the observer to make produce the data that are enough for the observer to make comprehensive conclusion.comprehensive conclusion.

Observers may show a small part of the student's behavior and Observers may show a small part of the student's behavior and observation depends on what he thought should or should not. observation depends on what he thought should or should not. So better if gather all the grouped observations and also from So better if gather all the grouped observations and also from some of the teachers or observers.some of the teachers or observers.

There is a tendency observers saw what he wanted to see happen, There is a tendency observers saw what he wanted to see happen, rather than what actually happened.rather than what actually happened.

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SOSIOMETRISOSIOMETRI

Used for studying the social behavior patterns of Used for studying the social behavior patterns of students in the classroom. This data can be students in the classroom. This data can be used by teachers for the purpose of forming a used by teachers for the purpose of forming a group, or to organize working groups or to group, or to organize working groups or to rearrange students sitting position in the class rearrange students sitting position in the class

Yaser AmyYaser Amy

Ekin Marsha FelixEkin Marsha Felix

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SOSIOMETRISOSIOMETRIWhen using the sociometric , a few conditions are worth to When using the sociometric , a few conditions are worth to

follow.follow.Students must really know each other.Students must really know each other.Good relationships between teachers and students should already Good relationships between teachers and students should already

exist before trying this method .exist before trying this method .Students should understand the result is for them.Students should understand the result is for them. Classroom atmosphere should be relaxed and informal when Classroom atmosphere should be relaxed and informal when

carried out sociometric process.carried out sociometric process.Answers should be given spontaneously as this is the Answers should be given spontaneously as this is the

sociometric way.sociometric way.Instructions and guidance must be understood by all students.Instructions and guidance must be understood by all students.

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SCALE RANKINGSCALE RANKING

Rating scales and checklists are tools or Rating scales and checklists are tools or methods use to collect and summarize methods use to collect and summarize observations of behaviuor and students observations of behaviuor and students abilities. It is a tool to show the position of abilities. It is a tool to show the position of individuals or groups in a scaleindividuals or groups in a scale

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TYPES OF SCALE RANKINGTYPES OF SCALE RANKING

RANKING SCALE OF CHARTSRANKING SCALE OF CHARTS          Individual teachers or provide motion countered with a Individual teachers or provide motion countered with a ranking which signifies in space according to question such as ranking which signifies in space according to question such as the following:the following:          Whether you like to interrup when other people is talking.Whether you like to interrup when other people is talking.        Never Sometimes Usually AlwaysNever Sometimes Usually AlwaysNUMERICAL RANKING SCALENUMERICAL RANKING SCALE            Individual or teachers can give responds by marking the Individual or teachers can give responds by marking the ranking nombor according to the behaviour or regarding the ranking nombor according to the behaviour or regarding the student assessment.student assessment. Example ExampleWeak 1 2 3 4 5 Good Weak 1 2 3 4 5 Good

Weak 1 2 3 4 5 GoodWeak 1 2 3 4 5 Good