EDUC 113 (1).pptx
- 2. OBJECTIVES • explain the term techniques of guidance; • describe the major techniques of guidance; • enlist different non-standardized and standardized techniques of guidance; • identify non-standardized and standardized techniques of guidance; • use different techniques of guidance in school settings; and • discuss the techniques of guidance in education.
- 7. INTRODUCTION • Who are you gonna be? • What are you gonna be? • How you plan your life? • What kind of person are you?
- 10. Which child is intelligent?
- 11. HOW ABOUT A BULLY KID?
- 12. WE ARE….
- 17. GUIDANCE PRACTICES AND TECHNIQUES USED IN THE GUIDANCE PROCESS
- 19. • Non-standardized techniques are commonly employed for individual analysis by counsellors in various settings. These techniques provide a broader, varying and more subjective approach to data gathering and interpretation for human assessment.
- 20. 1.The Questionnaire • A questionnaire is a list of questions to be answered by an individual or a group of individuals, especially to get facts or information.
- 21. TWO TYPES OF QUESTION • Gender Male/Female • How often do you watch Discovery Channel on TV? Every day/once in a week/Occasionally/Never
- 22. • the answer in the form ‘yes’ or ‘no’ or in a limited number of given categories Closed -Ended Question
- 23. • Which types of programmes do you like to watch on TV? • • What steps would you like to take to improve science teaching in your school?
- 24. • time consuming and requires special skill in interpreting the responses. The closed type questionnaire can be easily scored, interpreted and is more objective. Open – Ended Question
- 25. 2.
- 32. RECORD SHEET
- 35. 3.
- 39. 4. Sociometry • The purpose of this technique is to study the nature of social relationship of individual within a group. It offers an opportunity to identify personality problems, especially in isolates and the rejected. Isolates are students who remain alone with no relationships in the class. Rejected students are disliked by other students.
- 40. • The sociometric data are presented in the form of a sociogram which shows attractions and repulsions within a group and helps the teacher and the counsellor in discovering the problems of students in relation to the group.
- 47. 7. CASE STUDY
- 58. The aim of all guidance is to assist the learners to acquire sufficient understanding of themselves and of their environment to be able to utilize most intelligently the educational opportunities offered by the school and the community. Guidance is the assistance given to individual in making intelligent choices and adjustments in their lives. The ability to make wise choices is not innate; it must be developed. The fundamental purpose of guidance is to develop in each individual up to the limit of his/her capacity the ability to solve his/her own problems and to make his/her own adjustments.
- 60. SCHOOL 1. SCHOOL PHOBIA: Definition: • School phobia is persistent and abnormal fear of going to school. • It is emotional disorder of the children who are afraid to leave the parents, especially mother and prefer to remain at home and refuse to go to school profusely. Signs and Symptoms: Recurrent physical complaints like abdominal pain, headaches which subside if allowed to remain at home.
- 61. 2. CONDUCT DISORDER: Conduct disorder is a serious behavioral and emotional disorder that can occur in children and teens. A child with this disorder may display a pattern of disruptive and violent behavior. Symptoms of Conduct Disorder: • Aggressive Conduct • Destructive behavior
- 62. 3.OPPOSITIONAL DEFIANT DISORDER: It is defined as a pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which 4 or more of the followings are present: • Often loses temper •Often argues with adults •Often actively defies with adults or refuses to comply requests or rules •Often deliberately annoys people •Often blames others for his/her mistakes •Often touchy or easily Annoyed by others •Often angry
- 63. Reasons for Misbehavior • Normal for the age. • Natural curiosity. • Don’t know better. • For attention. • Unfulfilled needs • For power. • For revenge. • Feel inadequate. • To feel they belong. • Environment
- 64. MISBEHAVIOR: • Is based on a child’s mistaken interpretation of how to find BELONGING & SIGNIFICANCE! • Most common reasons for why children misbehave 0 10 20 30 40 50 60 70 80 ATTENTION OTHER BEHAVIORS
- 65. Discipline Techniques Each child is different and different things will work for each child.
- 66. Positive Statements • Telling a child what they CAN do, rather than what they CAN’T do. • Instructions are more clear. • Children feel good. • Works for: all ages! • “Please walk” instead of “Don’t run”
- 67. Practice – Positive Statements What would you say? • Don’t hit your sister again! • Don’t forget your lunch! • Don’t slam the door! • Don’t climb up the slide! • Don’t listen to that kind of music!
- 68. Redirect Attention • If a child is doing something you do not want them to do….give them something else to do. • Distract them with another option • Works for: young children 6 months to 10 years
- 69. Reverse Attention • Ignore inappropriate behavior and deal with problem when child is no longer seeking attention. • Only works if child is trying to get attention. • Works for: older children ages 7-18.
- 70. Time Out • Gives children an opportunity to re- gain control of their emotions. • One minute for each year. • Quiet spot, tell them why they are there, re-state the rule, have them apologize at end. • Works for: young children ages 2 – 9.
- 71. Loss of Privilege • Remove a privilege if behavior is inappropriate. • Lots of different privileges can be removed. • Be consistent! Follow through. • Threats are no good…stick to it. • Works for: older children ages 5 – 18.
- 72. Setting Limits • Children need limits on their behavior. • They want to know what is acceptable and allowed. • Rules should be fair, consistently enforced and help children learn responsibility and self-control • Works for: all ages!
- 73. Limited Choices • 2 or 3 options. • Gives child a sense of power and control. • Offer only real possibilities. • Can help reduce temper tantrums. • Works for: 2 and up.
- 74. CLASSROOM DISCIPLINE: 1. Have rules and remind them often 2. KEEP RULES SHORT & SIMPLE 1. Be nice to teacher and classmates 2. Raise hand to speak 3. Walk in halls
- 75. DISCIPLINE STEPS: 1. Redirect 2. Check it out 3. Speak to the child about the problem 4. Give choices 5. Use logical or natural consequences 6. Use time out if still out of control
- 76. CLASSROOM DISCIPLINE cont’d • Sometimes it helps to whisper to the child • Resist giving attention to the disruptor – “Someone is disturbing the class” • Move closer, place hand on shoulder • Involve them • Talk privately – “What can I do to get your help?”
- 77. FORBIDDEN DISCIPLINE ACTIONS: • SPANKING • SLAPPING • HITTING • SHAKING • PULLING • PINCHING • NO TEASING • NO HUMILIATION • NO INSULTS • NO THREATENING • NO FRIGHTENING • NO LAUGHING AT Confirmed incidents will be grounds for immediate dismissal from a job.
- 78. ALWAYS REMEMBER: • MISTAKES R WUNDERFULL OPPERTUNITEEZ 2 LERN! – Recognize your mistake – Reconcile “I’m sorry” – Resolve: Focus on solutions rather than blame.
- 79. Appropriate Behavior Child Care Management Techniques (as found in the state test guide) • If one area of the classroom creates physical aggression try changing the room arrangement • Locate a child with a short attention span next to the teacher • Invite and gently take the child’s hand and walk when a child will not come out of an area • Give children the opportunity to make limited choices • Give positive reinforcement when a child tells the truth
- 80. • Explain/how to use toys appropriately and redirect with appropriate items • Call attention to a child that is participating correctly • Give a time limit when they need to change when a child doesn’t want to take turns • Put away the distracting influence and involve him/her in helping with the activity when a child does not seem to be paying attention • Minimize blame, have child clean up, assist as needed when children not cleaning up
- 81. MORE REMINDERS: • Cleaning up can be made into a game encourages a good attitude toward work by having the children help • Remind them of rules and encourage problem solving when children are arguing • Giving a few minutes warning helps children get ready to come inside • Tell them to use their inside voices (positive statement) when a child is squealing, yelling shouting • Try using a positive statement to correct disruptive behavior (i.e. tell the child “you shared something now you need to listen”) • Have child who has distracting toys put them away • Stop and ask all the children to return to their places; children ease their way from their places
- 82. • Acknowledge and bring them back t the activity when a child interrupts with personal stories, etc. • Calmly keep the child from running away, hold him/her if the child runs away from you • Tell child you will listen to her when she can talk in a calm voice if they are whining, crying, etc. • Remove the child from the environment if the child is aggressive, fighting, etc. • Ignore temper tantrums if the behavior is for attention and no one is in danger of harm • Explain that tantrums are not acceptable
- 83. Make sure the message of LOVE always gets through: