UNIVERSITY OF SINDH JAMSHORO

Department of Distance, Contin in! " Comp ter E# cation, Fac $t% of E# cation, H%#era&a#, Sin#' ()E# Non Forma$ *ro!ramme St #% Center+ ,o-t+ (o%s Hi!' Sc'oo$, (a#in

ASSI,NMENT. II

S &/ect+ DE.012 H man De-e$opment " 3earnin!

(%+ Afta& A'me# 4'as5'e$i

6)

Differentiate &et7een Tra#itiona$ an# Mo#ern practices of #ea$in! 7it' st #ent8s specia$ nee#s)

Ans+ Tra#itiona$ Teac'in! *ractices+ Education has been an integral part of human life as eating and sleeping. It has shaped so many generations for thousands of years and remains doing so in our present. These days, however, technology has changed so many things as well as the manner we digest information. Digital tools, such as computers, audio and visual tools, are slowly replacing traditional teaching methods. 9'at Are Tra#itiona$ Teac'in! Met'o#s: Before we tackle the issue of technology as replacing conservative traditional teaching methods, we must first discover the basics of traditional teaching methods. The three main types of methods used in traditional education are as follows:

3ect res an# Direct Instr ction Traditional teaching, as most of us have e perienced, is classroom! based and consists of lectures and direct instructions conducted by the teacher. This teacher!centered method emphasi"es learning through the teacher#s guidance at all times. $tudents are e pected to listen to lectures and learn from them.

Seat7or5 Tests are the most significant indicator of student performance and degree of learning. $tudents who belong in the same class sit down and take a single set of e aminations, which they should pass. %ost of the e aminations are taken from fundamental resources, such as te tbooks and other publications that are relevant to the sub&ect. 3istenin! an# O&ser-ation Teachers talk to the students about the sub&ect matter and e pect them to learn everything through the lectures held in the classroom.

*ros an# Met'o#s

Cons

of

Tra#itiona$

Teac'in!

Traditional teaching has been around for thousands of years, shaping the minds of so many scholars, workers and ordinary men and women. 't a young age, a person is e pected to attend a formal education, which involves a teacher and a set of students convening in a classroom. Through formal education using traditional teaching methods, students learn what they needed to succeed in the real world. The advantage of obtaining an education in a classroom setting is that a student receives formal education and learns to focus on the sub&ect at hand. (hile traditional teaching has been a tried!and!tested method, it also has some disadvantages) particularly today that technology has made learning better, more fun and interactive. Traditional teaching methods may be also deemed restricted to some degree. Traditionally, classroom settings are teacher! centered where the teacher often talks at the students instead of encouraging them to interact, ask *uestions or make them understand the lesson thoroughly. %ost classes involve rote learning, where students depend on memori"ation without having a complete understanding of the sub&ect. +ust by passing the tests, consisting of descriptions, matching and other forms of indicators are all that matter to complete the curriculum. ,ong lectures and dictations, rote memori"ation and little interaction in the classroom often leave students less attentive and less engaged. They are prone to skipping classes and missing lessons altogether. %oreover, students in a traditional class have little opportunity to interact with their classmates or their teacher. Conc$ sion (hile traditional teaching methods are often compared and critici"ed nowadays because of the incorporation of technological advances in modern teaching methods, one cannot remove traditional methods entirely to achieve an effective education. $tudents and teachers will benefit more if both traditional and modern methods are fused together in order to create a more effective, fun and interactive learning e perience.

Mo#ern Teac'in! *ractices+ The traditional -chalk and talkmethod of teaching that persists for hundreds of years is now ac*uiring inferior results when compared with more modern and revolutionary teaching methods that are available for use in educational institutions today. In classrooms at present greater student interaction is encouraged, the boundaries of teacher.s authority are being broken down and a focus of en&oyment is emphasi"ed. (hen teaching, teachers are concerned with giving learners access to

information and helping learners master various skills. Traditionally, teachers have lectured as a way of teaching. In fact, lecture has

been the most widely used method of teaching. In a lecture, a teacher discusses information and learners take notes. Instructors who use creative teaching methods employ non!traditional and non!lecture!style strategies to help learners gain skills and access information. 's a teacher, it is necessary to be able to teach and remain engaged in 5

the teaching and learning process. It puts a greater level of responsibility on creating lesson plans that truly work. 's English teachers, we are almost always on the lookout for new and interesting ways to stimulate our language learners. It was E,T author and researcher $tephen D. /rashen who gave us his .'ffective 0ilter. hypothesis of second or foreign language ac*uisition. 1is hypothesis states that conditions which promote low an iety levels in class allow improved learning on the part of students. (hen learners en&oy class activities their 'ffective 0ilter is low and they learn more. 2ew and different activities -out of the norm- also lower learner affective filters. 2. 9'at #o %o mean &% persona$it% assessment: Descri&e #ifferent met'o#s of persona$it% assessment)

Ans+ *ersona$it% Assessment+ The measurement of personal characteristics. 'ssessment is an end result of gathering information intended to advance

psychological theory and research and to increase the probability that wise decisions will be made in applied settings 3 e.g., in selecting the most promising people from a group of &ob applicants4. The approach taken by the specialist in personality assessment is based on the assumption that much of the observable variability in behavior from one person to another result from differences in the e tent to which individuals possesses particular underlying personal characteristics 3traits4. The assessment specialist seeks to define these traits, to measure them ob&ectively, and to relate them to socially significant aspects of behavior.

' distinctive feature of the scientific approach to personality measurement is the effort, wherever possible, to describe human characteristics in *uantitative terms. 1ow much of a trait manifests itself in an individual5 1ow many traits are present5 6uantitative personality measurement is especially useful in comparing groups of people as well as individuals Different met'o#s of persona$it% assessment+ Inter-ie7 The most basic information!gathering tool is, of course, the interview. 7sychologists are trained to conduct interviews in a manner that encourages honesty, forthrightness, and self! reflection. Interviews may be structured 3a set list of *uestions that doesn#t vary4, semi!structured 3similar to structured interviews, but with more leeway for follow!up *uestions, etc.4 or unstructured 3open!ended interviews in which the sub&ect#s own associations often dictate the direction the interview takes4. (hich of these techni*ues is used typically depends upon the purpose of the assessment. In

so!called 8high!stakes assessments9 3e.g., criminal cases, public safety employee screening4, a more structured approach may be used in order to reduce the possibility of bias. :n the other hand, in clinical cases, a more unstructured approach is fre*uently indicated in order to foster a more therapeutic relationship and encourage the patient to reflect upon him or herself. Se$f.Report Tests These paper!and!pencil tests, sometimes referred to as forced! choice instruments because the sub&ect must choose between a limited number of possible answers 3e.g., true!false, or a scale of ;! <, etc.4, contain *uestions or statements that the individual rates as true or not about themselves. $ome of these are single issue tests, such as those designed to rate the level of depression or an iety that a person is e periencing. :thers are

comprehensive inventories that yield scores on multiple scales measuring different aspects of an individual#s personality. These inventories have been developed empirically, meaning that the various scales have been found to differentiate different groups of patients 3e.g., depressed from schi"ophrenic4 or predict certain behavior patterns. Typically, interpretation involves the analysis of profiles that is not only the scores on individual scales, but the relationship between the scores on the various scales. 'lthough there are computer programs that do some of the work of interpretation, only highly trained assessment psychologists can properly interpret the profile of an inventory such as the %%7I!= 3%innesota %ultiphase 7ersonality Inventory!=4 or the 7'I 37ersonality 'ssessment Inventory4. In addition, most of these inventories have sophisticated validity scales, which are indicators designed to reveal over or under reporting of symptoms or conscious attempts at impression management. *erformance.(ase# Tests The other main classes of psychological instruments are called performance!based tests or free!response tests. These are distinguished from self!report inventories in that the sub&ect is typically asked to perform a task 3e.g., interpret an inkblot, tell a story to a picture, and complete a sentence4. >arious inferences about the individual#s personality may be drawn from the way in which s?he engages in this task. The tests are 8free! response,9 in that

there are no constraints placed on what the person may say in response to the task. These tests used to be called 8pro&ective,9 because it was thought that the person pro&ected his or her personality into their responses. This term has fallen out of favor, however, because recent research has demonstrated that the response process is more comple than simply a pro&ection of one#s personality. In addition, there is little agreement among psychologists as to the definition of the term pro&ection.

The most well!known of these tests is the @orschach (usually referred to as the @orschach Inkblot %ethod4. In recent years, there has been some controversy about the @orschach that has made its way into the popular press. 'lthough there are some psychologists who are skeptical about it, the vast ma&ority of assessment psychologists find it to be a valid and useful method of personality assessment. Because it is not a self!report inventory, it is not sub&ect to some of the same kinds of manipulation. @esearch has demonstrated that inferences drawn from the @orschach have about the same validity as those drawn from well!validated inventories. It appears that the @orschach is more valid for certain kinds of *uestions and self!report inventories for others. ' comprehensive assessment that utili"es instruments from both classes of tests is most likely to yield reliable information. 3. Define t'e term ! i#ance an# #escri&e its nat re an# f nction:

Ans+ , i#ance+ In order to understand the meaning of guidance, it is to be accepted that the focal point of guidance is .an individual, not his problem.. 0rom this point of view, before starting guidance, the potentialities and abilities of the individual are studied. Then that individual is made capable of solving his problems. This is known as an act of guidance. In this way, guidance is a process of all!round development. 1ence, we can say that the guidance is that process which makes an individual aware of those methods for knowing his natural powers. +ones, $tefflre and $tewart have defined guidance as -the help giver, by one person to another in making choices and ad&ustments and in solving problems.-

-Auidance is a continuous process of helping the individual to develop to the ma imum of his capacity in the direction, most beneficial to himself and to society.Auidance is not a direction. It is also not imposition of one.s ideas on others. Auidance is not making decision for others. Decision should be made by an individual himself. To carry over the burden of an individual is also not guidance. In such situations, to what we can call guidance5 /eeping in view these ideas, the definition suggested by Brow and Brow bears very comprehensive meaning: -Auidance is assistance made available by competent counselor to an individual of any age to help him direct his life, develop his own point of view, make his own decisions and carry his own burden.Nat re of , i#ance (e familiari"e ourselves with the following characteristics after analy"ing the various definitions of guidance. This analysis also throws light on the nature of guidance. ;6< As a *rocess+ Auidance does not occupy independent place. The chief aim of this process is to assist in the development of an individual keeping in view the social needs. ;=< A Contin o s *rocess+ Auidance is a process. 1ere, it is important to point out that the process of guidance never ceases. It remains dynamic. In this process, an individual

understands himself, learns to use ma imum his own capacities, interests and other abilities.

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1e continues his struggle for ad&ustment in different situations. 1e develops his capacity of decision!making. 1ence, we see that it is a non!stop process. ;>< Re$ate# 7it' 3ife+ The process of guidance is related to life. This guidance contributes formally or informally to life because life e periences both formal and informal occasions. ' person gets informal guidance from his friends and relatives while formal guidance is sought from organi"ed school guidance services and other organi"ed guidance services. ;2< De-e$opment of Capacities+ During the process of guidance the individual is assisted in such a way that he makes himself enabled to develop his capacities ma imum from all angles. 1ence, guidance stresses the complete development of possibilities present in an individual. 'n individual becomes familiar with his real image. 1ence, guidance is helpful in self!reali"ation. ;0< In#i-i# a$ Assistance+ Auidance is accepted as individuali"ed help. Through guidance an individual.s personal development is provided a direction and not to a group. 1ence, it is process of individuali"ed assistance. ;?< Tas5 of Traine# *ersons+ 7roviding guidance is not the function of all persons because various techni*ues and skills are to be used in it. Everybody does not possess the knowledge of the same. 0or this task, trained persons psychologists and counselors are re*uired. 1ence, guidance is a skill!involved process. ;@< 9i#e Scope of , i#ance+ The scope of guidance is too wide. 'ny needy person can be guided. This can include the persons of different age, different interests, various characteristics and persons of different nature. 1ence, we cannot draw boundaries around the process of guidance.

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;A< He$pf $ in A#/ stment+ Auidance helps the person in his ad&ustment in different situations. This process allows learning to ad&ust with different types of problems. In this way, the main characteristic of the nature of the guidance is to provide new energy to the demorali"ed person by ad&usting himself in the problematic situation through the process of guidance. ;B< He$pf $ in De-e$opin! t'e A&i$it% of Se$f., i#ance+ The nature of guidance also includes the characteristic of developing self! guidance in a person with the help of guidance process. This enables him in achieving self!dependence by searching out the solution of problems of life. ;61< No Imposition of OneCs Vie7 *oint+ It is also the main characteristic of guidance not to impose one.s view!point on others. It depends upon the wish of an individual how he ac*uires benefit by accepting the decision of the guidance worker. If he wishes, he may deny accepting such decisions of the guidance workers. 1ence, it is not a process of imposing the decisions. ;66< He$pf $ in *reparin! for F t re+ The process of guidance is helpful in preparing a person for his future. 1ence, a person can succeed in preparing himself for future activities. In this way, guidance is a well!wisher of an individual.s future.

2)

EDp$ain #ifferent sta!es of teac'er #e-e$opment an# a$so #isc ss t'e ro$e of ! i#ance in t'e #e-e$opment of a teac'er:

Ans+ The concept of development and associated developmental stages has a long history in the field of child development and early childhood education. 1owever, several postmodern scholars have argued that the concept of development is of doubtful validity 3Burman, ;CCD) Arieshaber E Bannella, =FF;4. 's it is used here, the term development is used to indicate that both thought and behavior are learned in some kind of se*uence and become increasingly adaptive to the tasks at hand and to the environment.

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In other words, no one can begin a professional role!such as a teacher or physician!as a veteran) in most cases, competence improves with e perience and the knowledge and practice that come with it. It is unlikely that any

e perienced teacher believes and feels that he or she was more competent during the first month or year of teaching than during the fifth month or year, all other things being e*ual. Therefore, it seems to me meaningful as well as useful to think of teachers as having developmental se*uences or stages in their professional growth patterns 3/at" E (eir, ;CGC4. The purpose of the present discussion is to suggest the tasks and training needs associated with each developmental stage and to consider the implications for the timing and location of training efforts that might be most responsive to the nature of the stages. Sta!e I+ S r-i-a$ De-e$opmenta$ Tas5s During the survival stage, which may last throughout the first full year of teaching, the teacher.s main concern is whether or not she H=I can survive the daily challenges of carrying responsibility for a whole group of young children and their growth, development, and learning. This preoccupation with survival may be e pressed to the self in terms such as -Ban I get through the day in one piece5 (ithout losing a child5 Ban I make it until the end of the week!to the ne t vacation5 Ban I really do this kind of work day after day after day5 (ill I be accepted by my colleagues5- $uch *uestions are well e pressed in @yan.s 3;CJF4 enlightening collection of accounts of first!year teaching e periences. The first full impact of responsibility for a group of immature but vigorous young children 3to say nothing of encounters with their parents4 inevitably provokes some teacher an ieties. The discrepancies between anticipated successes and classroom realities may very well intensify feelings of inade*uacy and unprepared ness. Trainin! Nee#s During this survival period, the teacher is most likely to need support, understanding, encouragement, reassurance, comfort, and guidance. $he needs direct help with specific skills and insight into the comple causes of behavior!all of which must be provided at the classroom site. :n!site trainers may be principals, senior staff

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members, advisors, consultants, directors, or other speciali"ed and e perienced program assistants. Training must be constantly and readily available from someone who knows both the trainee and her teaching conte t well. The trainer?mentor should have enough time and fle ibility to be on call as needed by the trainee. $chedules of periodic visits that have been arranged in advance cannot be counted on to coincide

with trainees. crises, although visits may fre*uently be helpful. Book and %ack 3;CJ;4 describe the British pattern of on!site training given to teachers by their headmasters 3principals4. 'rmington 3;CGC4 also describes how advisors can meet these teacher needs on site at times of stress or during moments of crisis. Sta!e II+ Conso$i#ation De-e$opmenta$ Tas5s By the end of the first year!give or take a month or two!the teacher has usually come to see herself as capable of surviving immediate daily crises. $he is now likely to be ready to consolidate the overall gains made during the first stage and to differentiate specific tasks and skills to be mastered ne t. During $tage II, teachers usually begin to focus on individual children and problem situations. This focus may take the form of looking for answers to such *uestions as -1ow can I help a clinging child5 1ow can I help a particular child who does not seem to be learning5 're there some more effective ways to handle transition times5- These *uestions are now differentiated from the general survival issues of keeping the whole class running smoothly. During $tage I, the neophyte ac*uires a baseline of information about what young children of a given age are like and what to e pect of them. By $tage II, the teacher is beginning to identify individual children whose behavior departs from the pattern of most of the children she knows. Thus she identifies the more unusual or e ceptional patterns of behavior that have to be addressed to ensure the steady progress of the whole class. Trainin! Nee#s During this stage, on!site training continues to be valuable. ' trainer can help the teacher by engaging in &oint e ploration of an individual problem case. Take, for e ample, the case of a young preschool teacher eager to get help who e pressed her problem in 14

the *uestion -1ow should I deal with a clinging child5- 'n on!site trainer can, of course, observe the teacher and child in situ and arrive at suggestions and tentative solutions fairly *uickly. 1owever, without firsthand knowledge of the child and the conte t, an e tended give!and!take conversation between teacher and trainer or mentor may be the best way to help the teacher interpret her e perience and move toward a solution of the problems in *uestion. The trainer might ask the teacher such *uestions as -(hat strategies have you tried so far5 Ban you give

an e ample of some e periences with this particular child during this week5 (hen you did such and such, how did the child respond5In addition, during this stage, the need for information about specific children or problems that young children present suggests that learning to use a wider range of resources would be timely. 7sychologists, social and health workers, and other specialists can strengthen the teacher.s skills and knowledge at this time. E changes of information and ideas with more e perienced colleagues may help a teacher master the developmental tasks of this stage. :pportunities to share feelings with other teachers in the same stage of development may help to reduce some of the teacher.s sense of personal inade*uacy and frustration. Sta!e III+ Rene7a$ De-e$opmenta$ Tas5s :ften during the third or fourth year of teaching, the teacher begins to tire of doing the same things, offering the same activities, and celebrating the same se*uence of holidays. $he may begin to ask more *uestions about new developments in the field: -(hat are some new approaches to helping children.s language development5 (ho is doing what5 (here5 (hat are some of the new materials, techni*ues, approaches, and ideas being developed these days5- It may be that what the teacher has been doing for each annual cohort of children has been *uite ade*uate for them, but that she herself finds the recurrent >alentine cards, Easter bunnies, and pumpkin cut!outs insufficiently interestingK If it is true that a teacher.s own interest and commitment to the pro&ects and activities she provides for children contribute to their educational

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value, then her need for renewal and refreshment should be taken seriously. Trainin! Nee#s During this stage, teachers are likely to find it especially rewarding to meet colleagues from different programs on both formal and informal occasions. Teachers in this developmental stage are particularly receptive to e periences in local, regional, and national conferences and workshops, and they profit from membership in professional associations and participation in their meetings. Teachers are now widening the scope of their reading, scanning numerous maga"ines and &ournals, viewing films and videotapes, and using the Internet as a source of fresh ideas. 7erhaps during this period, they may be ready to take a close look at their own classroom teaching through

videotaping themselves at work and reviewing the tapes alone or with colleagues. This is also a time when teachers welcome opportunities to visit other classes, programs, and demonstration pro&ects. Boncerns about how best to assess young children.s learning, and how to report and document it, are also likely to blossom during this period. 7erhaps it is at this stage that teacher centers had the greatest potential value 3$ilberman, ;CJ;) Bailey, ;CJ;4. Teacher centers were once places where teachers gathered together to help each other learn or re!learn skills, techni*ues, and methods) to e change ideas) and to organi"e special workshops. 0rom time to time, specialists in curriculum, child growth, or any other area of concern identified by the teachers were invited to the center to meet with them and focus on their concerns. Sta!e IV+ Mat rit% De-e$opmenta$ Tas5s %aturity may be reached by some teachers within three years, by others in five or more. The teacher at this stage is likely to have come to terms with herself as a teacher and to have reached a comfortable level of confidence in her own competence. $he now has enough perspective to begin to ask deeper and more abstract *uestions, such as -(hat are my historical and philosophical roots5 (hat is the nature of growth and learning5 1ow are educational decisions made5 Ban schools change societies5 Is early childhood 16

teaching really a profession5- 7erhaps she has asked these *uestions before. But with e perience, the *uestions represent a more meaningful search for insight, perspective, and realism. Trainin! Nee#s Throughout maturity, teachers benefit from opportunities to participate in conferences an seminars an perhaps to !or" to!ar an a #ance egree. $ature teachers !e%come the chance to rea !i e%y an to interact !ith e ucators !or"ing on many prob%em areas on many ifferent %e#e%s. Training sessions an conference e#ents that &tage'(( teachers en)oy may be #ery tiresome to the &tage'(* teacher. &imi%ar%y, introspecti#e, in' epth iscussions en)oye by &tage'(* teachers may %ea to rest%essness an irritabi%ity among the beginning teachers in &tage (.

S mmar%

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0igure ;. $tages of Development and Training 2eeds of 7reschool Teachers.

In the above outline, four dimensions of training for teaching have

De-e$opmen Trainin! Nee#s ta$ Sta!es

Sta!e IV

$eminars, institutes, courses, degree programs, books, &ournals, conferences

Sta!e III

Bonferences, professional associations, &ournals, maga"ines, films, visits to demonstration pro&ects

Sta!e II

:n!site assistance, access to specialists, colleague advice, consultants

Sta!e I

:n!site support assistance

and

technical

E E1

E E 6YR)

E E =YR)

E E >YR)

E E 2YR)

E E 0YR)

been suggested: 3;4 developmental stages of the teacher, 3=4 training needs of each stage, 3<4 location of the training, and 3D4 timing of training: De-e$opmenta$ Sta!e of t'e Teac'er . It is useful to think of the growth of teachers as occurring in stages, linked very generally to e perience gained over time.

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Trainin! Nee#s of Eac' Sta!e) The training needs of teachers change as e perience accrues. 0or e ample, the issues dealt with in the traditional social foundations courses do not seem to address themselves to the early survival problems that are critical to the ine perienced. 1owever, for the maturing teacher, attention to those same issues may help to deepen her understanding of the larger conte t in which she is trying to be effective. 3ocation of Trainin!) The location of training can be moved as the teacher develops. 't the beginning of the new teacher.s career, training resources are most likely to be helpful when they are taken to her. In that way, training can be responsive to the particular 3and possibly uni*ue4 developmental tasks and working situation, as well as the cultural conte t that the trainee faces in her classroom, school, and neighborhood. ,ater, as the teacher moves beyond the survival stage, training can move away from the school to a training facility or a college campus. Timin! of Trainin!) The timing of training should be shifted so that more training is available to the teacher on the &ob. %any teachers say that their preserves education has had only a minor influence on what they do day!to!day in their classrooms) this claim suggests that strategies ac*uired before employment will often not be retrieved under the pressures of the actual classroom and school situation. It is interesting to note that the outstanding practices to be observed in the small Italian city of @eggio Emilia that are admired worldwide are implemented by teachers with only a high school education, but with e tensive and intensive on!site in service training and support 30ilippini, ;CC<4. 1owever, even though it is often said that e perience is the best teacher, we cannot assume that e perience teaches what the new trainee should learn. To guide this learning, two of the ma&or roles of the mentor and teacher trainer and educator are to make sure that the beginning teacher has informed and interpreted e perience. 2) 9rite s'ort notes on t'e fo$$o7in!) ;a< ;&< ;c< , i#ance Ser-ices in Sc'oo$s Trait T'eor% of *ersona$it% Vocationa$ , i#ance

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Ans+ ;a< , i#ance Ser-ices in Sc'oo$s+ ' student.s primary middle school and high school years are some of the most challenging and important in his educational career. (hile the e act services offered vary from school to school, most guidance counselors offer students in secondary school a number of similar guidance services, including test preparation, program planning, individual counseling and career?college planning to help make their secondary school years as pain!free as possible. 7rogram planning is another key service offered by guidance departments. 7rogram planning involves helping the student decide what classes he wants to take during his middle school and high school career. 7rogram planning not only helps the student decide what electives to take and what classes are best for his academic abilities, it ensures that the classes the student is taking fulfill the high school.s graduation re*uirements. ;&< Trait T'eor% of *ersona$it%+ In ;C<G, psychologist Aordon 'llport found that one English!language dictionary alone contained more than D,FFF words describing different personality traits. 1e categori"ed these traits into three levels: Car#ina$ Traits+ These are traits that dominate an individual#s whole life, often to the point that the person becomes known specifically for these traits. 7eople with such personalities often become so known for these traits that their names are often synonymous with these *ualities. Bonsider the origin and meaning of the following descriptive terms: 0reudian, %achiavellian, narcissistic, Don +uan, Bhrist!like, etc. 'llport suggested that cardinal traits are rare and tend to develop later in life. Centra$ Traits+ These are the general characteristics that form the basic foundations of personality. These central traits, while not as dominating as cardinal traits, are the ma&or characteristics you might use to describe another person. Terms such as intelligent, honest, shy and an ious are considered central traits. Secon#ar% Traits+ These are the traits that are sometimes related to attitudes or preferences and often appear only in certain situations or under specific circumstances. $ome e amples would be getting an ious when speaking to a group or impatient while waiting in line. ;c< Vocationa$ , i#ance+ >ocational guidance is one of the basic pillars in the life of contemporary societies as this process continues throughout the individual life, starting as he &oins kindergarten and continues throughout his

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shift to the stages of general education, graduation in higher education stages, embarking on practical life till his pension. Auidance process has an important and constructive impact on the individual life as it helps him achieve harmony between the various factors of his personality, tendencies and preparedness and the reality of life. This helps him develop and grow in various psychological, social and economic aspects and conse*uently assist in achieving prosperity and progress of the society in which he lives. T'e Concept of , i#ance It is a process to guide the individual to the various paths through which he is able to discover and utili"e his potentials and capabilities, tendencies and desires to lead a pleasant life and contributes to the happiness of his society.

THE END

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