THE ADMINISTRATION OF PUPIL

GUIDANCE AND DISCIPLINE

Bambi Rose M. Española
GUIDANCE
• Literally, guidance means to direct, to point out,
and to show the path.

• “Guidance a process of helping every individual

to discover and develop his/her potentialities for
his/her personal happiness and social
usefulness.” – Ruth Strang
 MODERN TRENDS IN GUIDANCE
 Changes in labour market fluidity and rapid industrialisation:
This resulted to increased interest in decreasing skill mismatch and
career guidance among the public.

 Multicultural Counseling: Approach counseling through the

context of the client’s world, providing effective interventions to
culturally diverse clients

 Cyber Counseling or Web Counseling: Counseling services that

are offered via e-mail, real time chat, and video conferencing
Kinds of Guidance
Educational
Guidance
• It is concerned with helping students
to make curricular adjustments
according to his/her ability and
capacity, and making wise choices in
relation to his/her educational life.

 It is related to every aspect of the

educational institution or school—the
aims and objectives, the curriculum,
the methods of teaching, role of the
teacher and the co-curricular activities.
Vocational Guidance
 It is a process of helping individuals
to cope with problems relating to
occupational choices, plans,
developments, adjustments and
maturity.

 It helps individuals to become

aware of his/her strengths and
weaknesses in the world of
occupations and helping him/her to
choose a vocation for his/her better
adjustment to the society.
 Personal Guidance

 It aims to help an individual overcome his/her problems

of personality adjustment. It is an assistance given to
an individual to solve his/her emotional, social, ethical,
and moral as well as health problems.
 As a whole the personal guidance is meant for helping
every child to look at himself in the right perspective.
 Avocational Guidance
Assistance provided to students to spend their available
leisure time profitably such as games, fine arts, and
drama which have recreational value
Students need to be properly guided for effective
participation in varied types of avocational pursuits so
that they are able to shape their interpersonal behaviour
in desirable direction and widen their outlook.
 Social Guidance
School/educational institution is a
miniature society and pupil are from
different socio- economic status,
linguistic and socio-cultural
background.
It is very important that the students
to be helped in acquiring in feeling
of security and being accepted by
the group in developing social
relationship and in becoming
tolerant towards others.
Health Guidance
 Health is regarded as the wealth

 Total health i.e. preventive and

curative is the goal of health
guidance
 The health guidance may be a
cooperative effort of Principal,
Doctors, Counsellor, Psychologist,
Teachers, Students and Parents.
 ROLE OF PRINCIPAL IN
GUIDANCE

 Principals, by virtue of their position, are responsible for the

Guidance in the school. They are in essence the chief
counselors because provide Guidance to the whole school.
 Principals also have the mandate to establish effective
Guidance services since they are the chief financial controllers
of the school, usually responsible for the institution’s budget, its
make-up and utilization.
ROLE OF PRINCIPAL IN
GUIDANCE
 Coordination: involves regulation or monitoring
different activities planned so that is a proper linkage
and integration
 Cooperation: all personnel involved in guidance
programme should work as a team
 Effective Communication: care must be taken that
the personal touch is not lost and feedback is obtained
 Evaluation: every guidance activities should
be evaluated to determine whether the
objectives of the activities were met
 PRINCIPLES IN PLANNING
THE GUIDANCE PROGRAM
The guidance services should be meant for all the categories of students.


Organization of guidance programme of any type—educational, vocational and


personal should be done in accordance with the interests, needs and purpose of
the pupils.

The guidance service should consider the total environment of the child while

organizing guidance programme for them.
The guidance programme may be different in an industrial school from that of
an agricultural school.

The guidance services should treat the student in its entirety.



It should also meet the specific needs and problems of the pupil.

 PRINCIPLES IN PLANNING
THE GUIDANCE PROGRAM
Adequate
 information regarding occupational and educational requirements
and opportunities should be stored.
The
 guidance services should co-operate with all the agencies of education
and provide for leadership.
Problems
 of pupils should be dealt with before they become serious.
It
 should be directed towards improving pupils self-knowledge and self-
direction.
Adequate
 provision should be made in guidance services for testing tools to
be used in it.
The interest and effort of every member of the staff should be given top most
priority in the organization of guidance services.
It
 should be as simple as possible.
Ensuring that people are in the right place at
the right time
Helping people find a place that will contribute
to their physical, mental, emotional, and
spiritual health, and well-being (Villar, 20007)
 THE NEED FOR PLACEMENT
 Assist students in their proper educational placement

 Assist students in looking for the right type of job

 Assist students who may like to continue vocational

training in a institute to get good employment in an
organization or self-employment
AREAS OF PLACEMENT
SERVICE
 Placement Service in
Personal Guidance:
This type of placement renders assistance to
pupils to find themselves rightly placed at home,
in the school and in the society as a whole.

They have a right type of company of friends

they like the most who are the members of the
hobby clubs to their liking.
 Placement Service in
Educational Guidance:
 This placement provides assistance or
helps to get themselves admitted in the
schools they are most fit for. They have
the right kind of courses of studies to
pursue.
 They have the co-curricular activities
they like to take part in. They have the
sports they like to play. They find
themselves in the schools they can have
there all round growth and development .
 Placement Service in
Vocational Guidance:
 This placement is meant for students looking for job.

 This placement helps the persons find right kind of job

that should be to their liking. It can help the students to
work, earn and learn.
 It takes them to the part time job they can do that
shouldn’t take all the time they have. To work is a- means
for them and to learn is the end they seek to achieve.
 FOLLOW-UP
A continuous monitoring program designed to evaluate the
effectiveness of the intervention procedures in relation to
student progress and adjustments
It is the appraisal of how counselees who have been
counseled, praised, or referred or have graduated are doing
to determine whether further assistance is necessary
This service is undertaken as systematic evaluation of
whether the Guidance Service in particular and the
educational program in general have satisfied the needs of
students
 NEED FOR FOLLOW-UP

 Ascertain the progress and status of students within the various

classrooms, courses, and curricular areas
 Gain data which may identify weakness in the various phases
od the school progress
 Learn how former graduates are doing, their current
employment, and how they are able to use their training from
school to their current employment
NEED FOR FOLLOW-UP
 Evaluate the effectives of the school’s
placement activity
 Learn why students leave before
graduation
 Discover student levels at which most
dropouts occur
 Obtain opinions concerning need
modification of the curriculum in the
light of the experiences of former
students
Information obtained through follow-up
techniques can be used for improving the
curriculum stimulating better teaching, increasing
the value of the guidance services, establishing
better college and community relationships
 GENERAL PRINCIPLES
OF GUIDANCE

According to Crow and Crow:

1. Principle of all-round development of the individual: Guidance must
take into account the all-round development of the individual when bringing
about desirable adjustment in any particular area of his/her personality.

2. Principle of human uniqueness: No two individuals are alike. Individuals

differ in their physical, mental, social and emotional development.

3. Principle of holistic development: Guidance has to be imparted in the

context of total development of personality. The child grows as a whole and
even if one aspect of personality is in focus, the other areas of development
which are indirectly influencing the personality have also to be kept in mind
 GENERAL PRINCIPLES OF GUIDANCE
4. Principle of cooperation: No individual can be forced into
guidance. The consent and cooperation of the individual is a pre-
requisite for providing guidance.
5. Principle of continuity: Guidance should be regarded as a
continuous process of service to an individual in different stages
of his life.
6. Principle of extension: Guidance service should not be
limited to a few persons, who give observable evidence of its
need, but it should be extended to all persons of all ages, who
can benefit from it directly or indirectly.
7. Principle of elaboration: Curriculum materials and teaching
procedures should be elaborated according
to the view.
 GENERAL PRINCIPLES OF GUIDANCE
8. The principle of adjustment: While it is true that guidance
touches every aspect of an individual’s life, it is chiefly concerned
with an individual’s physical or mental health, with his adjustment
at home, school, society and vocation.
9. Principle of individual needs: The individual and his needs
are of utmost significance. Recognition of individual freedom,
worth, respect and dignity is the hallmark of guidance. Freedom to
make a choice and take a decision needs to be respected and
encouraged.
10. The principle of expert opinion: Specific and serious
guidance problems should be referred to persons who are trained
to deal with particular area of adjustment for their expert opinion.
 GENERAL PRINCIPLES OF GUIDANCE
11. The principle of evaluation: The guidance programme should be
evaluated in terms of its effectiveness and improvement. Evaluation is essential
for the formulation of new goals or re-drafting the existing goals.
12. The principle of responsibility: Parents and teachers have great
responsibility in the execution of the work of guidance. The responsibility for
guidance should be centred on a qualified and trained person, who is the head
the guidance centre.
13. The principle of periodic appraisal: Periodic appraisal should be made of
the existing guidance programme so that requisite changes, if any can be
carried out for its improvement.