Guidance programs cannot achieve results unless every member of the school personnel is “guidance oriented.” Guidance as an organized school function is integrated into the entire educational program of the school. A guidance personnel department should establish relationships with all the other school departments. In this way, the needs of the whole pupil can be cared for and the educational aims and objectives achieved.


The teacher plays a big role in guidance. The teachers’ role is a strategic one since he is the person who comes in most frequent contact with the students. In his classroom relationships with his pupils, a teacher is afforded the opportunity of helping young people to discover their strengths and weaknesses, to improve their study habits, to develop inter-pupil attitudes, to experience the joy of success and the beneficial effects of failure, and to achieve habits and leaderships and follower ships.


There are many ways in which a regular teacher can participate in guidance activities outside the daily instructional responsibilities. Some of the most common of these activities. Home-room programs, clubs and service groups. Visits to places outside the school, such as museum, art galleries, dramatic and musical presentation, industrial plants and business houses. Grade or group advising.


Teachers with warmth and understanding, who are secure in their own personal adjustment, will contribute much to students’ growth not merely in knowledge and skills bu in self- understanding, the establishment of purposes, the ability to work harmoniously with the others, and the capacity to solve their own problems.  





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