in this we are learn about school day activities in daily routine in school management

1. Name: Ambreen Zahid
Roll No: 2216
Subject: School Management
Unit # 8: Day to Day Concern
Topic: School Day Activities
Day to Day Concern
School day activities:
A high school teacher’s busy day often starts early in the morning and ends late in evening with
little downtime in between. A Responsible teacher doesn’t pack up and go home after the last
bell rings. A effective teacher spend time directing extracurricular activities, holding parent-
teacher meetings, grading papers and attending school events.
Organize the day by priorities:
Teacher time management must start with setting priorities and organizing the day around the
most important tasks. Setting priorities can help keep teachers on track throughout the day
overwhelming. Strategically plan homework assignments.
Activities perform by teacher in the classroom:
Time flies by as they teach classes in person or remotely, supervise labs, assign homework, grade
papers, participate in meetings, update parents on student performance, and review lesson plans
for the next day.
Teachers create engaging lesson plans, educate students, and develop and nurture their
interests in education. They can instruct in various subjects and to different students learning at
levels.
Teacher Take classes:
The goal of teaching is to deliver in-person or virtual lessons (online teaching) that hold students'
attention and effectively teach the concepts that student should be learning at their grade level.
They are experts in a content area, such as social studies or math, and well-trained in methods of
study. A teacher may plan and organize a chaperoned field trip to a museum, nature center or
historical site.
10 things that successful teachers do

2. 1. Have clear objectives and a sense of purpose
2. Expect learners to succeed
3. Have a positive attitude and sense of humor
4. Be consistent
5. Reflect and seek out mentors
6. Enjoy your job
7. Adapt to your learners’ needs
8. Welcome change and explore new tools
9. Bring fun to the classroom and teach holistically
10. Give your learners emotional support and empathy
Motivate and Inspire Students:
First of all, we should attract their attention on what we are teaching, using humor, jokes and
engaging questions which get the students talking.We should make learning visual using
drawings, diagrams, pictures, chats, even three-dimensional or real objects to help students
anchor the idea to an image
Creating Classroom Rules Together:
Treat others as you would like to be treated. Respect other people and their property (e.g., no
hitting, no stealing). Laugh with anyone, but laugh at no one. Be responsible for your own
learning. Come to class and hand in assignments on time. Do not disturb people who are
working.
Benefits of creating rules together:
There are three benefits of creating rules together are a follows.
1. Your students will feel valued:
Many times in school, students are told what to do or how to think. Erwin supports this statement
when he writes, “In academic classes, students are told how to behave, what to learn, when and
how to learn it, and they are assessed in ways that may not take into account the diverse
intelligences that exist in every student population.”
Giving students a say will allow them to feel valued. As they contribute to the classroom
expectations, they are more likely to follow them. They also will be able to use their critical

3. thinking skills as they develop ideas to share with the class. It is beneficial to have student
investment to promote a positive and safe learning environment.
2. your students will understand the power of collaboration:
Getting students to collaborate on the first day is a great way to show how much you value
students working together. As the teacher, you are modeling collaboration as well by getting
students involved in developing classroom expectations. Instead of the usual “sit and get”
structure, you are providing your students with a meaningful and interactive learning experience.
3. Your students will have a clear understanding of the expectations:
Having students directly involved in the creation of classroom expectations leaves less room for
confusion. When students are a direct part of the process, they comprehend everything better.
Students won’t just be listening to you explain the expectations, they will be direct participants,
brainstorming, discussing, and refining!
Time- management tips for teachers
 Set clear goals.
 Plan your time
 Be smart about lesson planning
 Be smart about marking
 Be smart with technology tools
 Allocate time for yourself
 Strategically plan homework assignments
 Use a Daily Planner
 Make a Schedule
 Revisit and revise your paln
Teaching Strategies
Lecture:
Lecture method is the oldest method of teaching. It is based on the philosophy of idealism. This
method refers to the explanation of the topic to the students. The emphasis is on the presentation
of the content.

4. Active learning:
Strategies that encourage students to think and learnt.
Lesson Plan:
Most lesson plans will give you presentation time, lengths for activities, and even suggestions
on when to take breaks.
Critical thinking:
Information gathering, referencing, organizing, analyzing, and evaluation.
Discussion:
An important element of the teacher to use inquiry questions about lecture to stimulate
discussion.
Cooperative Learning:
Encourages small group of students to work together for the achievement of a common goal.
Mid-Course Assessment:
For the purpose of improvement. These range from very informal to highly formal.
Case-studies:
Providing an opportunity for students to apply what they learnt in the classroom in real-life
experience. It engages students in active discussion about issues and problems inherit in practical
application.
Steps to Minimize wasted hours in classroom
 Do proper lesson planning.
 Outline learning objectives.
 Make list of all things that you need to get done in a given time period (day, week,
month, etc. )
 Eliminate any non-essential items.
 Reflecting on your lesson plan.
Create you own Notes 5 C’s of Note-Taking
 Take Charge of your lecture classes

5.  Concentrate and focus on the material
 Listen Critically
 Connect and Capture key ideas
Note-taking style
Note-taking is one of the most important activities for students. Taking notes will help you
recall information that would otherwise be lost and we all know how crucial that can be when
we are preparing for an exam.
Note-taking Methods:
1. Outline Method
The Outline method is one of the best and most popular note-taking methods for college
students.it lets you organize your notes in a structured form, helping you save a lot of time for
further reviewing and editing. As the name suggests, this method requires you to structure your
notes in form of an outline by using bullet points to represent different topics and their sub-
topics.
2. The Cornell method
it is unique note-taking method that finds its application in a variety of situations. What
differentiates it from other methods is the page layout. The page is divided into three or four
sections starting from one row at the top for title and date(optional) and one at the bottom along
with two columns in the cnter. 30% of width should be kept in the left column while the
remaining 70% for the right column.

6. 3. Paragraph (Summarizing) method
Some writers may find that simply using an outline helps them to better enhance their paragraph
creation skills, while others may discover that they need to develop topic sentences and examples
first. Get an explanation of the term paragraph development with clear examples.
4. Fishbone Diagram (listing) Method
A fishbone diagram is a visual way to look at cause and effect. It is a more structured approach
than some other tools available for brainstorming causes of a problem (e.g. the five whys tool).
The problem or mouth of the fish.
Time management Benefits in education:

7.  Avoid missing important Academic and Non-Academic deadlines.
 Learning Good Time Management skills will be benefitial ater you complete college.
 Have more time to do what you enjoy doing.
 Be happier and healthier.
 Things will be easier on you, your friends and family.

8. 
 Name: Ambreen Zahid
 Roll no: 2216
 Submitted to: Mam Raima
Presentation

9. Unit 8: Day to Day Concern
8.1: School Day Activities

10. 
 A high school teacher’s busy day often starts early in
the morning and ends late in evening with little
downtime in between.
 A Responsible teacher doesn’t pack up and go home
after the last bell rings.
 A effective teacher spend time directing
extracurricular activities, holding parent-teacher
meetings, grading papers and attending school
events.
Introduction of High School
Teacher

11. 
 Teacher time management must start with setting
priorities and organizing the day around the most
important tasks.
 Setting priorities can help keep teachers on track
throughout the day overwhelming.
 Strategically plan homework assignments.
Organize the day by
priorities

12. 
 Time flies by as they teach classes in person or
remotely, supervise labs, assign homework, grade
papers, participate in meetings, update parents on
student performance, and review lesson plans for the
next day.
 Teachers create engaging lesson plans, educate
students, and develop and nurture their interests in
education. They can instruct in various subjects and
to different students learning at levels.
Activities perform by
teacher in the classroom

13. 
 The goal of teaching is to deliver in-person or virtual
lessons (online teaching) that hold students' attention
and effectively teach the concepts that students
should be learning at their grade level.
 They are experts in a content area, such as social
studies or math, and well-trained in methods of
study.
 A teacher may plan and organize a chaperoned field
trip to a museum, nature center or historical site.
Teacher Teach classes :

14. 
1. Have clear objectives and a sense of purpose
2. Expect learners to succeed
3. Have a positive attitude and sense of humor
4. Be consistent
5. Reflect and seek out mentors
6. Enjoy your job
7. Adapt to your learners’ needs
8. Welcome change and explore new tools
9. Bring fun to the classroom and teach holistically
10. Give your learners emotional support and empathy
10 things that successful
teachers do

15. 
 First of all, we should attract their attention on what
we are teaching, using humor, jokes and engaging
questions which get the students talking.
 We should make learning visual using drawings,
diagrams, pictures, chats, even three-dimensional or
real objects to help students anchor the idea to an
image
Motivate and Inspire
Students

16. 
 Treat others as you would like to be treated.
 Respect other people and their property (e.g., no
hitting, no stealing).
 Laugh with anyone, but laugh at no one.
 Be responsible for your own learning.
 Come to class and hand in assignments on time.
 Do not disturb people who are working.
Creating Classroom Rules
Together

17. 
 Set clear goals.
 Plan your time
 Be smart about lesson planning
 Be smart about marking
 Be smart with technology tools
 Allocate time for yourself
 Strategically plan homework assignments
Time- management tips for
teachers

18. 
 Use a Daily Planner
 Make a Schedule
 Revisit and revise your paln
Time- management tips
for teachers

19. 
 Lecture:
 Active learning:
Strategies that encourage students to
think and learnt.
 Lesson Plan:
Most lesson plans will give you presentation time,
lengths for activities, and even suggestions on when to
take breaks.
Teaching Strategies

20. 
 Critical thinking:
information gathering, referencing,
organizing, analyzing, and evaluation.
 Discussion:
An important element of the teacher to
use inquiry questions about lecture to stimulate
discussion.

21. 
 Cooperative Learning:
Encourages small group of
students to work together for the achievement of a
common goal.
 Mid-Course Assessment:
For the purpose of
improvement. These range from very informal to
highly formal.

22. 
 Case-studies:
-Providing an opportunity for students
to apply what they learnt in the classroom in real-life
experience.
-It engages students in active discussion
about issues and problems inherit in practical
application.

23. 
 Do proper lesson planning.
 Outline learning objectives.
 Make a list of all things that you need to get done in
a given time period (day, week, month, etc. )
 Eliminate any non-essential items.
 Reflecting on your lesson plan.
Steps to Minimize wasted
hours in classroom

24. 
 Take Charge of your lecture classes
 Concentrate and focus on the material
 Listen Critically
 Connect and Capture key ideas
Create you own Notes 5
C’s of Note-Taking

25. 
 Outline Method
 The Cornell method
 Paragraph (Summarizing) method
 Fishbone Diagram (listing) Method
Note-taking style

26. 
 Avoid missing important Academic and Non-
Academic deadlines.
 Learning Good Time Management skills will be
benefitial ater you complete college.
 Have more time to do what you enjoy doing.
 Be happier and healthier.
 Things will be easier on you, your friends and
family.
Time management Benefits
in education

27. 

28. Govt Post Graduated College for Woman Samanabad Lahore
Name: Ambreen Zahid
Roll No: 2216
Subject: Guidance and counselling
Unit # 7: Theories and techniques of guidance and counselling
Topic 7.5: Directive Approach
7.6: Non-directive Approach
Guidance and Counselling
Definition of Counselling:
 Counseling is essentially a process in which the counselor assists the
counselee to make interpretations of facts relating to a choice, plan or
adjustment which he needs to make.
-Glenn F. Smith
 Counseling is a series of direct contacts with the individual which aims to
offer him assistance in changing his attitude & behaviors.
-Carl Rogers
Types of Counselling Approaches:
7.5: Directive approach:

29. E.G WILLIAMSON is the chief exponent in this viewpoint. Counsellor –centered: the counsellor
direct the client to take steps in order to resolve his conflicts. It is based on assumption that the
client cannot solve his own problems for lack of information.
The counsellor plays an important role; he tries to direct the thinking of counselee by
informing, explaining, interpreting and advising. It gives more importance to intellectual aspect
than emotional aspects.
Steps of Directive Counselling
The following steps are followed in this step
 Analysis
 Synthesis
 Diagnosis
 Prognosis
 Counselling
 Follow up
Analysis:
In this step data is collected from a variety of sources for an adequate understanding of the
pupil.
Synthesis:
This step implies organizing and summarizing the data to find out the assets, liabilities,
adjustments and mal-adjustments of the pupil.
Diagnosis:
Formulating conclusions regarding the nature and causes of the problems expressed by the
pupils is the major concern of this step.
Prognosis:
This step implies predicting the future development of the problem of client or pupil.
Counselling:

30. This step indicated taking steps by the counsellor with the pupil to bring about adjustment in
life.
Follow-up:
This step implies helping and determining the effectiveness of the counselling provided to the
pupil or client.
Merits/Features of Directive Counselling:
It has the following features.
1. During the interview attention is focused upon a particular problem and possibilities for
its solution.
2. During the interview the counsellor plays a more active role than the client or pupils.
3. The pupil or client makes the decision, but the counsellor does all that he can to get the
counselee or client makes a decision in keeping with his diagnosis.
4. The counsellor tries to direct the thinking of the counselee or client by informing,
explaining, interpreting and advising him.
Demerits
 In directive counselling, the client never becomes independent of the counsellor. So it is
not an effective or best guidance.
 The personal autonomy and integrity of the client is not respected, it leads to new
adjustment problems.
 I will not help the individual to develop any attitudes through his own experiences.
 The counsellor fails in saving the client to commit the mistakes in future.
Role of the counsellor in Directive Counseling:
The counsellor plays the vital role in this counselling process. He is the pivot of the process and
the leader of the situation. The counsellor does most of the taking problems and individual is
not the focus. The counselee in fact, works under the counsellor and not with him. The
counsellor tries to direct the thinking of the counselee or client by informing, explaining,
interpreting and sometimes advising also.
The counsellor collects all possible information about the pupils or counselees and analyses
them for an adequate understanding. He summarizes and organizes the data so as to
understand the abilities and limitations, adjustment and mal-adjustment of the pupils. He

31. formulates conclusions about the nature and causes of his problems. He predicts the future
development of his problems.
He prescribes what the pupil should do to solve his problems and follows the consequences or
effects of his prescription. Directive counselling is also called the prescriptive counselling
because the counsellor prescribes the solutions or the course of action for the pupils.
Non-directive Counselling
In this type of counselling the counselee or client or pupil, not the counsellor is the pivot of the
counselling process. He plays an active role and this type of counselling is a growing process. In
this counselling the goal is the independence and integration of the client rather than the
solution of the problem. In this counselling process the counsellee comes to the counsellor with
a problem. The counsellor establishes rapport with the counsellee based on mutual trust,
acceptance and understanding.
The counsellee provides all information about his problems. The counsellor assists him to
analyze and synthesise, diagnose his difficulties, predict the future development of his
problems, take a decision about the solution of his problems; and analyse the strengths and
consequences of his solutions before taking a final decision. Since the counsellee is given full
freedom to talk about his problems and work out a solution, this technique is also called the
“permissive” counselling.
Pupil’s perception of the relationship:
When a pupil seeks the counsellor’s help, he soon discovers that the counsellor accepts him as
he is and believes in his ability to solve his problem in his own way. He also learns that he can
talk about whatever he chooses and sometimes he finds, even to his own surprise, that he can
talk about topics which so far he couldn’t discuss with his closest friends though previous
experiences with counsellors may have taught him that the counsellor is a “giver of advice”. He
now finds that he is talking with a person who tries to understand him, tries to follow what he is
saying and feeling, tries to help him understand himself, and neither gives advice not attempts
to manipulate him into making a decision which the counsellor believes is best for him. He feels
that the counsellor understands why he sees the things differently at different times and he
learns that if he wishes, he can terminate or avoid the relationship without solving the specific
problem which is brought to the counsellor.
Steps in Non-Directive Counselling:
The following steps are adopted in this counselling process.

32. 1. Defining the Problematic Situation: First of all the counsellor should define the
problematic situation.
2. Free Expression of Feelings: After the first step, the client is made aware of the fact that
he can express his feelings freely and the counsellor approves this.
3. 3. Development of Insight: The counsellor goes on thinking regarding the client’s insight
and he goes on classifying all those new feelings.
4. 4: Classification of Positive and Negative Feelings: After the free expression of feelings
by client, the counsellor identifies his negative and positive feelings and he classifies
them.
5. 5. Termination of Counselling Situation: The counsellor looks for a point where he can
terminate the counselling situation after all the above steps. According to this school of
thought, either the client or the counsellor can suggest for such termination of
counselling situation.
Merits
 It helps the counselee to become independent and self-reliant and to attain the ability
for self-direction.
 It helps the client to attain emotional integrity; and helps to reach his full growth.
 It helps to attain more sustainable adjustment to his situation.
 This type of counselling leaves it’s impressions for a longer period.
Demerits
 It is usually more time-consuming.
 It is not suitable for a less matured and less intelligent counselee.
 The counsellor’s passive attitude might irritate the counselee so much that he might
hesitate to express his feelings.
 It is not possible in schools because the counsellor has to attend many pupils.
Difference between directive and non-directive approach:
Directive Counselling Approach Non-Directive Counselling Approach
1. Economical Time counselling

33. 2. Emphasis on problem Emphasis on individual
3. Emphasis on the intellectual aspects Emphasis on emotional aspects
4. Methodology is direct and persuasive Methodology is indirect
5. Solves immediate problems Deals with self-analysis and new problems of
adjustment may b taken care of
6. Uses psychological assessment data May not use psychological assessment
7. Counselor plays active role Counsellor plays passive role
8. Direct counselling sometimes may be
done by supporting staff
A highly professional, competent and trained
person with understanding of relationship
skills is required
9. Help is offered by counsellor to take
decisions
Client takes his own decisions
10. It is more informative giving, rapport
formation is not that significant
It is to develop self-insight and more towards
solving the personal solving problems-rapport
formation is essential

34. Presentation
Name: Ambreen Zahid
Roll no: 2216
Submitted to: Mam Raima

35. U N I T 7 : T H E O R I E S A N D T E C H N I Q U E S O F
G U I D A N C E A N D C O U N S E L L I N G
7 . 5 : D I R E C T I V E A P P R O A C H
7 . 6 : N O N - D I R E C T I V E A P P R O A C H
Guidance and Counselling

36. Definition of Counselling
 Counseling is essentially a process in which the
counselor assists the counselee to make
interpretations of facts relating to a choice, plan or
adjustment which he needs to make.
-Glenn F. Smith
 Counseling is a series of direct contacts with the
individual which aims to offer him assistance in
changing his attitude & behaviors.
-Carl Rogers

37. Types of Counselling Approaches

38. Directive Counseling Approach
(prescriptive counselling)
 E.G WILLIAMSON is the chief exponent in this
viewpoint.
 Counsellor –centered: the counsellor direct the client
to take steps in order to resolve his conflicts.
 It is based on assumption that the client cannot solve
his own problems for lack of information.

39.  The counsellor plays an important role; he tries to
direct the thinking of counselee by informing,
explaining, interpreting and advising.
 It gives more importance to intellectual aspect than
emotional aspects.

40. Steps of Directive Counselling
Williamson has given fiv steps od directive
counselling:
 Analysis
 Synthesis
 Diagnosis
 Counselling
 Follow up

41. Merits
 It is less time consuming; hence this method can be
adopted when an early solution is required.
 This method is best; less matured and less intelligent
client interact with an experienced counsellor.
 This is best method at lower levels where the client is
not in a position to analyse his own problem .
 In this method, the counsellor becomes readily
available to help the client which makes the client
very happy.

42. Demerits
 In directive counselling, the client never becomes
independent of the counsellor. So it is not an
effective or best guidance.
 The personal autonomy and integrity of the client is
not respected, it leads to new adjustment problems.
 I will not help the individual to develop any attitudes
through his own experiences.
 The counsellor fails in saving the client to commit
the mistakes in future.

43. Non-directive Counselling
 CARL R.ROGER is chief exponent in this viewpoint.
 This school of thought is just reverse to that of
directive counselling.
 It is a client-centred process.
 In this, the counselee is the pivot of the whole
counselling process.
 The main function of the counsellor is to create an
atmosphere in which the client can work out his
problem.

44.  It is also known as permissive counselling.
 In this type of counselling, emotional elements raher
than intellectual element are stressed.

45. Steps in Client Centred Counselling
 Carl Roger has given the following steps of this non-
directive counselling:
1. Defining the Problematic Situation: First of
all the counsellor should define the problematic
situation.
2. Free Expression of Feelings: After the first
step, the client is made aware of the fact that he can
express his feelings freely and the counsellor
approves this.

46. 3. Development of Insight: The counsellor goes on
thinking regarding the client’s insight and he goes on
classifying all those new feelings.
4: Classification of Positive and Negative
Feelings: After the free expression of feelings by
client, the counsellor identifies his negative and
positive feelings and he classifies them.

47. 5. Termination of Counselling Situation: The
counsellor looks for a point where he
can terminate the counselling
situation after all the above steps.
According to this school of thought,
either the client or the counsellor
can suggest for such termination of
counselling situation.

48. Merits
 It helps the counselee to become independent and
self-reliant and to attain the ability for self-direction.
 It helps the client to attain emotional integrity; and
helps to reach his full growth.
 It helps to attain more sustainable adjustment to his
situation.
 This type of counselling leaves it’s impressions for a
longer period.

49. Demerits
 It is usually more time-consuming.
 It is not suitable for a less matured and less
intelligent counselee.
 The counsellor’s passive attitude might irritate the
counselee so much that he might hesitate to express
his feelings.
 It is not possible in schools because the counsellor
has to attend many pupils.

51. Directive Counselling Approach Non-Directive Counselling
Approach
1. Economical 1. Time consuming
2. Emphasis on problem 2. Emphasis on individual
3. Emphasis on the intellectual aspects 3. Emphasis on emotional aspects
4. Methdology is direct and persuasive 4. Methodology is indirect
5. Solves immediate problems 5. Deals with self analysis and new
problems of adjustment may be taken
care of.
6. Uses psychological assessment data 6. May not use psychological
assessment

52. Directive Counselling Approach Non-Directive Counselling
Approach
7. Counselor plays active role 7. Counsellor plays passive role
8. Direct counselling sometimes may
be done by supporting staff
8. A highly professional, competent
and trained person with understanding
of relationship skills is required
9. Help is offered by counsellor to take
decisions
9. Client takes his own decisions
10. It is more informative giving ,
rapport formation is not that significant
10. It is to develop self- insight and
more towards solving the personal
solving problems-rapport formation
is essential