This document discusses educational guidance and counseling. It defines educational guidance as a process of helping individuals plan suitable educational programs and make progress in them. This involves assisting students in choosing subjects, schools, and making adjustments. The document outlines various components of educational guidance including academic counseling, timetabling, study skills, diagnosing learning difficulties, and reviewing performance. It emphasizes that guidance should be objective-oriented, recognize individual differences, and be tailored to each student's abilities and the available resources. Identification of students involves using achievement tests, aptitude tests, and interest inventories. Strategies discussed include group guidance approaches and specialized guidance for gifted, creative, and struggling learners.

3. GUIDANCE:-
GUIDANCE IS A PROCESS OF DYNAMIC
INTERPERSONAL RELATIONSHIPS DESIGNED TO
INFLUENCE THE ATTITUDES AND SUBSEQUENT
BEHAVIORS OF A PERSON
-GOOD-

4. COUNSELLING
COUNSELLING IS A HELPING
PROCESS WHERE ONE PERSON
EXPLICITLY AND PURPOSEFULLY
GIVES HIS /HER TIME ,ATTENTION
AND SKILLS TO ASSIST A CLIENT
TO EXPLORE THE
SITUATION,IDENTIFY AND ACT
UPON SOLUTIONS ,WITH IN THE
LIMITATION OF THEIR GIVEN
ENVIRONMENT.
-WIREN-

5. TYPES OF GUIDANCE
TYPES OF
GUIDANCE
PERSONAL
HEALTH
SOCIAL
AVOCATIONAL
EDUCATIONAL
VOCATIONAL

6. EDUCATIONAL GUIDANCE
IT IS A PROCESS CONCERNED WITH
BRINGING ABOUT AN INDIVIDUAL
PUPIL WITH HIS DISTINCTIVE
CHARACTERS ON THE HAND,AND
DIFFERING GROUPS OF
OPPORTUNITIES AND REQUIREMENT
IN THE OTHER,A FAVORABLE SETTING
FOR THE INDIVIDUALS DEVELOPMENT
OF EDUCATION.
-MYERS-

7. EDUCATIONAL GUIDANCE IS A PROCESS FOR HELPING AN
INDIVIDUAL TO PLAN A SUITABLE EDUCATIONAL PROGRAMME AND
TO MAKE PROGRESS IN IT.THE INDIVIDUAL MAY BE ASSISTED IN
CHOOSING SUBJECTS,COURSE,SCHOOLS,COLLEGES AND SCHOOL
ADJUSTMENTS.
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8. COMPONENTS
ACADEMIC
COUNSELL
ING
SITTING
FOR
EXAMINATI
ONS
TIME
TABLING
STUDY
SKILLS
NOTE
TAKING

11. ACADEMIC PROGRESS

12. ACQUAINT WITH CURRICULUM

13. IDENTIFICATION

14. GETTING
INFORMATION
ABOUT FURTHER
EDUCATION

15. DIAGNOSE LEARNING
DIFFICULTIES

16. REVIEW AND
REFLECT
PERFORMANCE

17. To face consequences,acceptence of role

18. UTILISATION
OF LEISURE
TIME

20. EDUCATIONAL
GUIDANCE MUST
BE OBJECTIVE
ORIENTED

21. EVERY
STUDENT IS
CAPABLE OF
ACHIEVING
THE BEST OF
HIS ABILITY

22. INDIVIDUAL
DIFFERENCES
IN ACADEMIC
ACHIEVEMENTS
OF STUDENTS
MUST BE
RECOGNISED

23. EDUCATIONAL
GUIDANCE
STRATEGY
MUST BE
STUDENT
ORIENTED

24. STRATEGIES MUST
TAKE
RESOURCES,FACIL
ITIES AVAILABLE
FOR THE
STUDENTS INTO
CONSIDERATION

25. EDUCATIO
NAL
GUIDANCE
IS NOT FOR
A FEW;IT
NEEDS TO
BE
PROVIDED
FOR ALL

26. ETHICS IN COLLECTING
GUIDANCE INFORMATION.

27. RELAXED
ATMOSPHERE

30. SHOULD
NEVER BE
THRUST ON
INDIVIDUALS.

31. SCORES
SHOULD
NOT BE
DISCLOSED
TO ANY ONE.

32. CONFIDENTIALITY
SHOULD BE
MAINTAINED.

33. FUNCTIONS OF
EDUCATIONAL
GUIDANCE

34. PROVIDE ORIENTATION SERVICES
TO.

36.  TO ARRANGE GROUP AND INDIVIDUAL GUIDANCE.
 TO IDENTIFY WEAK AREAS OF INDIVIDUAL AND HELP
TO OVERCOME THOSE.
 TO HELP THE CHILD IN PROPER USE OF LIBRARY.
 TO ASSIST CHILDREN WITH SPECIAL NEEDS.
 TO IMPROVE MOTIVATION OF THE STUDENT.

37. IMPORTANCE OF
EDUCATIONAL
GUIDANCE.

38. TO PURSUE RIGHT TYPE OF
EDUCATION

39. TO MAKE AN INFORMAL DECISIONS

40. TO COPEUP WITH ANXIETY

41. TO DEVELOP EFFECTIVE STUDY
HABITS.

42. COMPETENCE IN READING
,ACADEMIC ACHIEVEMENT.

43. PROVIDES MEANINGFUL
EDUCATION.

44. CLASSIFICATION OF
STUDENTS
BELOW
AVERAGE
AVERAGE ABOVE
AVERAGE

45. IDENTIFICATION

46. Achievement
tests
Aptitude
tests
Interest
inventories

47. ACHIEVEMENT TESTS
1)TO FINDOUT WHAT
HABITS AND SKILLS ARE
DEVELOPED.
2)TO DETERMINE
ATTAINMENT OF PROGRESS
TOWARDS GOAL.
3)TO FINDOUT STRENGTHS
AND WEAKNESSSES OF THE
STUDENTS.
4)TO FINDOUT
EDUCATIONAL
PROBLEMS,DIAGNOSE THE
DIFFICULTIES FOR
PROGNOSIS.

48. APTITUDE TESTS
1)TO MEASURE
SPECIFIC ABILITIES
AND SKILLS SUCH AS
MUSIC,GRAPHIC,ARTS,
MEDICINE…….
2)TO INDICATE
FUTURE SUPERIOR
SKILL (OR) ABILITY
WIILL BE TESTED.

49. INTELLIGENCE TEST
1)TO DETERMINE
INDIVIDUALS
LEARNING
CAPACITY.
2)TO ORGANISE
STUDENTS INTO
RELATIVELY
HOMOGENOUS
TEACHING
EARNING GROUPS.

50. GUIDANCE FOLDERS MASTER
REGISTERS

51. STRATEGIES FOR
EDUCATIONAL GUIDANCE
AND COUNSELLING.

52. GROUP APPROACH:-
1)TO ENCOURAGE
STUDENTS TO UTILSE
THEIR ABILITIES IN
SPECIFIC AREAS.
2)TO ASSIST STUDENTS
IN UNDERSTANDING
AND APPRECIATING
THE INSTRUCTION AND
OBLIGATIONS WHICH
THEY ARE REQUIRED
TO COMPLETE.

53. STEPS IN ORGANISING GROUP GuIDANCE
DETERMINNATION
IDENTIFY
THE THEMES
PLAN
APPROPRIATE
AND
ALTERNATIVE
APPROACHES
EVALUATE
STRATEGIES
AND
IMPLEMENT
THEM
SPREADOUT
GROUP
GUIDANCE
EVALUATE
EFFECTIVENESS
OF THE
PROGRAMME
ORGANIZE THE
FOLLOWUP

54. GUIDANCE FOR SPECIAL
LEARNERS.
GIFTED
CREATIVE
SLOW
LEARNERS
LEARNERS FOR
DIFFICULTY
LEARNING.

55. OBSERVE THE INTERACTION STAGE OF THE STUDENT
IN THE CLASS,THEIR ASSSIGNMENT AND OTHER
RECORDS.
ADMINISTER SPECIALLY DESIGNED DIAGNOSTIC TESTS.
IDENTIFY THE STUDENT FOR GUIDANCE PURPOSES.
ANALYSE THE CAUSE FOR LEARNING DIFFICULTIES.
PLAN ALTERNATE APPROACH TO OVER COME
DIFFICULTY.
IMPLEMENT THE APPROACH.
EVALUATE THE APPROACH.
GUIDANCE FOR LEARNERS
WITH LEARNING DIFFICULTIES