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Group guidance is a service provided by guidance personnel to help large or small groups solve common problems. It assists individuals in the group through group activities and enterprises. Principles of group guidance include supplementing counseling, keeping groups homogeneous, and utilizing experts. Techniques include assemblies, career conferences, lectures, occupational surveys, and roleplays to address issues related to education, home/adjustment, and job finding. Benefits are collective problem solving, increased contacts for those with shared problems, and preparation for individual counseling.
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Group guidance
Group guidance is a service provided by guidance personnel to help large or small groups solve common problems. It assists individuals in the group through group activities and enterprises. Principles of group guidance include supplementing counseling, ensuring group homogeneity, and utilizing expertise. Techniques include assemblies, career conferences, lectures, occupational surveys, and roleplays to address issues related to education, home/adjustment, and job finding. Benefits are collective problem solving, increased contacts for common issues, self-expression, preparation for individual counseling, and time savings.
Organization of guidance programme in educational intuitions
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Guidance & Education
This document discusses the relationship between education and guidance. It notes that while education and guidance have similarities and differences, an effective system incorporates both to support socioeconomic development. The key differences are that education focuses on transmitting knowledge between generations through instruction, while guidance addresses individuals' needs and continues throughout life. It recommends introducing comprehensive guidance and counseling programs in educational institutions to meet varied needs and better support students.
Functions & Scope of Guidance
Topic: Functions & Scope of Guidance
Student Name: Zaree
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Personal guidance
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Gender bias in curriculumand school practices
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
Problems of children with special needs
Children with special needs face several obstacles in receiving an education. They experience physical problems related to unsuitable seating, inability to hear or speak, and difficulty writing or with mobility. Emotionally, they feel insecure and disturbed by negative experiences, and unwanted attention can lead to emotional trauma. Cognitive issues also impact their academic achievement, independence, and social skills. Overall, these children have difficulties with physical access, emotional well-being, cognitive performance, and social interaction in school environments.
Educational guidance
Educational guidance provides direction and advice to students through various services like orientation, counseling, student activities, and placement. It aims to help students improve their decision making, life outlook, and responsibility. Guidance methods include personal meetings, interviews, school records, and extracurricular activities. Common guidance services are orientation, occupational information, counseling, student activities, placement, follow up, referral, and remedial services.
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Group guidance
Group guidance is a service provided by guidance personnel to help large or small groups solve common problems. It assists individuals in the group through group activities and enterprises. Principles of group guidance include supplementing counseling, ensuring group homogeneity, and utilizing expertise. Techniques include assemblies, career conferences, lectures, occupational surveys, and roleplays to address issues related to education, home/adjustment, and job finding. Benefits are collective problem solving, increased contacts for common issues, self-expression, preparation for individual counseling, and time savings.
Organization of guidance programme in educational intuitions
This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Guidance & Education
This document discusses the relationship between education and guidance. It notes that while education and guidance have similarities and differences, an effective system incorporates both to support socioeconomic development. The key differences are that education focuses on transmitting knowledge between generations through instruction, while guidance addresses individuals' needs and continues throughout life. It recommends introducing comprehensive guidance and counseling programs in educational institutions to meet varied needs and better support students.
Functions & Scope of Guidance
Topic: Functions & Scope of Guidance
Student Name: Zaree
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Personal guidance
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Gender bias in curriculumand school practices
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
Problems of children with special needs
Children with special needs face several obstacles in receiving an education. They experience physical problems related to unsuitable seating, inability to hear or speak, and difficulty writing or with mobility. Emotionally, they feel insecure and disturbed by negative experiences, and unwanted attention can lead to emotional trauma. Cognitive issues also impact their academic achievement, independence, and social skills. Overall, these children have difficulties with physical access, emotional well-being, cognitive performance, and social interaction in school environments.
Educational guidance
Educational guidance provides direction and advice to students through various services like orientation, counseling, student activities, and placement. It aims to help students improve their decision making, life outlook, and responsibility. Guidance methods include personal meetings, interviews, school records, and extracurricular activities. Common guidance services are orientation, occupational information, counseling, student activities, placement, follow up, referral, and remedial services.
Planning and Implementing Guidance Programme in Schools
The document discusses planning and implementing a guidance program in schools. It covers guidance goals, principles of guidance, developing the school guidance program, planning steps which include need assessment, identifying student competencies, developing a calendar and curriculum. It also discusses the roles of the principal, models of guidance programs, and implementing the program through guidance curriculum, individual planning, responsive services and system support. The time allocation for each component is also provided.
School Guidance and Counselling
School guidance and counseling provides services mainly to students to support their social, academic, and personal development. It aims to ensure students' education and ease transitions between educational stages. Services include counseling, career development opportunities, research, new projects, prevention programs, and consultation. They are provided when extra support is needed in development areas and are aimed at helping both students and teachers. The services are delivered in schools by personnel including directors, coordinators, counselors, information officers, and advisors.
Guidance services
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
Marginalisation and inclusive education for physically disabled children
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
Emerging areas of guidance and counselling
The document provides an overview of emerging areas of guidance and counselling. It discusses various types of guidance including educational guidance, vocational guidance, avocational guidance, and guidance for special populations. It also outlines different types of counselling such as personal counselling, genetic counselling, rehabilitation counselling, and counselling for issues like marriage, adults who were adopted, and special needs children. The document presents the aims and objectives of several of these guidance and counselling areas.
Cource 10 creating an inclusive school
A Brief Introduction about Inclusive Education, Integrated Education Vs Inclusive Education and benefits of Inclusive Education
techniques of guidance .pdf
This document discusses techniques used in guidance, including interviews, anecdotal records, observation, and case studies. It provides details on each technique, such as how interviews involve a conversation to exchange information, anecdotal records are short descriptions of significant events, observation involves studying behavior, and case studies are intensive investigations using various research methods. The document also notes some guidelines and advantages of these techniques for collecting data on individuals.
Concept of guidance
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
Group counseling
Group guidance involves assisting individuals in a group to solve problems and make adjustments. The purposes of group guidance are to discuss common problems, help members realize others face similar issues, and broaden horizons regarding career choices. Group counseling offers multiple relationships to help with personal growth and problem solving. Issues are explored in depth in a setting resembling social groups. It prevents isolation and validates that problems are shared. While organized, it allows free discussion and different perspectives to promote change.
Meaning and characteristics of counselling
Counseling is the central aspect of the guidance program and aims to help individuals solve problems and enhance their personal, social, emotional, educational and vocational development. Counseling involves a dynamic, purposeful relationship between two individuals where one seeks help and the other, a professionally trained counselor, provides non-judgmental support to help the individual gain self-understanding and clarity to make their own decisions. The nature of counseling is to assist individuals through a helping relationship to alleviate current negative responses and find a way forward to respond positively to life's challenges.
Supportive services
This document discusses supportive services for students with special needs in an inclusive classroom. It outlines the roles of special teachers, speech therapists, physiotherapists, occupational therapists, and counselors who provide different types of support. Special teachers help with lesson planning, specialized instruction, and classroom management. Speech therapists, physiotherapists, and occupational therapists provide specific services to address needs related to communication, physical abilities, and daily living skills. Counselors offer counseling and collaborate with other professionals.
Guidance types
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
Placement service in schools
This document discusses placement services in schools. It defines placement as helping students select suitable courses, activities, and careers based on their abilities. There are three types of placement services: educational, vocational, and personal. Placement services help match students' qualifications and interests to educational institutions, jobs, social circles, and other opportunities. The functions of placement include reducing dropout rates, utilizing human resources effectively, and minimizing burden on employers. Factors like staff philosophy, personnel, and resources affect how well a placement service is developed. Overall, placement services aim to help students achieve their goals and feel well-adjusted in all aspects of their lives.
Benefits of inclusive education
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
ROLE OF COMMUNITY.pptx
Community plays an important role in inclusive education. The community can help create positive attitudes among parents and teachers towards children's rights. It can organize lectures by experts in schools and arrange funds for schools. The community can also provide medical checkups and involve government and non-government groups to help disabled children. It can link special schools to inclusive practices and help eliminate negative attitudes that are barriers to inclusion.
Determinants of curriculum
Ideologies and educational vision.
Socio-political, geographical-economic conditions.
National & International Context-multi-cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics, Sociology, Politics)
Resources required for organising guidance service in schools 1
This document discusses the resources required for organizing guidance services in schools. It identifies physical resources like a separate room, furniture, information materials, testing materials and electronic gadgets. Human resources should include the principal, teachers, a counselor/guidance master, parents, students, medical staff and community experts. Financial resources are needed for programming, personnel, equipment and facilities. Proper utilization of physical, human and financial resources is necessary for a successful school guidance program.
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This PPT Prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
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This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
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This document discusses student follow-up services in guidance and counseling. Follow-up involves monitoring current and former students to evaluate the effectiveness of academic advising, counseling, and other interventions. It ensures students have learned appropriate behaviors and can identify weaknesses in the educational program. Follow-up takes the form of research, surveys, interviews and other techniques to determine students' progress after leaving school. The information obtained through follow-up can be used to improve curriculum, teaching, and guidance services.
PLACEMENT SERVICE by Lorraine Anoran
Educational and vocational placement services help students choose appropriate subjects and careers based on their qualifications and abilities. Placement involves finding a suitable role for an individual to be successfully absorbed in their occupation. Effective placement considers both a person's abilities for the task and satisfaction. Placement services aim to help students find part-time jobs, full-time jobs, encourage extra-curricular activities, select proper curriculums, and choose the right training programs.
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The document discusses planning and implementing a guidance program in schools. It covers guidance goals, principles of guidance, developing the school guidance program, planning steps which include need assessment, identifying student competencies, developing a calendar and curriculum. It also discusses the roles of the principal, models of guidance programs, and implementing the program through guidance curriculum, individual planning, responsive services and system support. The time allocation for each component is also provided.
School Guidance and Counselling
School guidance and counseling provides services mainly to students to support their social, academic, and personal development. It aims to ensure students' education and ease transitions between educational stages. Services include counseling, career development opportunities, research, new projects, prevention programs, and consultation. They are provided when extra support is needed in development areas and are aimed at helping both students and teachers. The services are delivered in schools by personnel including directors, coordinators, counselors, information officers, and advisors.
Guidance services
The document discusses various guidance services including orientation services, information services, placement services, and counseling services. It provides details on the objectives, tools, phases, and types of each service. The guidance services are systematic procedures that assist individuals in gaining knowledge and skills to make plans, interpret life, and secure suitable education or employment through the provision of tools and facilities.
Marginalisation and inclusive education for physically disabled children
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
Emerging areas of guidance and counselling
The document provides an overview of emerging areas of guidance and counselling. It discusses various types of guidance including educational guidance, vocational guidance, avocational guidance, and guidance for special populations. It also outlines different types of counselling such as personal counselling, genetic counselling, rehabilitation counselling, and counselling for issues like marriage, adults who were adopted, and special needs children. The document presents the aims and objectives of several of these guidance and counselling areas.
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techniques of guidance .pdf
This document discusses techniques used in guidance, including interviews, anecdotal records, observation, and case studies. It provides details on each technique, such as how interviews involve a conversation to exchange information, anecdotal records are short descriptions of significant events, observation involves studying behavior, and case studies are intensive investigations using various research methods. The document also notes some guidelines and advantages of these techniques for collecting data on individuals.
Concept of guidance
This document discusses the concept and principles of guidance. It defines guidance as assisting individuals, through their own efforts, to discover and develop their potential for personal happiness and social usefulness. The document outlines the need for guidance to help with self-understanding, problem-solving, decision-making, and optimal individual development. It also discusses the nature, scope, and principles of organizing guidance programs at different educational levels from elementary school through university. The goals of guidance include academic and social adjustment, career exploration, and facilitating each student's growth.
Group counseling
Group guidance involves assisting individuals in a group to solve problems and make adjustments. The purposes of group guidance are to discuss common problems, help members realize others face similar issues, and broaden horizons regarding career choices. Group counseling offers multiple relationships to help with personal growth and problem solving. Issues are explored in depth in a setting resembling social groups. It prevents isolation and validates that problems are shared. While organized, it allows free discussion and different perspectives to promote change.
Meaning and characteristics of counselling
Counseling is the central aspect of the guidance program and aims to help individuals solve problems and enhance their personal, social, emotional, educational and vocational development. Counseling involves a dynamic, purposeful relationship between two individuals where one seeks help and the other, a professionally trained counselor, provides non-judgmental support to help the individual gain self-understanding and clarity to make their own decisions. The nature of counseling is to assist individuals through a helping relationship to alleviate current negative responses and find a way forward to respond positively to life's challenges.
Supportive services
This document discusses supportive services for students with special needs in an inclusive classroom. It outlines the roles of special teachers, speech therapists, physiotherapists, occupational therapists, and counselors who provide different types of support. Special teachers help with lesson planning, specialized instruction, and classroom management. Speech therapists, physiotherapists, and occupational therapists provide specific services to address needs related to communication, physical abilities, and daily living skills. Counselors offer counseling and collaborate with other professionals.
Guidance types
This document discusses educational and vocational guidance. It defines educational guidance as assisting students to understand their potential and abilities, gain awareness of different educational opportunities, and make wise choices regarding their education. It outlines the objectives of educational guidance at different stages from elementary to tertiary levels. Vocational guidance is defined as assisting individuals to choose, prepare for, enter, and progress in an occupation. The document also discusses the skills developed through guidance and the aims of providing guidance to students.
Placement service in schools
This document discusses placement services in schools. It defines placement as helping students select suitable courses, activities, and careers based on their abilities. There are three types of placement services: educational, vocational, and personal. Placement services help match students' qualifications and interests to educational institutions, jobs, social circles, and other opportunities. The functions of placement include reducing dropout rates, utilizing human resources effectively, and minimizing burden on employers. Factors like staff philosophy, personnel, and resources affect how well a placement service is developed. Overall, placement services aim to help students achieve their goals and feel well-adjusted in all aspects of their lives.
Benefits of inclusive education
This document outlines the benefits of inclusion in classrooms. It states that inclusion creates a supportive learning environment where all students feel accepted. It provides quotes emphasizing that all children can learn with the right support. Benefits of inclusion for teachers include setting an example of acceptance, being creative, collaborating with others, and helping students with disabilities. Goals of inclusion are better instruction, engagement, monitoring, self-esteem, belonging, and risk-taking. Students with disabilities benefit from full participation, friendship, challenges, achievement, independence, and trying new things. Students without disabilities gain understanding and appreciation of diversity. The document advocates for inclusion as important for a democratic society.
ROLE OF COMMUNITY.pptx
Community plays an important role in inclusive education. The community can help create positive attitudes among parents and teachers towards children's rights. It can organize lectures by experts in schools and arrange funds for schools. The community can also provide medical checkups and involve government and non-government groups to help disabled children. It can link special schools to inclusive practices and help eliminate negative attitudes that are barriers to inclusion.
Determinants of curriculum
Ideologies and educational vision.
Socio-political, geographical-economic conditions.
National & International Context-multi-cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics, Sociology, Politics)
Resources required for organising guidance service in schools 1
This document discusses the resources required for organizing guidance services in schools. It identifies physical resources like a separate room, furniture, information materials, testing materials and electronic gadgets. Human resources should include the principal, teachers, a counselor/guidance master, parents, students, medical staff and community experts. Financial resources are needed for programming, personnel, equipment and facilities. Proper utilization of physical, human and financial resources is necessary for a successful school guidance program.
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This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
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Educational and vocational placement services help students choose appropriate subjects and careers based on their qualifications and abilities. Placement involves finding a suitable role for an individual to be successfully absorbed in their occupation. Effective placement considers both a person's abilities for the task and satisfaction. Placement services aim to help students find part-time jobs, full-time jobs, encourage extra-curricular activities, select proper curriculums, and choose the right training programs.
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This document discusses the meaning, objectives, and major areas of guidance. It defines guidance as a process of helping individuals make choices, adjustments, and solve problems through dynamic interpersonal relationships. The objectives of educational guidance are to monitor students' academic progress, assist with further education and career planning, diagnose and help overcome learning difficulties, and help students maximize achievement. The major areas of guidance discussed are education, vocation, personal development, health, morals, marriage, and avocation.
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1. All members uphold strict confidentiality and anonymity as outlined in the traditions of organizations like AA.
2. The counselor ensures no verbal or physical abuse and the primary purpose is to help others recover from addiction.
3. Groups are free to attend and comprised of members with similar experiences of addiction who support each other's sobriety without judgment.
Types of guidance
1. The document discusses different types of guidance provided in schools to help students develop in various areas of life.
2. These types of guidance include educational guidance, health guidance, moral and religious guidance, socio-civic guidance, and vocational guidance which aim to help pupils establish good study habits, health habits, manners, citizenship skills, and understand different occupations.
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Group Dscussion, importance , rule and signficance
This document provides information about group discussions, including their objectives, definition, features, nature, and components that are evaluated. The key points are:
- Group discussions are used to assess students' personalities and communication/leadership skills through an informal discussion of a topic among a small group of candidates. They allow employers to further screen academically successful applicants.
- Employers evaluate candidates on their knowledge of the topic, communication abilities, behavior within the group, and potential for leadership. Effective communication involves active listening, clear expression, appropriate language, body language, and delivery. Good group behavior means interacting well with others and having emotional maturity.
- Strong leadership skills combine both subject matter expertise and the ability
Munna sarvaiya
This document discusses group communication and group discussions. It describes the purposes of group communication as sharing information, collecting feedback, arriving at decisions, and solving problems. It also discusses two categories of group discussions - organizational discussions for decision making and problem solving, and discussions as part of a selection process. Some techniques for organizational discussions include brainstorming, nominal group technique, and the Delphi technique. Evaluation components of group discussions in a selection process include knowledge, communication skills, group behavior, and leadership skills. The document also covers preparing for and conducting meetings and discussions.
Sandip group
This document discusses group communication and group discussions. It outlines the main purposes of group communication as sharing information, collecting feedback, arriving at decisions, and solving problems. It also describes two main categories of group discussions: organizational discussions and discussions as part of a selection process. Organizational discussions include techniques like brainstorming, nominal group technique, and Delphi technique. Group discussions in selection processes evaluate candidates on knowledge, communication skills, group behavior, and leadership skills. The document provides tips for effective meetings, such as preparing an agenda and choosing an appropriate venue and duration.
ORIC Small group teaching
This document discusses small group teaching in higher education. It identifies some common problems with small group teaching such as teachers talking too much or students being too quiet. It also discusses how small group teaching can promote interaction, critical thinking skills and inclusive learning. The document provides examples of techniques to promote interaction such as rounds, buzz groups and fishbowls. It emphasizes the importance of understanding why problems occur in small group teaching and having clear learning outcomes in order to implement effective teaching practices.
Facilitation 101
This document provides an overview of facilitation best practices. It discusses the role of the facilitator in guiding discussion and managing group dynamics. Key parts of preparation include creating an agenda with objectives and deliverables. During sessions, the facilitator should ask questions to guide participation, capture content, and deal with challenging behaviors diplomatically. A variety of tools are presented for generating, organizing, and evaluating ideas as a group. The overall goal is for the facilitator to help diverse participants develop shared solutions efficiently.
Small Group Teaching in Higher Education
The document discusses strategies for effective small group teaching and learning. It provides examples of small group structures like rounds, buzz groups, and fishbowls. It also addresses the environments small groups can function in, like classrooms, online, and other locations. Time scales are discussed, noting that initial tasks may be brief but can expand over a semester depending on the learning goals. Qualities of effective small groups include balanced membership and clear roles and expectations.
Action learning and problem-based learning
The document discusses how action learning and problem-based learning (PBL) can support student development and performance. It describes key elements of action learning like reflection and experiential learning. PBL involves presenting students with problems to solve and having them research solutions in small groups. The document provides an example of how PBL was used in an executive training program and outlines benefits of PBL like developing critical thinking. It concludes by discussing challenges of implementing PBL and taking questions.
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Group guidance original
- 2. Group Guidance is a service made available by guidance personnel to a large or small groups of people to solve their common problem. It is a group enterprise or activity assisting individuals in the group to solve their problem.
- 3. Principles of Group Guidance Supplement to Counselling Principle of homogeneity Principle of expertise
- 4. Essentials Rapport Acceptance of views shared by the group Careful listening and scrutiny of the group by the guidance personnel Problem-solving attitude of the guidance personnel Effective solution of the problem
- 5. Group Guidance techniques Assemblies Career conferences Lectures/Talks Occupational surveys Orientation classes PTA meetings Group visit to work sites Work experience/Group activity Demonstration/Roleplays
- 6. Scope Related to educational plans Related to home and adjustment Related to job finding
- 7. Advantages Collective and balanced judgement is possible Multiplies contacts with persons having common problems Focuses freedom of expression Prepares way to individual counselling Save Time Opportunities to study individual’s behaviour in group situation