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Aringay District Guidance Program

I.

TITLE
Guidance Program has been a part of the curriculum in Aringay
Central Elementary School long before it was implemented by the
Department of Education. Homeroom advisers organized Homeroom
guidance programs for pupils. Along this endeavor, a thirty-minute
guidance activity has been included in the class program of every
homeroom adviser to implement the guidance program of Aringay
Central Elementary School. The said program has been intensified with
the integration of values education in the school curriculum.
This Program aims to facilitate learning at all levels of development.
The advent of the guidance program in school is considered an important
breakthrough in the educational system.
The significant role of a Guidance Program is indispensable in the
elementary level given the bulk of responsibility for developing and
preparing the pupil for leadership through better preparation and
choices, improved skills and attitudes, and good citizenship training,
which provide them a strong foundation.
From this point of view the Guidance Program has therefore
established its rightful place in the education of the child where he
develops his self-concept, self-esteem, and self-confidence. Therefore, the
teachers and parents should be aware of the guidance functions because
they have a vital role in molding the pupils to their holistic development.

II.

INTRODUCTION
There is really a need to look into the welfare of the pupils so that
they would be able to achieve education to the fullest. It is a fact that
when a pupil has emotional or personal problems, he cannot make use of
his potentialities properly. Guidance and Counseling is one of the ways
and by means which educators particularly the teachers, could assist the
learners in school. Guidance within education represents society’s
expression of concern to pupils.
Through the implementation of a Guidance Program in the school the
Guidance Services will help each pupil to develop his potentialities, like
leadership and the enhancement of values. The role of the teachers in
imparting knowledge in developing the child’s values should be
givenattention so that goal of learning will be possible and that the
development of the child is further enhanced. The interaction between a
teacher and his pupil, as well as between parent and teacher is very
important, As the child grows, behavioral patterns develop, and these
patterns depend on how people in his environment interact with him.
III.
1.
2.

3.
4.
5.
6.
IV.

OBJECTIVES OF THE PROGRAM
To monitor school enrolment every grading period.
To help in the attainment of the goals of EFAprogram of the Dept. Ed.
through constant monitoring of pupils absences to minimize drop-out
rate among pupils.
To provide guidance forms of pupils like Socio-Anecdotal Records,
Student Tracking System and others.
To attend to pupils needs like guidance and counseling.
To settle problems/ dispute within the school through the presence of
school Grievance Committee.
To establish guidance office in the school.
CONCEPTUAL AND LEGAL BASES

This action plan was based from the thesis study entitled “Guidance
Management and Services of Teachers and Administrators in the Public
Elementary Schools of Aringay District” by Encarnacion F. Ferrer Master
of Arts in Education, Major in Guidance and Counseling at DMMMSUAgoo Campus dated March 22, 2000.
The more or less systematic way of organizing and administering the
guidance program in schools may be based on the fundamental aims of
education as provided in our constitution, and as applied by Congress as
early as May 1950, namely that is the duty of all school and other
educational agencies in the Philippines to guide the children.
Guidance Movement in the Philippines
November 1945- The first Guidance Institute was opened. The
Bureau of Public Schools started to send teachers as pensionados for
observation and study of guidance abroad.
Dr. Roy G. Bane and George H. Bennett, UNESCO guidance
specialists, helped much in making Filipino education officials guidance
conscious.
1. 1945- The National Teachers College was chosen by educators to be
the site of the first Guidance Institute.
2. 1951- The Congress proposed the establishment of a functional
guidance and counseling program to help students select their
course, activities, occupations, friends, future mates, to guide them in
their work, both at home and in school, and to help them solve their
personality problems.
3. 1952 – Division Superintendents of schools recommended the
establishment of guidance services in public schools .
4. 1957- Guidance Program part and parcel of the educational program
when the Revised Philippine Educational Program as approved by the
Board of National Education task effect.
Efforts were made for the improvement of the Philippine schools
guidance program. The educational survey of 1960 and 1970 cited the
importance and urgency of establishing a well-organized guidance
program in every high school.
V.

Implementations

A. Target Participants
All Aringay District Elementary Pupils from Grade I-VI
B. Time Frame
This project will be implemented on the School Year 2013-2014.
The planning stage will be set on the first quarter starting June 2013.
All teachers in each school will meet to come up with the project.
Various activities will be planned for the implementation stage.
Monitoring and supervision of the project will be conducted regularly
to address all the needs that may arise during the conduct of the
different activities.
C. Strategies
1. Provide guidance and counselling to individual pupils by their
teachers or by the school guidance coordinator.
2. Home visitation will be conducted to pupils with:
a. failing grades
b. habitual absence from class
c. other similar and/or strange cases
3. Group dynamic activities will be given by teacher/adviser for values
formation of pupils.
4. PTA meetings will be conducted every grading period during card day
to address pupils’ needs and to talk about matters regarding pupils
academic progress and development
5. Record keeping and data gathering on pupils along the following:
a. Socio-Academic Anecdotal Record
b. Form 137, Grading for Character Traits, and Student Tracking
System (STS).
c. Individual Learner’s Inventory
6. Monitor pupils’ attendance on absences to minimize/avoid drop outs
and failures in class
7. Establish a grievance committee to settle disputes or problems that
may arise.
D. Human Resources
1. The district supervisor, school principal, teachers, and parents are the
resource persons involved in making this school come to materialize.
They are the managers in their own respective schools thus they
could create the atmosphere for it to happen. They should have a
clear understanding on the child’s direction towards attaining selfsatisfaction and values formation. In collaboration with their staff,
they would be able to discuss and draw up plans for the
implementation of the project.
2. The proponent teacher as an implementer of this project has come up
with a set of objectives and activities in order to achieve the desired
goals of the project. The proponent is dedicated to share her
knowledge regarding guidance and counselling and to render her
services like counselling, conducting home visitation and other
services regarding guidance management.
3. It is recognized that parents play a vital role in encouraging and
guiding their children towards the achievement of the education of
their children. They could be of great help in attaining the goals of the
Department of Education and the National Government which is the
Education For All (EFA). Aside from this, they are the most important
support mechanism for the success of K-12 program of our
government, thus to involve the parents, we humbly ask each
parent/guardian to monitor their children in their attendance in going
to school. They are highly advised to attend meetings during card day
and other school activities that will be of help to their children.
Parents and guardians are highly encouraged as well to monitor
absenteeism of their child and as much as possible give their basic
needs in school so that they can perform well inside the classroom.
They are advised to give excuse letters to their children whenever they
are absent.
E. Material Resources
The following are the needed resources for the full implementation of
the project.
Socio Academic Anecdotal Record
Student Tracking System (STS)
Form 137 of Pupils
Guidance Daily Log Book
Grading Sheet on Character Traits of Pupils

VI.

Sustainability
.Monitoring and providing needed assistance
Reports and outputs to be submitted
Encouraging the continuous support of principals, teachers,
parents, and other stakeholders
Ensure unity and cooperation among school members
Reports and outputs to be submitted
Aringay District
Guidance Program

Prepared by:
Encarnacion F. Tatunay
Teacher – III

Noted :
Joaquin A. Abellera
AringayDistrict Supervisor

Approved:
Rowena C. Banzon
Schools Division Superintendent
GUIDANCE ACTION
PLAN

PREPARED BY:
ENCARNACION F. TATUNAY
Ph.D. Ed. Ad. Student

PRESENTED TO:
MANUEL T. LIBAO, Ph.D.
Professor

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  • 1. Aringay District Guidance Program I. TITLE Guidance Program has been a part of the curriculum in Aringay Central Elementary School long before it was implemented by the Department of Education. Homeroom advisers organized Homeroom guidance programs for pupils. Along this endeavor, a thirty-minute guidance activity has been included in the class program of every homeroom adviser to implement the guidance program of Aringay Central Elementary School. The said program has been intensified with the integration of values education in the school curriculum. This Program aims to facilitate learning at all levels of development. The advent of the guidance program in school is considered an important breakthrough in the educational system. The significant role of a Guidance Program is indispensable in the elementary level given the bulk of responsibility for developing and preparing the pupil for leadership through better preparation and choices, improved skills and attitudes, and good citizenship training, which provide them a strong foundation. From this point of view the Guidance Program has therefore established its rightful place in the education of the child where he develops his self-concept, self-esteem, and self-confidence. Therefore, the teachers and parents should be aware of the guidance functions because they have a vital role in molding the pupils to their holistic development. II. INTRODUCTION There is really a need to look into the welfare of the pupils so that they would be able to achieve education to the fullest. It is a fact that when a pupil has emotional or personal problems, he cannot make use of his potentialities properly. Guidance and Counseling is one of the ways and by means which educators particularly the teachers, could assist the learners in school. Guidance within education represents society’s expression of concern to pupils. Through the implementation of a Guidance Program in the school the Guidance Services will help each pupil to develop his potentialities, like leadership and the enhancement of values. The role of the teachers in imparting knowledge in developing the child’s values should be
  • 2. givenattention so that goal of learning will be possible and that the development of the child is further enhanced. The interaction between a teacher and his pupil, as well as between parent and teacher is very important, As the child grows, behavioral patterns develop, and these patterns depend on how people in his environment interact with him. III. 1. 2. 3. 4. 5. 6. IV. OBJECTIVES OF THE PROGRAM To monitor school enrolment every grading period. To help in the attainment of the goals of EFAprogram of the Dept. Ed. through constant monitoring of pupils absences to minimize drop-out rate among pupils. To provide guidance forms of pupils like Socio-Anecdotal Records, Student Tracking System and others. To attend to pupils needs like guidance and counseling. To settle problems/ dispute within the school through the presence of school Grievance Committee. To establish guidance office in the school. CONCEPTUAL AND LEGAL BASES This action plan was based from the thesis study entitled “Guidance Management and Services of Teachers and Administrators in the Public Elementary Schools of Aringay District” by Encarnacion F. Ferrer Master of Arts in Education, Major in Guidance and Counseling at DMMMSUAgoo Campus dated March 22, 2000. The more or less systematic way of organizing and administering the guidance program in schools may be based on the fundamental aims of education as provided in our constitution, and as applied by Congress as early as May 1950, namely that is the duty of all school and other educational agencies in the Philippines to guide the children. Guidance Movement in the Philippines November 1945- The first Guidance Institute was opened. The Bureau of Public Schools started to send teachers as pensionados for observation and study of guidance abroad. Dr. Roy G. Bane and George H. Bennett, UNESCO guidance specialists, helped much in making Filipino education officials guidance conscious. 1. 1945- The National Teachers College was chosen by educators to be the site of the first Guidance Institute. 2. 1951- The Congress proposed the establishment of a functional guidance and counseling program to help students select their
  • 3. course, activities, occupations, friends, future mates, to guide them in their work, both at home and in school, and to help them solve their personality problems. 3. 1952 – Division Superintendents of schools recommended the establishment of guidance services in public schools . 4. 1957- Guidance Program part and parcel of the educational program when the Revised Philippine Educational Program as approved by the Board of National Education task effect. Efforts were made for the improvement of the Philippine schools guidance program. The educational survey of 1960 and 1970 cited the importance and urgency of establishing a well-organized guidance program in every high school. V. Implementations A. Target Participants All Aringay District Elementary Pupils from Grade I-VI B. Time Frame This project will be implemented on the School Year 2013-2014. The planning stage will be set on the first quarter starting June 2013. All teachers in each school will meet to come up with the project. Various activities will be planned for the implementation stage. Monitoring and supervision of the project will be conducted regularly to address all the needs that may arise during the conduct of the different activities. C. Strategies 1. Provide guidance and counselling to individual pupils by their teachers or by the school guidance coordinator. 2. Home visitation will be conducted to pupils with: a. failing grades b. habitual absence from class c. other similar and/or strange cases 3. Group dynamic activities will be given by teacher/adviser for values formation of pupils.
  • 4. 4. PTA meetings will be conducted every grading period during card day to address pupils’ needs and to talk about matters regarding pupils academic progress and development 5. Record keeping and data gathering on pupils along the following: a. Socio-Academic Anecdotal Record b. Form 137, Grading for Character Traits, and Student Tracking System (STS). c. Individual Learner’s Inventory 6. Monitor pupils’ attendance on absences to minimize/avoid drop outs and failures in class 7. Establish a grievance committee to settle disputes or problems that may arise. D. Human Resources 1. The district supervisor, school principal, teachers, and parents are the resource persons involved in making this school come to materialize. They are the managers in their own respective schools thus they could create the atmosphere for it to happen. They should have a clear understanding on the child’s direction towards attaining selfsatisfaction and values formation. In collaboration with their staff, they would be able to discuss and draw up plans for the implementation of the project. 2. The proponent teacher as an implementer of this project has come up with a set of objectives and activities in order to achieve the desired goals of the project. The proponent is dedicated to share her knowledge regarding guidance and counselling and to render her services like counselling, conducting home visitation and other services regarding guidance management. 3. It is recognized that parents play a vital role in encouraging and guiding their children towards the achievement of the education of their children. They could be of great help in attaining the goals of the Department of Education and the National Government which is the Education For All (EFA). Aside from this, they are the most important support mechanism for the success of K-12 program of our
  • 5. government, thus to involve the parents, we humbly ask each parent/guardian to monitor their children in their attendance in going to school. They are highly advised to attend meetings during card day and other school activities that will be of help to their children. Parents and guardians are highly encouraged as well to monitor absenteeism of their child and as much as possible give their basic needs in school so that they can perform well inside the classroom. They are advised to give excuse letters to their children whenever they are absent. E. Material Resources The following are the needed resources for the full implementation of the project. Socio Academic Anecdotal Record Student Tracking System (STS) Form 137 of Pupils Guidance Daily Log Book Grading Sheet on Character Traits of Pupils VI. Sustainability .Monitoring and providing needed assistance Reports and outputs to be submitted Encouraging the continuous support of principals, teachers, parents, and other stakeholders Ensure unity and cooperation among school members Reports and outputs to be submitted
  • 6. Aringay District Guidance Program Prepared by: Encarnacion F. Tatunay Teacher – III Noted : Joaquin A. Abellera AringayDistrict Supervisor Approved: Rowena C. Banzon Schools Division Superintendent
  • 7. GUIDANCE ACTION PLAN PREPARED BY: ENCARNACION F. TATUNAY Ph.D. Ed. Ad. Student PRESENTED TO: MANUEL T. LIBAO, Ph.D. Professor