Counselling

1. Prof. B. V. Appa Rao
Teaching Learning Centre
N I T Warangal
bva.nitw@gmail.com
Phone(M): 9866575276
Guidance, Counselling and Mentoring
of Students

2. • Teachers teach the subject sincerely during the
regular periods. It is for the students to put in
effort and build their career. This holds good for
some students, who are highly self motivated,
intelligent and can take care of themselves. This
number is less.
• A good number of students need much more
than ‘teaching the subject well’ from the
teacher. That is through
• Guidance, Counselling and Mentoring

3. Guidance means
• to indicate
• to point out
• to show the way
• to lead and direct

4. • ‘Counselling is a series of direct
contacts with the individual, which
aims to offer him assistance in
changing his attitude and behaviours’
• ---- Carl Rogers

5. • Counseling involves two individuals-
One seeking help and the other professionally
trained person who can help the other
• There should be a relationship of mutual
respect between the two individuals
• The counsellor discovers the problems of
the counselee and helps him to set the
realistic goals and achieve them

6. • A mentoring relationship is a close,
individualized relationship that develops
over time between a student and a faculty
member and that includes both caring
and guidance.

7. Hall (2002) defines mentoring as an intentional
relationship focused on developing self of
relatively unseasoned protégé through dialogue
and reflection
The primary function of such relationship is to
develop the protégé’s learning capacity by
transmitting knowledge, organizational culture,
wisdom, and experiences
(Mentoring Components)
Ref: Hall, D. T. (2002) Careers In and Out of Organization.
Thousand Oaks, CA: Sage Publications.

8. Students make such statements as:
• “I want to have a professor to talk to about issues
in my field that lie beyond my research topic.”
• “I want someone who is willing to teach me
about what it means to be a professional in my
field.”
• “I want someone who cares enough about me to
help open doors leading to job opportunities.”

9. “I am confused about my future. I want some
one to help me out of my confusion and to have
greater clarity about myself, my abilities,
opportunities for my abilities etc.”
“ I am not able to cope up with my studies. I do
not understand any thing. I hate going to the
college. My parents are thinking that I will
graduate and get some job. What do I do now?
Can some body help me out ? Can God help me
out?”(Totally desperate)

10. “ I can not cope up with the studies. I have so many
backlogs. I am a failure. I am stupid. It is better that I
discontinue my studies. Why I do I waste some more
money of my parents. But, what do my parents
think ? What do the neighbors and relatives think?
Better I do not reveal any thing now to any body.
Anxiety, Fear, Guilt feeling etc.”
There are many such students in our
colleges and universities, who cry for help

11. • Slow Learners always need some one’s
help, guidance, counseling and
mentoring
• In fact all students need some one’s
help, guidance, counseling and
mentoring at one time or the other

12. • Problem of Love, Problems of adolescence,
Problem of insecurity in life, Mismatch between
Interest and Courses of Study, Social problems
(Humiliation, disrespect, poverty, etc.)
• Such students need some one to share his
thoughts, some one to listen to him, some
one to scaffold him, some one to help him
out

13. • Are these concerns of students important or not?
• Are our colleges and universities addressing
these concerns of the students ?
• In many universities across the world, there is a
built-in- mechanism to address these concerns.
• That is through
Guidance, Counselling and Mentoring

14. Problems of Faculty members
As one professor notes that those in academics
struggle with their own needs and demands of the
career, which leaves less time available to assist
others.
“Young faculty are supposed to be independent;
a lot of times they don’t know what they are
doing— teaching, committees, supervision of
students, sole authorships—and there is very
little support. It’s sink or swim” (Wright &
Wright, 1987, p. 207).

15. • Many teachers in many colleges are
overloaded with more contact hours, with
duties of non-teaching, non-technical and
nothing to do with the institute

16. • Mentoring of young Teacher by Senior
Teacher is also necessary
• Counselling of one teacher by other teacher
(Peer Counselling) is also necessary
• Mentoring of students by Teachers is
necessary
• Both are important in Institutions of
Higher Education

17. Experiences of a Teacher on Guidance,
Counselling and Mentoring
• Experience with Rajiv Vergheese
Case study of a B.Tech Ist year student, Intelligent
and with good family background, does not come
to the college

18. Experience with Venktaraman
Case Study of a brilliant boy, but Poverty, poor
social background, Low self esteem, inability to
realize his potential, lnhibitions

19. Experience with Sakthivel
Case study of a poor, less privileged student,
with no encouragement and low self efficacy
but high degree of motivation and initiation

20. Experience with Gunasekaran
Case Study of a Ph.D scholar, brilliant
but seriously affected psychologically
and with physical illness, unable to walk
even

21. Experience with many more students

22. Experience with slow learners in general

23. Experience with Fast learners, Gifted students in
general

24. Experience with Moderate Learners in general

25. BUILDING TEACHER-STUDENT RELATIONSHIP
When the teachers are respected for their expertise, and
appreciated for their faith in the student's abilities, they
will be asked for their help, encouragement and
clarification when the student needs it.
In turn, the students are appreciated for their willingness
to take responsibility, become involved, and do the work
needed to succeed.
Mutual trust and respect are built MOST
rather than confrontation. IMPORTANT

26. Building Positive Teacher-Student Relationship
• Assist students as instructor, guide and facilitator
• Encourage students
• Understand students and their needs
• Foster learning that is relevant to learner’s needs
• Continuum of increasing student responsibility for
decision making
• Teachers transfer control and students take greater
responsibility

27. Building positive relationship with students
• Greet them warmly when they arrive each day
• Affectionate with students
• Respect and caring for every student
• Being impartial
• Listening to students
• Making eye contact with every one
• Engaging in one to one
• Secure relationship
• Pleasant and calm voices

28. Strategies to build positive relationship
• Help students understand class room expectations
• Redirect the students when they use challenging behaviour
• Encourage them to listen to others
• Acknowledge students for their effort and
accomplishments
• Appreciate the deed or activity of the students , but not the
student
• Never laugh at the student’s mistakes or failures.
• Encourage every student.

29. • Total Learning Experience
• Holistic Learning Experience
• Learning Experience, both inside and
outside the classroom.

34. For any man of good will, there is work to
be done here, effective, virtuous, satisfying
work which can give rich meaning to one's
own life and to others”
------Abraham Maslow

35. ‘ If a Teacher is able to Change the
Course of Lives of Students in the
direction of realizing their full
potential, it gives a rich meaning and
fulfilment to the teacher’s life.’
My tributes are to such great teachers
I conclude …….

36. THANK YOU