The document discusses guidance programs at the secondary and senior secondary school levels. At the secondary level, the objectives are to familiarize students with academic challenges, help develop good study habits, introduce career options, and provide support to low achievers. Suggested activities include talks on exams and study skills, career surveys, and counseling referrals.
For senior secondary students, objectives are to facilitate the transition to higher secondary education, introduce career paths, explain options after Class 12, and guide self-development. Guidance services discussed include orientation, career counseling, developing study skills, addressing adolescent issues, emotional intelligence training, and supporting self-appraisal.
The document discusses the role of teachers as counselors. It defines counselling as a learning process where a counselor helps facilitate personal growth and positive change through self-understanding. A counselor is trained to give guidance on personal or psychological problems. The roles of a counselor include establishing rapport, conducting individual and group counselling, and helping students understand themselves and maximize their potential. As counselors, teachers collect students' information, identify problems, help students adjust and solve learning problems, assist with decision making and refer students to school counselors when needed. Teachers work cooperatively with counselors and parents in their role as student counselors.
Tools and Techniques Used in the Guidance ProcessCey Gloria
This document discusses various guidance techniques for collecting data about individuals, including observation, autobiographical sketches, and anecdotal records. Observation involves a trained observer watching and recording an individual's behaviors without bias. Autobiographical sketches have the individual write about their own life in their own words to provide personal insights. Anecdotal records are short descriptions of significant events or behaviors observed in an individual by teachers and counselors. The document provides examples of each technique.
Organization of guidance programme in educational intuitionsmonika kalsi
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.
This document discusses counseling techniques, specifically the directive technique. It defines counseling as a professional relationship that empowers individuals to accomplish mental health and education goals. Techniques are methods used to accomplish a desired aim. The directive technique is a counseling method where the counselor plays an active role, focusing on a particular problem and providing possible solutions, making it counselor-centered. The counselor guides the client's thinking and decision making. While it is time and cost effective, the directive technique can lead to dependency and new adjustment issues for the client.
The document discusses physical, cognitive, social, moral, and emotional development from infancy through adolescence. It describes the major physical changes that occur, including rapid growth in the first years followed by slower growth. It also outlines key stages in cognitive development like language acquisition, memory development, and the development of reasoning abilities. Socially, children transition from egocentric behavior to learning social norms. Morally, children progress from anomy to understanding right and wrong through influences like parents and peers.
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.
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.
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.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses achievement tests, which measure what students have learned after instruction. It defines achievement tests and lists their objectives, such as identifying reasons for testing and selecting appropriate tests. The document outlines the steps to construct an achievement test, including planning, designing a blueprint, writing test items, developing scoring methods, and analyzing questions. The blueprint guides test development by detailing the placement of objectives, content, and question formats. Achievement tests are an important tool for evaluating instructional progress and informing curriculum planning.
Elementary education refers to the first 8 years of a child's formal schooling, from ages 6 to 14. It aims to provide students with basic literacy and numeracy skills, as well as foster their social, physical, and emotional development. The objectives of elementary education are to ensure mastery of basic learning tools, promote harmonious growth, develop good citizenship and national identity, and instill scientific thinking. Elementary education is critical for developing an enlightened and productive populace, spreading literacy, integrating the nation, and driving the country's progress.
Maladjustment Causes & Symptoms , Detection Of MaladjustmentSreejna Mohanan
If one fails to make these ‘variations and changes’, the ‘needs’ will not be satisfied, the ‘demands’ will not be meet; thus he/she will not be able to ‘establish a harmonious relationship with the environment’. Thus, maladjustment is disharmony with one’s environment.
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. Vygotsky argued that optimal learning occurs in the Zone of Proximal Development through guided collaboration with others.
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
Guidance of children with special needs involves religious, preventive, and placement guidance services. Religious guidance promotes spiritual, moral, social, and physical development by teaching both modern education and religious practices. Preventive guidance aims to anticipate and avoid future problems by addressing issues like test anxiety. Placement services help assign students based on their personal adjustment through educational and vocational placement to ensure stable jobs. Follow-up and referral services provide specialized support for exceptional children with needs like speech defects.
This document discusses the importance of time management and organizational skills for college students. It recommends estimating commitments and scheduling time for the most important tasks first. Factors like work, family, and recreation can affect time management. Maintaining balance through proper sleep and relaxation is also important. The document provides tips for avoiding distractions and suggests using an assignment framework model to plan, gather information, draft, and produce assignments.
The document provides tips for developing strong organizational skills in school including using a daily planner, binders with dividers for each subject, keeping lockers and book bags neat. It recommends prioritizing assignments, checking them off as completed, and keeping completed work in an assignment folder. For notetaking, it suggests taking detailed notes in class, marking important points, and developing a consistent notetaking style. Organizational techniques like highlighting, outlining, and using different colors can make notes more useful. Organization helps with college, jobs, budgeting, bills, and dates in the future by eliminating stress, chaos, and confusion, ultimately leading to success.
This document provides time management tips for students. It suggests starting with self-reflection to identify time-wasting habits. Some tips include turning off electronics during study time, taking breaks between study sessions, writing to-do lists, finding quiet study spaces, and scheduling work in smaller chunks spread over time to avoid procrastination and all-nighters. Developing a balanced schedule with time for work, relaxation, and social activities is emphasized. Students are encouraged to create an action plan and meet with an academic coach to implement effective time management strategies.
Organizing is the process by which managers establish working relationships among employees to achieve goals. According to Chester Barnard, an organization is defined as a system of consciously coordinated activities or efforts of two or more people. An organization is also defined as a deliberate arrangement of people to accomplish some specific purpose.
This document discusses the fundamentals of organizing, including its nature, importance, and process. It defines organizing as identifying and grouping work to be performed, defining responsibilities, and establishing relationships to enable efficient work. Organizing involves differentiating and integrating units through specialized tasks and coordination. An effective organization has groups working toward common objectives through divided work and cooperation, with central authority, communication, rules, and a dynamic structure. Organizing is important as it facilitates administration, encourages growth and innovation, optimizes technology use, and ensures continuity through coordination. The process of organizing involves identifying activities, grouping them, assigning duties, and delegating appropriate authority.
The document discusses the concepts of organizing, including defining organizing as the process of arranging work, authority, and resources to achieve organizational goals. It covers principles of organization like unity of command and span of control, and different types of organizational structures such as functional, divisional, and matrix structures. The document also examines concepts related to organizing like responsibility, authority, and centralization versus decentralization.
Emerging areas of guidance and counsellingVershul Jain
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.
1) The document discusses dealing with individual differences in the classroom, including learning disabilities, gifted students, emotionally disturbed children, and mentally challenged students.
2) It provides definitions and important features of each of these groups. Children with learning disabilities may have difficulties with expression, coordination, attention, and language skills. Gifted students tend to be high achievers with strong interests. Emotionally disturbed children often have inappropriate behaviors or moods. Mentally challenged students have below average intellectual functioning.
3) The document also outlines some educational provisions that can be made for each group, such as developing reading skills for those with learning disabilities, enrichment programs for gifted students, teaching social skills to emotionally disturbed children, and exper
Guidance services provide 3 key functions: 1) individual inventory services to collect and analyze student data, 2) information services to disseminate educational, career, and personal-social resources, and 3) counseling and placement services to help students with academic planning, career exploration, and social-emotional development. The document outlines various guidance activities that fulfill these functions and aim to promote student growth.
The study aimed to understand how environmental factors like self-perceptions, parental beliefs, school and community environments influence adolescents' academic perceptions and performance. Data was collected from adolescents, parents, teachers and community members using tools like interviews and surveys. Results showed stressed adolescents found studying burdensome and performed poorer than unstressed adolescents. Stressed adolescents also had lower self-concept and perceived higher demands from their environment. The study proposed intervention programs for adolescents, parents, teachers and the community to help mitigate academic stress.
1. The document discusses different types of students that teachers may encounter, including disadvantaged students, advantaged students, slow learners, gifted students, emotionally disturbed students, and physically handicapped students.
2. For each type of student, the document provides suggestions for how teachers can help and accommodate their specific needs. This includes stressing practical skills for disadvantaged students, providing different pacing and materials for slow learners, and challenging gifted students with independent projects.
3. The document emphasizes that teachers should be aware of individual differences and tailor their instruction based on each student's strengths, weaknesses, and readiness levels. Teachers are advised to avoid embarrassment and provide support for all students.
5 Importance of Students' Welfare Activities In Schools | Future Education Ma...Future Education Magazine
The Importance of Students' Welfare Activities: 1. Prevention of Issues 2. Safe Learning Environment 3. Building Resilience 4. Promoting Inclusivity 5. Enhanced Social and Emotional Skills
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
Relationships and Sexuality Education requires the right people to deliver effectively. Here are key essentials for your organisation to consider when choosing facilitators.
Historical background of elementary teacher educationZahid Mehmood
The document discusses teacher education. It notes that teacher education aims to provide student teachers with knowledge, attitudes, and skills to function effectively as teachers. It involves philosophical, sociological, and psychological foundations to help student teachers understand students and learning. Teacher education prepares effective teacher educators and equips student teachers with teaching skills, pedagogical theory, and professional skills through relevant content and strategies.
Educational psychologists help understand individual learning styles to inform instruction. Teachers should recognize different learning styles like visual, auditory, kinesthetic, and provide appropriate reinforcement for each student. Teachers also need to address common psychological issues students may face like divorce, abuse, bullying, depression, anxiety, and lack of social skills, by providing a supportive environment, recognizing symptoms, seeking help, and teaching coping strategies. A positive learning environment can help students dealing with traumatic issues by giving them emotional support and tools for academic success.
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educational counselling provides guidance to students in schools and colleges. It aims to support students' academic, career and personal development. Counselling addresses common issues students face like stress, depression, relationships, anger, abuse, career choices, and adjustment challenges. Counsellors work with students individually and in groups. They provide classroom lessons and respond to students' specific needs. Educational counselling is needed because students experience pressures around achievement, family and social issues that counsellors can help them manage.
Individual differences (aida purificacion david) mat sciencetitserRex
Individual differences refer to the uneven rates of growth and development among individuals. This document identifies several factors that contribute to individual differences, including heredity (e.g. intelligence, physical traits) and environment (e.g. family background, school quality). Effective teachers understand individual differences and tailor their instructional methods, grouping strategies, curriculum and programs to meet the varied needs and potential of each student. Schools also play an important role in addressing individual differences through proper assessment of students, adjusting instruction, and providing specialized programs.
Present Status of Guidance in the Philippinesamberlauren
The document discusses the need for guidance and counseling at different educational levels. For pre-school learners, it notes they are in their formative years and guidance can help with values formation, developing readiness for learning, establishing learning habits and attention span, and generating interest in experiential activities. For secondary school learners, it mentions guidance can assist with transition to adulthood, asserting independence, seeking identity acceptance, and decision making. For college students, it outlines guidance can help with total development, proper course and career choices, vocational development, readiness for changes, and dealing with adolescence.
This document provides an overview of emotional disorders, including:
- The legal definition of emotional disturbance under IDEA.
- Common academic and social challenges faced by students with emotional disorders.
- Potential causes of emotional disorders.
- Strategies teachers can use to support these students, such as developing classroom rules and being positive.
- The need for collaboration between families, schools, and community services.
Role of the teacher in facllitating growth and developmentAbu Bashar
What we know about the child is vast and impressive. However, what we do not know is even more vast and overwhelming. Every new insight opens up new questions. Therefore, you need to update your knowledge of the problems of children in the context of the media explosion, of economic smvings and resultant social, cultural and value changes so that you are able to make a reliable diagnosis and apply the knowledge of child psychology to better their adjustment with themselves and with the world around them.
You, as a teacher, should know what to expect from the child (student), and what he needs physically, socially and emotionally. You need not know your student only in a formal teacher-taught relationship when he (the student) is found to be a member of a drug sub-culture group or is heading in a socially undesirable direction. The routine teacher-taught relationship would not benefit him unless he is dealt with empathetically as a social being, as an individual self, and as a biological organism.
The document discusses the origin and principles of guidance services. It began in 1905 with Frank Parsons who helped young people find work. Guidance provides assistance to help individuals direct their own views and decisions rather than being directed. It is needed due to changing social factors. Principles include respecting individual dignity and differences, and helping individuals enhance their self-perception through a continuous guidance process. Types of guidance include education, vocation, social, and personal. School guidance programs provide counseling, career information, testing, placement, and follow up support.
The document discusses developmentally appropriate practice in early childhood education as defined by the National Association for the Education of Young Children (NAEYC). It outlines several challenges facing early childhood education including a shortage of quality care, more children living in poverty or with special needs, and difficulties developing a qualified teaching force. It also discusses the standards/accountability movement and how to close achievement gaps between different groups of children by creating better connections between early education and elementary grades. The document provides eight principles of child development and learning that should inform developmentally appropriate practices based on early childhood research.
The document discusses principles of effective inclusion in education. It advocates for including students with disabilities in general education classrooms, with support services provided within the classroom. This improves the system for all students. Successful inclusion also requires teachers to modify their practices to accommodate individual student needs and collaborate with others. It is important for teachers to help all students feel a sense of belonging and facilitate positive social interactions and relationships through strategies like cooperative learning groups.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
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Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
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Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
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Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
1. GUIDANCE PROGRAM AT SECONDARY AND SENIOR SECONDARY LEVEL BY: S.LAKSHMI NARAYANAN.,M.Sc.,M.Phil.,M.Ed.,PGDGC., M.Sc (Psych), PGT (BIOLOGY), KV.1., MADURAI.
2. What is Guidance? Guidance is a field of study dealing with the service function of education. Guidance is not teaching , but teachers can give it. An effective Guidance Program is possible only through the co-operative efforts of school personnel and the contributing efforts of non-school personnel (including parents) and not through the isolated efforts of any one specialists. It is concerned with all of the child’s development, both in time ( past, present and future) and in area (academic, social and personal) A collective responsibility of all teachers with the help of a trained person.
3. Secondary students – Points to ponder over.. Students of secondary classes(class ix and x) come under the age group of 14-16. At home parents no more tret the students of this age group as kids. In school teachers start talking about board examination that the students need to face in two years time. The quantum of curriculum seems to have a clear leap, with the science subjects. The performance in classes IX and X is believed to be crucial for deciding the courses of study in the Sr.Sec level.
4. Points to ponder over.. The home and school expect the students of this age group to be responsible for their actions. This age faces the challenges of peer group pressures, cheap attractions in the outside world, boy-girl differentiation, and above all demanding home and school. The students of these age group should be guided to fulfill the following objectives.
5. Objectives of Guidance at the Secondary school level To familiarize them with the academic challenges they have to face in IX & X. To help them cultivate study habits and follow certain study habits. To introduce them to the select educational and vocational courses of study available after class X. To administer interest and aptitude tests. To introduce the basic components of emotional intelligence like inter-personal, socialization and communication skills to students. Identification of low and underachieving students and provide suitable guidance to them.
6. Activities for providing Guidance at the Secondary school level Prepare a class talk on “preparing for the board examination” and deliver it. Prepare a class talk on effective study habits. Make a survey of educational and vocational courses of study available and present it to them. Invite a practicing counselor and get their help if required. Refer books like Emotional Intelligence, Being OK and becoming OK and guide the students.
7. GUIDANCE PROGRAM FOR SENIOR SECONDARY STUDENTS Students at the senior secondary classes are in the age group 15 to 18. Qualities of independence and assertiveness are the hallmarks of this stage. Rebelling against the authority and even against parents is common. Hero worship is a common phenomenon seen at this stage. A lot of patience is required to deal with the problem of these adolescents. The peer influence is very strong at this stage.The highly impressionable minds can easily be carried away by many strong influences of the media. The teacher has to work more as a friend rather than somebody who is in authority. He/she should keep confidentiality in each case and ensure that they feel safe to talk to him freely.
8. Objectives of guidance programme for senior secondary students To facilitate the students to have smooth transition from secondary to higher secondary level of education. To introduce them to the world of work at national/ international levels. To explain the system of selection for professional courses through entrance examination, interviews etc., To explain the eligibility, mode of selection for entering various courses after the completion of Class XII. To involve them in planning and organization of career exhibitions and career conference. To guide them to realize the importance of physical health.
9. Objectives of guidance programme for senior secondary students To promote confidence and self assessment about themselves. To guide them to leisure time activities. To develop the skills of maintaining interpersonal relationship and self adjustment. To create awareness in them towards physical and physiological changes. To help them develop healthy attitude towards the opposite sex. To initiate them to study part- time/ evening course.
10. Guidance services Orientation Career Guidance Service Study habits and skills Dealing with Problems of adolescence Guidance to Parents Emotional Intelligence/Adjustment and comuication skils Physical and mental well being Leisure Time Activities Self appraisal, self acceptance an d self adjustment
11. 1. Orientation Activities Provide the fresher with information about school routine, its tradition, its rules and regulations, facilities etc. Senior students can celebrate a welcome day in the first week. Provide leaflet containing school details and list of staff members. Provide information about the subjects, syllabus and curriculum. Arrange a session for them to talk about XII board examinations and its determining future. Inform about regular and coaching classes conducted by the school. Envisage the need for attendance requirements to be eligible to sit for board examinations.
12. 2.Career Guidance Services- Activities Organizing and presenting career talk, guest lectures etc., on various topics pertaining to the student’s needs, interest and age group. Provide career literature like Career Digest, Career Master, Employment news, prospectus of educational institutions. Arrange career conference cum exhibition in school Invite top professionals from IT sector,MNC, Defense and other fields and provide an opportunity for the students to interview them. Screening videos of successful personalities. Encourage them to study some self motivating books.
13. 3.Effective Study Habits and Skills One of the major causes of poor performance and underachievement is the lack of development of appropriate study skills and effective study habits. Basic facts about memory, learning styles, study habits and techniques should be explained to students. The teachers can give a class talk on general study skills and ways to improve upon one’s memory.
14. 4.Physical Health and Mental Well being The children must know the importance and effects of nutritive and balanced diet and the bad effects of malnutrition, under nutrition, obesity on their mind and the body. Normally these age group neglect family meals and they skip meals and breakfast and show more interests in soft drinks and fast foods. And hence they should be guided properly. They are prone to depression, develop anxiety, and suffer from emotional imbalances due to the development of secondary sexual organs. Arrange a class talk separately for boys and girls by the professionals.
15. 5. Leisure time activities Involvement in hobbies; reading, trekking, bird watching etc., Engagement in sports and games. Enrolling yourself in additional courses of study. Attending music concerts, seminars and conferences. Practicing yoga and meditation under the watchful eye of a guru. Attending personality development classes.
16. 6.Guidance to Parents Parents can be guided during PTA meeting in developing and nurturing effective study habits in their wards. They can be made understood the Do’s and Don'ts in inculcating effective study habits.
17. 7.Emotional Intelligence The causes of emotionality during this stages are: Parental favoritism and sibling rivalry causes jealousy in childhood. Change of roles that the child is expected to play at home, school, and society. Process of shifting from total dependence to independence with greater responsibility. The society and parent expect him to think as an adult for which he is not physically and intellectually matured. Conflict with friends and family members. Fear of failure. Undemocratic/authoritative classroom climate. Non-cooperative peers and teachers. Teenage romantic affairs.
18. Activities to foster Emotional Intelligence Developing due regards for opposite sex. Developing healthy interpersonal relationship. Creating awareness that individual makes the society. Avoiding withdrawal symptoms. Planning the ways and means of developing skills in intra-personal, inter-personal and effective communication,
19. 8.Self appraisal, self acceptance and social adjustment Nurturing positive esteem among students by: Developing confidence in his mind. Giving appreciation and recognition at the end each assignment. Avoiding negative comments. Ensuring individual attention. Endeavoring to promote high self esteem in him through interaction. Identifying the indicators of low esteem and removing them. Conducting part time/ special classes to individuals having low esteem. Developing motivation techniques. Inculcating high esteem through special co-curricular and extra-curricular activities.
20. 9.Dealing with the problem of Adolescence At this stage, mood swings and emotional disturbances prompted by increased hormone secretion are common. This comes at a time of pre-occupation with self-assertion and concurrent development in self-identity, self esteem and self respect. Students at this age often suffer from anxiety and undue concern about health. They need your understanding help. If the problems of individual student are severe in nature and a professional help can be offered.