3rd Semester B.Ed. Notes
3rd Semester B.Ed. Notes
3rd Semester B.Ed. Notes
1
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 2
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
PAPER – (1)
ASSESSMENT FOR LEARNING
ASSESSMENT
OR
OR
Assessment refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students. It is an ongoing process aimed at improving student
learning. Improving learning from assessment sometimes occurs immediately in
classrooms or later because of changes for future students. It is not based on one test or
one task, nor is it expressed by mark or grade, but rather in a report form with scales or
levels as well as description and comment from the teacher. The report is written based on
samples of the student’s work, the student’s self-assessment sheets, teacher’s observation
notes on the achievement of the student’s linguistic ability, attitude, participation,
cooperation and general cognitive development. The student’s achievement is often
measured against his/her own starting point rather than compared against the skills or
abilities of other students.
Definitions:
2
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 3
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
EVALUATION
Evaluation is the process of gathering and interpreting evidence regarding the problems
and progress of individuals in achieving desirable educational goals. Evaluation uses
methods and measures to judge student learning and understanding of the material for
purposes of grading and reporting. Evaluation is feedback from the instructor to the
student about the student’s learning.
OR
Evaluation is concerned with a whole range of issues in and beyond language education
i.e. lessons, courses, programs and skills can be evaluated. It produces a global view of
achievement usually based on many different types of information such as observation of
lessons, student’s test scores, teacher’s assessment reports, course documents or
interviews with students and teachers etc.
Definitions: (Evaluation)
The process of making overall judgement about one’s work or a whole school’s
work.
-- Camerson
Evaluation is typically a broader concept than assessment as it focuses on the
overall or summative experience. –
Ewell (2003)
3
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 4
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
To guide learning
To furnish instruction
To appraise educational instrumentalities
Functions of Evaluation:
Prediction
Diagnose
Research
Types of Evaluation:
1. Placement Evaluation
(To determine student performance at the beginning of instruction)
2. Formative Evaluation
(To monitor learning progress through instruction)
3. Diagnostic Evaluation
(To diagnose learning difficulties during instruction)
4. Summative Evaluation
(To assess achievement at the end of instruction)
4
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 5
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
5. It helps to know to what extent the instructional objectives have been achieved.
6. It provides feed-back to the teacher to modify the methods and to prescribe remedial
works.
10. It answers to the question, whether the progress of the pupils in a unit is successful?
Summative Evaluation:
1. Summative evaluation is used after the course completion to assign the grades.
4. The tests items are prepared from the whole content area.
5
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 6
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
10. Answers to the question, the degree to which the students have mastered the course
content.
Evaluation Tools:
Daily Assignments
Quizzes
Objective Tests
Essay Tests
Individual Projects
Group/Collaborative Projects
Teacher observation
Self-Assessment
Journal
Writing (Stories, Reports etc.)
Games
Discussion
Simulation
Problem-solving
Dramatic Activities
6
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 7
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
ASSESSMENT EVALUATION
Diagnostic Judgemental
Provides feedback on performance and Determines the extent to which objectives are
areas of improvement. achieved.
Formative Summative
Based on observation and positive & Based on the level of quality as per set standard.
negative points.
Reflective Prescriptive
Absolute Comparative
7
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 8
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Objectives of CCE:
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasize rote learning.
Make the entire education process a student-centric activity.
Help develop cognitive, psychomotor and interpersonal skills.
Make holistic evaluation an integral part of entire education process.
Improve student's accomplishments through regular diagnostics and remedial
instructions.
Use evaluation to control quality and maintain desired performance.
8
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 9
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Take decisions about the learner, learning process and learning environment by
determining social utility, desirability & effectiveness of the programme
9
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 10
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Provides a platform for the active involvement of students in their own learning
process.
Enables teachers to adjust teaching to take account of the results of the assessment
and to incorporate varied learning styles in deciding what and how to teach.
Recognizes the influence of the assessment on the motivation and self-esteem of
students.
Offers an opportunity to the students to improve their performance post the
feedback is given
Summative Assessment
Summative assessment is carried out at the end of a term. It measures how much a
student has learnt from the course and is usually a graded test i.e. Examination.
SA might not be able to yield a valid measure of the growth and development of the child.
It might only certify the level of achievement only at a given point of time. Therefore,
Continuous and Comprehensive Evaluation is designed to measure continuous
assessment in the form of Formative Assessment, along with the Summative Assessment.
2. Co – Scholastic Evaluation
(Life Skills, Co – Curricular activities, Attitudes and Values
Assessment in Co-Scholastic areas is done using multiple techniques on the basis of
identified criteria. Assessment of Co-scholastic areas is done at the end of the year on a 5
point grading scale.
Co-Scholastic areas of evaluation include:
Life Skills i.e. Thinking, Social & Emotional Skills
Attitude & Values i.e. towards Teachers, School-mates, School Programmes ,
Environment and the Value System
Co-curricular Activities which are further divided into:
(i) Activities - Literary & Creative Skills, Scientific Skills, Visual &
Performing Arts, Leadership & Organization Skills and other Co-
curricular activities,
(ii) Health and Physical Education, that includes areas like Sports, NCC,
Gardening etc.
10
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 11
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
STATISTICS
Statistics is derived from the Latin word ‘Status’ that means a group of numbers of
figures represents some information of human interest. We find statistics in everyday life,
such as in books or other information papers or TV or newspapers.
It is a branch of mathematics concerned with collection, classification, analysis, and
interpretation of numerical facts, for drawing inferences on the basis of their quantifiable
likelihood (probability).
Definitions:
Statistics is the science of estimates and probabilities. -- Boddington
Statistics may be defined as the collection, presentation, analysis, and interpretation of
numerical data. --
Croxton and Cowden
Importance and Scope of Statistics:
Statistics in Economics
Statistics in Business and Management
Statistics in Accountancy and Auditing
Statistics in Industry
Statistics in Insurance
Statistics in Astronomy
Statistics in Physical science
Statistics in Social Science
Statistics in Biology and Medical Sciences
Statistics in Psychology and Education
Stages of Investigations:
1. Collection of Data:
It is the first stage of investigation and is regarding collection of data. It is determined that
which method of collection is needed in this problem and then data are collected.
11
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 12
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
2. Organisation of Data:
It is second stage. The data are simplified and made comparative and are classified
according to time and place.
3. Presentation of Data:
In this third stage, organised data are made simple and attractive. These are presented in
the form of tables diagrams and graphs.
4. Analysis of Data:
Forth stage of investigation is analysis. To get correct results, analysis is necessary. It is
often undertaken using Measures of central tendencies, Measures of dispersion,
correlation, regression and interpolation etc.
5. Interpretation of Data:
In this last stage, conclusions are enacted. Use of comparisons is made. On this basis,
forecasting is made.
The mean, median and mode are all valid measures of central tendency, but under different conditions,
some measures of central tendency become more appropriate to use than others.
12
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 13
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
PAPER – (2)
GENDER, SCHOOL AND SOCIETY
13
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 14
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
PAPER – (2)
GENDER, SCHOOL AND SOCIETY
UNIT- I
Gender equality is achieved when women and men enjoy the same rights and
opportunities across all sectors of society, including economic participation and decision-
making, and when the different behaviours, aspirations and needs of women and men are
equally valued and favoured.
OR
Gender equality refers to the equal rights, responsibilities and opportunities of women and men
and girls and boys. Gender equality implies that the interests, needs and priorities of both,
women and men are taken into consideration, recognizing the diversity of different groups
women and men(for example: women belonging to ethnic minorities, lesbian women or
women with disabilities). Gender equality is both, a human rights principle and a
precondition for sustainable, people-centered development (adapted from UN Women).
The words gender and sex are often used interchangeably, but there are important
distinctions between the two concepts. Sex is based on anatomical, physiological
characteristics of males and females, while gender is a social construct—that is, a society's
assumptions about the way a man or woman should look and behave. Traditional gender
roles encompass the activities, responsibilities, and decision making power that a society
has historically assigned to men and women within public and private spaces. The
specifics may differ across societies, but no society assigns equal power or status to men
and women.
WHAT IS GENDER?
Sex and gender are not the same thing. Sex is a biological fact. Almost all human beings
are born in one of two biologically differentiated types: a girl or a boy. Gender, on the
other hand, is a social condition. As the World Health Organization (WHO) explains:
‘Sex’ refers to the biological and physiological characteristics that define men and women.
‘Gender’ refers to the socially constructed roles, behaviors, activities, and attributes that a
given society considers appropriate for men and women.
14
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 15
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
‘Male’ and ‘female’ are sex categories, while ‘masculine’ and ‘feminine’ are gender
categories.
An important part of one’s identity and individuality, gender roles are formed through
socialization. Today, not only the family, school and workplace influence such
socialization, but also the media, including new information technologies, music and
films. Both traditional and such new socializing forces serve to preserve and transmit
gender stereotypes
Masculinity and femininity are the terms that are often used to identify a set of
characteristics, values, and meanings related to gender. In our society, the values tied
to masculinity have been generally seen as superior to those associated with femininity.
OR
15
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 16
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Note on biology: Although the terms “feminine” and “masculine” are gender terms
(socio-cultural categories) in everyday usage, they carry different meanings in
biology. Masculinization refers to the development of male-specific morphology, such
as the male reproductive structures. Feminization refers to the development of
female-specific morphology, such as the female reproductive structures.
dependent
emotional
passive
sensitive
quiet
graceful
innocent
weak
flirtatious
16
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 17
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
nurturing
self-critical
soft
sexually submissive
accepting
independent
non-emotional
aggressive
tough-skinned
competitive
clumsy
experienced
strong
active
self-confident
hard
sexually aggressive
rebellious
Clearly, society’s categories for what is masculine and feminine are unrealistic. They may
not capture how we truly feel, how we behave, or how we define ourselves. All men have
some so-called feminine traits, and all women have some so-called masculine traits. And
we may show different traits at different times. Our cultures teach women and men to be
the opposite of each other in many ways. The truth is that we are more alike than
different.
Androgyny: People who express masculine and feminine traits equally are sometimes
called androgynous. Among androgynous people, neither masculine nor feminine traits
dominate.
OR
17
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 18
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Gender Equity is the process of allocating resources, programs, and decision making fairly
to both males and females without any discrimination on the basis of sex…and addressing
any imbalances in the benefits available to males and females
Gender equality refers to ensuring everyone gets the same resources regardless of
gender, whereas gender equity aims to understand the needs of each gender and provide
them with what they need to succeed in a given activity or sector. The terms are
sometimes used interchangeably, but there are significant distinctions between them.
OR
In contrast to gender equality, gender equity refers to the process of allocating resources
based on the particular requirements of a gender. For example, instead of making sure
males and females each receives 50 percent of the facilities of a sports center, gender
equity means that each gender receives the right proportion and types of facilities
according to their interests, capacities and experiences. While gender equality focuses on
providing the same starting circumstances for everyone, the goal of gender equity is to
provide both genders with the same end results. The term gender equity is often used as a
juxtaposition for social justice. In most cases, the concept of gender equality is used in
correlation with the empowerment of women, whereas gender equity refers to the process
of treating both men and women with the same amount of fairness when it comes to the
equality of chances based on individual needs.
In contrast to equity, gender equality is the process of allocating resources, programs and
decision making so that males and females have the same (therefore females and males
would each receive 50% of the resources, facilities, and each have access to the same
programs, e.g. if there was a male program, there would also be a female program). While
18
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 19
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
the goal of treating everyone the same may seem noble, the principle of equal treatment
tends to ignore the fact that people differ in their capacities, interests, resources and
experiences.
Equality focuses on creating the same starting line for everyone. Equity has the goal of providing
everyone with the full range of opportunities and benefits – the same finish line.
Attracting more girls and women to sport and physical activity enhances the
revenue base and increases the market segment to which the sport appeals.
Fully representing the population base and tapping the resources of every member
results in a larger, stronger and more effective organization.
Skilled women provide the organization with an important talent pool of
administrators, coaches and officials.
Changing the image of women in sport attracts public interest and private
investment. In turn, more members are attracted to the organization.
Taking the lead in promoting girls and women brings prestige and support to the
organization.
Working together, women and men can learn to build equal partnerships.
Providing opportunities for mothers and daughters to get involved can enhance
both the chosen sport or activity, and family relationships.
Sport and physical activity can provide opportunities for girls to understand and
respect their bodies which in turn helps them to deal with health issues such as
eating disorders and smoking.
By fulfilling their legal responsibility to treat fairly everyone involved in the
organization and making a commitment to gender equity, organizations avoid a
negative public image as well as the time and expense of dealing with unnecessary
lawsuits.
Gender Equity is the process of allocating resources, programs, and decision making fairly to both
males and females without any discrimination on the basis of sex…and addressing any imbalances
in the benefits available to males and females.
19
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 20
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
some may be altogether different. Human rights legislation, including the 1982 Canadian
Charter of Rights and Freedoms, has affirmed the principles of equity while making
provisions for affirmative action programs to eliminate disadvantages.
Gender Equity also requires an examination of organizational practices and policies that
may hinder the participation of girls and women. For example, this requires service
providers to assess:
Hiring and recruitment practices – to ensure women have leadership roles, and
involved in decision-making, and are available as role models for other girls and
women;
Resource allocation – to determine how budgets are allocated across programs;
Facility bookings – to ensure that both females and males have access to prime
time slots and prime facilities;
Participation rates – to evaluate current programs and services to identify potential
barriers, and to determine whether co-ed programs are truly co-ed;
Activity programming – to assess the types of activities offered for males and
females;
Promotional materials – to ensure girls and women are not being excluded or
stereotyped in pictures or language.
Positive initiatives that target specific groups are important because they take into account
years of socialization and historical traditions that have created imbalances, subsequently
marginalizing sectors of the population because these conditions are accepted as the
norm.
20
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 21
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
PAPER – (3)
INCLUSIVE SCHOOL
INCLUSIVE EDUCATION:
Inclusive education is latest and modern system in education which provides new
manners, methods and parameters to education for all. It is the process of bringing
exceptional children of whatever condition into the general classroom for their
education.
OR
Inclusive education refers when children with and without disabilities participate and
learn together in the same classes. Research shows that when a child with disabilities
attends classes alongside peers who do not have disabilities, good things happen. It is a
new approach towards educating the children with disability and learning difficulties
with that of normal ones within the same roof. It brings all students together in one
classroom and community, regardless of their strengths or weaknesses in any area, and
seeks to maximize the potential of all students. It is one of the most effective ways in
which to promote an inclusive and tolerant society.
Inclusive School:
In an inclusive school, children with disabilities do not study in separate classes; instead
teaching methods, textbooks, materials, and the school environment are designed so that
girls and boys with a range of abilities and disabilities — including physical, sensory,
intellectual and mobility impairments — can be included in the same class.
Definitions:
Inclusive education is a process of strengthening the capacity of the education
system to reach out to all learners. – Dr. J.D.Singh (2016)
Features/Characteristics of Inclusive Education:
Education for all
Children develop a positive understanding of themselves and others
Fundamental Right of all individuals
Friendships develop.
21
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 22
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
22
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 23
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
PAPER – (4)
UNDERSTANDING THE SELF
SOCIALIZATION
OR
Socialisation stands for the development of the human brain, body, attitude, behaviour
and so forth. Socialisation is known as the process of inducting the individual into the
social world. The term socialisation refers to the process of interaction through which
the growing individual learns the habits, attitudes, values and beliefs of the social group
into which he has been born.
23
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 24
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
order to take the behaviour of others into account. Socialisation means transmission of
culture, the process by which men learn the rules and practices of social groups to which
belongs. It is through it that a society maintain its social system, transmits its culture from
generation to generation.
Agencies of Socialization:
To facilitate socialisation different agencies play important roles. These agencies are
however interrelated.
1. Family:
2. Peer Group:
3. Religion:
4. Educational Institutions:
5. Occupation:
6. Political Parities:
7. Mass Media:
Self-awareness can be defined as “the ability to step outside yourself; to view yourself as
a unique person distinct from your surrounding environment, and reflect upon your
thoughts, feelings, and behaviors” (Self-awareness allows you to judge your actions and
interpret them into a personality trait). An important exercise in enhancing interpersonal
communication is a sort-of elevated form of self-awareness called “critical self-reflection”
when you ask yourself certain questions so you may judge how you can improve.
24
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 25
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Self-concept is the “overall perception of who you are”. Self-concept revolves largely
around your beliefs about yourself which can be impacted by many factors; some factors
being family, culture, and gender. Often, self-concept can shaped by the labels others put
on us and how we emotionally respond to these labels. Self-concept is difficult to change
because it revolves around the deep-set beliefs, attitudes, and values you hold.
The id, ego, and superego are names for the three parts of the human personality
which are part of Sigmund Freud's psychoanalytic personality theory.
Acc. to Freud, these three parts combine to create the complex behavior of human
beings.
The id is the most basic part of the personality, and wants instant gratification for our
wants and needs. If these needs or wants are not met, a person becomes tense or anxious.
The ego deals with reality, trying to meet the desires of the id in a way that is socially
acceptable in the world. This may mean delaying gratification, and helping to get rid of
the tension the id feels if a desire is not met right away. The ego recognizes that other
people have needs and wants too, and that being selfish is not always good for us in the
long run.
25
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 26
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Even though Michael needed money, he decided not to steal the money from the cash
register because he didn’t want to get in trouble.
The superego develops last, and is based on morals and judgments about right and
wrong. Even though the superego and the ego may reach the same decision about
something, the superego’s reason for that decision is more based on moral values, while
the ego’s decision is based more on what others will think or what the consequences of an
action could be.
Sarah knew that she could steal the supplies from work and no one would know about
it. However, she knew that stealing was wrong, so she decided not to take anything
even though she would probably never get caught.
26
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 27
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
1. Imitation: In this stage, children copy behaviour of adults without understanding it. A
little boy might ‘help’ his parents vacuum clean the floor by pushing a toy vacuum
cleaner or even a stick around the room.
2. Play stage: A child plays, sometimes at being a mother or a teacher, at times a Post
man, a police man etc. In this stage, responses are not organised. A child thus
internalizes the attitudes of others who are significant to him through encating the roles
of others.
3. Game Stage: As a child matures, he also learns to respond to ‘Generalised Others’.
The individual just does not identifies the roles of his significant others(family) but also
determines other. He gains a Social Identity.
KEY POINTS
One of the most important sociological approaches to the self was developed by
American sociologist George Herbert Mead. Mead conceptualizes the mind as the
individual importation of the social process.
This process is characterized by Mead as the "I" and the "me. " The "me" is the social
self and the "I" is the response to the "me. " The "I" is the individual's impulses. The
"I" is self as subject; the "me" is self as object.
For Mead, existence in a community comes before individual consciousness. First
one must participate in the different social positions within society and only
subsequently can one use that experience to take the perspective of others and thus
become self-conscious.
27
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 28
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
2. Role of School:
Transmission of Knowledge
Moral Development
Maintenance of Social Heritage
Preservation of Traditions and Culture
Teach Social Control
Inculcate Democratic Norms
Ensure All round Development of Personality
Leadership Quality
Development of Social Values
Academic Potential
Character building and Self concept
28
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 29
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Concept of Person:
A Person is a being. A human being that has certain capacities or attributes constituting a
person, which in turn is defined differently by different authors in different disciplines
and by different cultures in different time and place.
OR
Persons are those ‘beings’ who among other things are conscious have a concept and
awareness of themselves, are capable of experiencing emotions, can reason and acquire
understanding, can plan ahead, can act on their plan and can feel pleasure and pain.
Definitions
In Psychology, a person is something with both mental and physical
characteristics.
In Philosophy, a person is one who is capable of framing representations about the
world, formulating plans and acting on them.
Acc. To Thomas I. White, “Person is one who is alive, aware, feels positive and
negative, has emotions, has sense of self, controls its own behaviour, recognizes
other persons and treats them appropriately and has variety of cognitive abilities.
Concept of Identity
The word ‘Identity’ is derived from the French word ‘identite’ which means ‘the same'. It
refer to either (a) a social category, defined by membership rules and (alleged)
characteristic attributes or expected behaviors, or
(b) socially distinguishing features that a person takes a special pride in or views as
unchangeable but socially consequential. Hence “identity” as a substitute for “dignity,”
“pride,” “status,” “honor,” “self-respect,” and so on.
Note: Acc. to Erikson, the most important process of identity development takes place
during adolescence.
Definitions:
29
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 30
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Characteristics of Identity:
Social-psychological construct * Self-constructive
On-going process * Can be assigned or selected
Self-regulatory system * Regarded as persistent entity
Identity Formation:
30
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 31
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
31
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 32
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Education
Education is as old as the human race. It is a never ending process of inner growth and
development and its period stretches from birth to death. It is an essential human virtue.
Man has become ‘man’ through education. Education is a very important for the
progress of individual and society. It is through education, man develops his thinking,
reasoning, creativity, skills, values, attitudes and intelligence etc. In fact man’s entire life is
an education.
Peace
Peace Education
Peace education is the process of acquiring the values, the knowledge and developing the
attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the
natural environment.
Or
Peace education means to create in the human consciousness a commitment to the ways
of peace. Students in peace education classes learn how to solve problems caused by
violence. Social violence and warfare can be described as a form of pathology, a disease.
Peace education tries to inoculate (immunize, vaccinate) students against the evil effects
of violence by teaching skills to manage conflicts nonviolently and by creating a desire to
seek peaceful resolutions of conflicts.
Peace educators use teaching skills to stop violence by developing a peace consciousness
that can provide the basis for a just and sustainable future.
The word ‘education’ comes from the Latin word ‘educare,’ to draw or lead out. Peace
education draws out from people their instincts to live peacefully with others and
emphasizes peaceful values upon which society should be based. . Educators, from early
childhood to adult, can use their professional skills to tell their students about peace.
32
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 33
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Pedagogy
Critical Pedagogy
Critical pedagogy emphasizes the role of educators to teach students to think about social
injustices, so they can improve their world. Or
Critical pedagogy is based on the work by Paulo Freire, a Brazilian educator, who was
once imprisoned and then exiled as a traitor for his teaching methods which were used to
teach illiterate adults. Critical pedagogy recognizes the influence that the lack of
education has on the oppression of impoverished people. One of the primary goals of
education is to help people develop critical consciousness. Critical consciousness is the
ability to assess the political and social structures that exist and to empower people to
question authority and speak out against injustices.
For Example:
In the traditional view of education, teachers are pillars of knowledge; they know
everything and students know nothing. Teachers deposit knowledge in students and
never ask them to question that knowledge. The teacher thinks, the students don’t. The
teacher chooses the content, students comply with it. Teacher is authority and students are
obedient to authority. Students in this model are receivers of knowledge. They receive,
memorize and repeat. They are not asked to relate this knowledge to the current
problems and injustices in society with the aim of improving the society.
Hence, critical pedagogy emphasizes the role of educators to teach students to think
about social injustices, so they can improve their world.
33
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 34
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
(OPTIONAL PAPER)
GUIDANCE AND COUNSELLING
GUIDANCE
Guidance means ‘to direct’, ‘to point out’, ‘to show the path’. Guidance is a concept as
well as a process. As a concept guidance is concerned with the optimal development of
the individual. As a process guidance helps the individual in self understanding
(understanding one‘s strengths, limitations, and other resources) and in self-direction
(ability to solve problems, make choices and decision on one‘s own).
Definitions:
Guidance helps an individual to develop his personality fully and enables him to
serve the society to the best of his capabilities and talents. –
Woodworth
Nature/Characteristics of Guidance:
Continuous Process
Assistance
Promotes Personal Growth
Expert Service
Self Direction
Process of Adjustment
Personal happiness and Social Usefulness
Preparation for Future Life
34
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 35
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Organized Guidance
AREAS OF GUIDANCE:
1. Educational Guidance:
(i) to understand his/her potentialities (ii) have a clear cut idea of the different
educational opportunities and their requirements (iii) to make wise choices as regards to
school, colleges, the course : curricular and extra curricular.
35
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 36
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Assisting pupil to discover his/her own abilities and skills to feet them into
general requirements of the occupation under consideration.
Helping the individual to develop an attitude towards work that will dignify
whatever type of occupation s/he may wish to enter.
Assisting the individual to think critically about various types of occupations
and to learn a technique for analyzing information about vocations.
Assisting pupils to secure relevant information about the facilities offered by
various educational institutions engaging in vocational training.
At the elementary stage, although no formal guidance programmes are needed,
the orientation to vocation can be initiated at this stage. At this stage some
qualities and skills which have grater vocational significance viz. love and
respect for manual work (ii) training in use of hands (iii) spirit of cooperative
36
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 37
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
work (iii) sharing (vi) appreciation for all works (vii) good interpersonal
relationship are to be developed.
At the secondary stage vocational guidance should help the students to know
themselves, to know the world of work, to develop employment readiness to
develop decision making rules.
At the higher education stages it should be more formal one. The objectives of
guidance at this stage are to help the students to get information about different
career, training facilities, apprenticeship etc.
2. Personal Guidance:
Students face many personal problems related to themselves, their parents and family,
friends and teachers, etc. They often have memories related to home or family which
creates feeling of disappointment in them. If their parents are expecting too much of
them it leaves them with a feeling of incompetence and insecurity leading poor self-
concept and self esteem. The objectives of personal guidance are to help the individual
in his/her physical, emotional, social, rural and spiritual development.
To assist the individual to view the world and the social environment in right
perspective.
37
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 38
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
At the secondary stage, the students have more intricate personal problems.
During the secondary stage adolescent students due to peculiar physical,
emotional and social developments undergo noticeable changes in their
attitude and behaviour. Personal guidance at this stage should therefore focus
on personal and social adjustment.
Personal guidance at the tertiary stage aims at helping them view life in
relation to reality. The scope of personal guidance at this stage is very wider.
COUNSELLING
Counselling is the service offered to the individual who is undergoing a problem and
needs professional help to overcome it. It is a series of direct contacts with the individual
which aims to offer him assistance in changing his attitudes and behaviour.
OR
It is a process in which a counselor holds face to face talks with another person to help
him or her solve a personal problem, or help improve that person's attitude, behavior, or
character.
Definitions
Counselling implies a relationship between two individuals, in which one gives a
certain kind of assistance to the other. --
Myer
2. Two individuals: - It involves two individuals on seeking help and the other, a
professionally trained person who can help the first.
3. Solution of problem: - The main objective of the counselor is to discover and solve
the problem independently.
38
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 39
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
5. Providing self direction and self acceptance: - The main emphasis in the whole of
counseling process is on the counsellor’s self direction and self acceptance.
39
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 40
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
13. There are such students as the gifted, the backward the handicapped who need
special opportunities. They need special attention and opportunities.
14. To ensure the proper utilization of time spent outside the classrooms also.
2. Need:- Guidance is universal in nature in the sense that all persons need guidance.
Counseling is needed by those who face serious educational, vocational or
psychological problems.
7. Subject matter:- Guidance worker generally knows the subject matter of guidance.
In counseling the counselor may not know the subject matter of counseling in
advance.
40
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 41
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
9. Rapport:- Rapport between the counselor and the client is very essential for
providing effective counseling. In providing effective guidance, it is not essential to
establish rapport.
Purpose of Counselling:
1. To give information to the student on matters important to his success.
2. To get information about the student which will be of help in solving problems.
3. To establish mutual understanding between students and teachers.
4. To help the student work out a plan for solving difficulties.
5. To help the student to know his interests, abilities, aptitudes etc.
6. To encourage and develop special abilities and right attitudes.
7. To assist the student in planning educational and vocational choices.
Steps in counselling:-
1. Calm and attractive place:- There should be calm and an attractive place for
providing counselling to the student. There should be no noise or distraction.
2. Rapport:- Rapport should be established between the counsellor and the counselee.
Rapport is characterised by mutual respect, co-operation, closeness, friendship,
sincerity, freedom conqenial environment. Rapport helps in making the counselee
free to express his viewpoint without any reservations.
3. Relevant questions:- The questions to be asked to client should be brief and to the
point. All embrassing questions should be avoided as far as possible.
4. Co-operative attitude:- There should be co-operative attitude of the counsellor.
5. Respecting the counselee:- Due respect should be shoun towards the individuals
feeling, sentiments etc and he should not feel embarrassed.
6. Locating causes and finding solutions:- Causes of problems should be found and
subsequently solution should be offered the causes of the problems may be deep
rooted and it is the task of the counsellor to reach the roots of the suitable solution.
7. Many meeting:- Because of complexity of human problems and behaviour, many
sitting may be needed with the counselee to solve the problems.
41
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 42
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
8. Self understanding:- After collecting and analysing the data the counselee is
assisted in understanding the problem in right perspective and relationship.
9. Self development:- The counselee should be helped in taking right decision to
develop insight for self analysis, self direction, self management and self
counselling.
iii. To motivate the counselee and enable him to take interest in himself.
42
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 43
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
8. Conducting group guidance:- The counsellor conducts group guidance for people
regarding problems of educational and vocational adjustment.
Approaches/Theories of counselling:
1. Directive counselling:- It is also known as prescriptive or Counsellor centered
counselling. It is counsellor who prepares entire plans and sees through the
process.
Assumptions:-
i. All of our efforts should be focussed on the problem of counselee.
ii. Counsellor is more competent than counselee and hence plays a more active
role than the client.
ii. Synthesis:- Summarising and organising the data so as to reveal the clients assests,
liabilities, adjustments and maladjustments.
iii. Diagnosis:- At this stage we are to find out the root causes of the problems
exhibited by the client.
iv. Prognosis:- At this stage we predict the future development of the clients
problems.
43
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 44
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
vi. Follow up:- Here the counsellor helps the client with new problems or with
recurrences of the original problem and determines the effectiveness of counselling
provided to him.
Advantages:-
a) It is economical in time.
c) Directive counselling puts mor emphasis on the intellectual rather than emotional
aspects of the personality of the individual.
Disadvantages:-
a) The client or counselee does not gain any ability of self analysis or solving new
problems.
b) It serves to make the counselee never dependent on the counsellor. It bills the
intitative of the client.
d) It lacks information regarding the pupil and lack of information will cause wrong
counselling.
e) Directive counselling does not keep the counselee away from making mistakes in
future.
44
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 45
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Assumptions:-
a) Independence and integration of client is more important.
c) Creating an atmosphere in which the client can work out of his understanding
is more important than cultivating self understanding in the client.
b) Defining the situation:- The counsellor defines the situation and creates coneenial
atmosphere.
e) Acceptance:- The counsellor accepts and recognise the positive as well as negative
feelings.
f) Negative self feeling to positive self feeling:- The counsellor pays attention to
negative self feeling of the client or child and leads him from negative self feelings
to positive self feelings.
g) Insight in to action:- The counsellor helps the client to translate his insight into
action.
45
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 46
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
h) Positive steps:- Positive steps towards the solution of problem situation begin to
occur.
i) Decreased need for help:- A decreased need for help is felt and the client is the one
who decides to end the contact.
Advantages:-
a) It is a slow but sure process to make the individual capable of making adjustment.
b) No tests are used in it and thus we avoid all that is laborious and difficult.
c) It remove the emotional block and helps the individual to bring the repressed
thoughts in conscious level and there by reduces the tension.
Limitations:-
a) It is a slow and time consuming process.
b) The child, the client, the student or the counsellor is immature to make the
decisions himself. Hence we can rely upon his resources judgement and wisdom.
c) There are individuals who will like to lead from stage to stage. The counsellors
passive attitude might irritate the counselee so mush that he might hesitate to
express his feelings.
Steps in eclectic counselling:- Thorne suggested some steps which can be summarised as
follows:-
46
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 47
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
e) Interviewing and stimulating the client to develop his own resources and to
assume his responsibility for trying new modes of adjustment.
Limitations:-
a) It is said that eclecticism is not possible because directive and non directive concept
cannot be merged together.
47
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 48
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
4. Cumulative record is the complete picture of the child his abilities, drawback and
achievements etc.
1. Single Card:- It has one card only. It’s both sides can be used for writing the
information. Such cards can accommodate much information. Its size is 9’’ x 11’’.
2. Folder Type Card:- These are of various types. Their size ranges 4’x6’ to the full
form. Colored forms make the sorting of the form convenient.
3. Cumulative folder type: It is a folder facts are written in the boxes on the both sides
of the folder. There is also a provision for written additional information. There are
many pages in it.
48
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 49
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
3. Health Data: The data relating to the physical & mental position of the pupil are
collected
4. Presence: How many a days a pupil attend the school in a year. Courses of being
absent.
2. Accuracy & Validity:- The information entered in the record card should be as
accurate as possible. It should be authentic and valid. It is better to write any
information then give wrong information.
3. Continuity:- It should have continues and cumulative record of the pupil’s gaps in
information within the limited space available. Unnecessary details should be
avoided.
49
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 50
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
4. Economy:- It should carry maximum possible, information within the limited space
available. Unnecessary details should be avoided.
5. Usability:- The information should be so recorded that it may easily be used &
interpreted whenever required.
9. Co-operated Venture: All the teacher should have co-operated in the preparation of
the of a pupil, otherwise the record will remain incomplete or narrow.
2. Migration Cases:- At the time of migration of the students cumulative record card
helps that school authorities to know about the pupil and to facilitate his
adjustment to the new environment.
50
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 51
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
4. Location & diagnosis:- It helps in locating and educating the gifted & the
backward students. They also help in diagnosing and treated the mala adjusted
pupils.
5. Link between teachers & Parents:- The teachers find it convenient to write letters
or detailed reports to the parents on the basis of these records.
9. Useful for new teacher:- Cumulative record card helps the teacher in knowing
about the development level, needs, problems, potentialities and achievements of
the pupils.
10. Useful for Evaluation: It provides data for objective evaluation & thus the evils of.
11. Useful for the employer:- It is also useful for the employer seeking to know the
interests, aptitudes 7 other capabilities of the employer.
51
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 52
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
1. Who should maintain the records:- It should be kept either by the activity teacher
or by the class teacher.
(a) Firstly the teachers incharges of various subjects should evaluate the pupils
achievements from time to time, to record the same & to pass it to the class-
teacher.
(b) Class-teacher:- It is the duty of the class teacher to maintain cumulative record
of all the students in the class. He should be responsible for getting the
necessary entries made by the subject teacher or class teacher. The responsibility
of class teacher is greater as he will not ensure correct & up to date entries but
also out as liasian between the pupil & parent & between the pupil & the parent
between the pupil & subject matter.
2. Where to keep cumulative record Cards:- It should be kept by the class teacher in
his safe custody . But these should be easily accessible to other teachers for making
entries But these records should be kept confidential. Hence It is better to keep
records in the staff room & in the headmaster room.
3. When to fill up cumulative record Cards:- Record of written work may be kept by
the teacher & entries made fortnightly and monthly other entries may be made at
the time of particular event or test. It is desired that each teacher should have a
small note-book to record his observations at the time of incidence about the
particular pupil. As a rule other teachers should not record the entries on the card
itself. They should pass on the entries to the class teacher, too many hands may
spoil the neatness and the beauty of the card.
52
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 53
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
made of there is no tempering with the entries. The head of the institutions should
arrange to sent progress reports to parents.
5. What should be the design of records: There are 3 types of designs of cumulative
record cards are available? 1. Folder type 2. File Type 3. Envelope type the
authorities should make their own selection of the design.
6. Problem of new admissions & migrations:- The cumulative record card should
move with the student in case of his transfer from one school to another. It has to
form part of transfer certificate. When the pupil migrates to another school. It
should go with the pupil from class to class & school & school.
(ii) Model forms: The state authorities should get prepared model form of
records for the school.
(iii) Adequate Time:- Adequate Time should be given to the teachers to fill up
the cumulative record cards, otherwise they will nil up these cards
mechanically the work of the filling up the cards may be done by the
teachers on the last working day of the months there may not be any
teaching work on that day.
(iv) Provision for Safe Custody:- Adequate provision should be made the safe
custody of the cumulative record card.
(v) Adequate inspection:- The supervisor should input the maintanence of the
cumulative record cards at the time of the annual inspection of the school.
53
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 54
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
Conclusion:- The secondary Education Commission feels that with training and certain
amount of practice & with an occasional check-up by the need of the
institute & by the inspectors, the teachers will be able to discharge their
duties to the satisfaction of all. It should be noted that in his responsibility,
the average Indian teacher does not yield to any teacher does to any
teacher in any other country. What he needs is clear direction,
encouragement & sympathy.
Q:- Write a note on organization of guidance services in school and explain the role of
teacher in guidance programme.
Ans:- Guidance services and their organization in schools:-
Guidance is a part of every school activity. It cannot be separated from the general life of
the school. Guidance services which would assist the students in the choice of courses,
indicate the line of remedial action and help in dealing with various educational,
vocational and psychological problems should be an integral part of educational facilities
provided in all schools, colleges and universities.
Principles of guidance services in school:
Organisation of guidance services in school requires planning, supervision and co-
ordination on the part of the head of institution. It requires active co-operation of the
parents, the staff, the guidance experts, the pupils and the management of the school.
1. Laying down objectives in clear terms:- The objective of entire guidance
programme should be clearly defined at the time of organizing school guidance
service. The school idea and needs of the pupils must be kept in mind while
defining these objectives.
2. Defining tasks:- All the activities are to be performed through the guidance
programme must be enlisted before hand.
54
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 55
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
4. Defining powers:- The worker should be made aware of their powers just like their
duties.
5. Defining relations:- The relation of employees, whether full time or part time,
must be defined clearly. It should be defined accordance with their guidance
responsibilities with other employees.
55
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 56
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
can’t engage of full time doctor; it must make provision for the occasional visits of
the physician.
4. Librarian:- Librarian can display material properly concerning student guidance
services in the library. He can circulate the latest information material among the
students and the teachers. He can provide right type of books to students of
different classes and tastes.
5. Art teacher:- Art teacher can prepare suitable charts and posters with the help of
students. He can help in the arrangement of career exhibitions and career
conferences.
6. Physical education teacher:- Physical education teacher can conduct physical
efficiency tests, games, sports and recreational activities for students.
7. Guidance bureau:- It can be set up in the school. Counseller or a teacher having
sound knowledge of guidance techniques should be the incharge of guidance
bureau. He should take the responsibility of providing guidance to the students
with the help of other school staff.
8. Facilities to teachers:- Facilities to teachers should be provided to become
increasingly efficient in guidance work.
9. Extension lectures:- Various lectures can be arranged lectures on balanced diet,
personal hygienc, prevention and treatment of infectious diseases, effective
methods of memory, selection of subjects, information about various occupations
and educational facilities can be arranged.
Role of Guidance Personnel:-
1. Head
2. Teacher
3. Counselor
Role of head of the institution:
Head is the leader, director and co-ordination of guidance programme in the school.
The success of guidance programme of an institution depends upon the initiative,
understanding, hardwork and for sightedness.
The role of the head can be divided into three parts:-
56
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 57
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
i. Ethical role:- In ethical role the head of and institute of a school keeps in mind the
ethical aspects and provides positiveness to the guidance programme. It is
possible only if he keeps in mind the achieved goals while prospering the
infrastruction of the plan.
ii. Administration role:-
a) For the attainment of efficient counselors, he should send a list of officials with
his recommendations.
b) For the attainment of efficient counselor, he should prepare a suitable time table.
c) The responsibility regarding the development of guidance programme should be
handed over to teachers according to their ability.
d) Parents/ guides should be intimated about the guidance programme from time
to time.
e) The experts should be equipped with required facilities and resources for
making the programme successfully, effective and positive.
iii. Committee role:- It means that the development work of the programme should be
done jointly. In this committee importance is given to the joint efforts of teachers,
counselors, experts of the subjects and career masters. The main function of this
committee is to prepare a plan of programme to implement it and to evaluate it.
57
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 58
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
6. Holding individual conferences with students:- The teacher may meet each
student periodically for purposes of resolving any existing programmes.
7. Providing anecdotal data:- The close personal relationship between teacher and
student provides the opportunity for the teacher to gain information and arrive at
understanding about a student which can be used for guidance purposes.
8. Assisting with the pupil inventory:- The teacher helps in providing an adequate
system for the accumulation and reporting of important information. The teacher
also assist in usual activities of the testing programme.
9. Making student referrals:- The success of the counseling service depends upon
the alertness of the teacher in identifying students who can be benefitted from the
counseling experience. The teacher is also able to provide the consellor with
information about a student which may strengthen the counsellling relationship
and facilitate the student’s growth and adjustment.
58
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 59
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
59
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 60
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
60
Consult For B.Ed. / M.Ed. Admission Guidance & Coaching: Page 61
Dr. Lalit Sharma c/o WECS Pvt. Ltd., Chandigarh. 98158-89707
61