Teacher’s support and participation is crucial to any programme that involves students, and the school guidance programme is of exception.
The teacher’s role in school guidance programme is as follows
- the first line of contact between the student and guidance programme.
- Identification of problem of talented and gifted students.
- Setting up and maintenance of Career Information in the school-for educational and career planning.
- Creating a harmonious and sound classroom environment for the student.
- Support and create a motivating environment for school guidance programme.
- Creating a positive attitude among the students, parents, and all other concerned towards school guidance programme. The teacher is the master moulders.
Teacher Training Institute points out that at the heart of guidance programme is the teacher him/herself. Guidance is an integral part of teaching and learning process. With the possible exception of the child’s parents no single person has greater influence on the personality development than the classroom teacher.
The guidance minded teacher is one within the school who knows the most about the child. He/she sees the child in many differing situations in and out of the classroom. He/she notices the frustrating, boring and the stimulating situations. As a result of developing keen insight regarding the child’s needs, the teacher becomes the key figure among the school guidance person. The teacher employs a number of techniques to affect pupil guidance. He/she gains knowledge of the pupil and his/her environmental opportunities. The teacher gains deeper understanding by testing, by observing by keeping anecdotal records and by talking with pupils, with parents and with other individuals. Many facts of the life of the student are made clear to the teacher. Knowing the pupil is an indispensable basis for guidance, as the teacher becomes aware of the more difficult problems, he/she maybe able to offer guidance him herself or refer such cases to specialists. The teachers are considered as the most important guidance workers. Their every day association with students gives them an opportunity unequalled by any other member feel however that they are not fully qualified to meet this responsibility.
Their every day association with students gives them an opportunity unequalled by any other member of the staff. Most teachers feel however that they are not fully qualified to meet this responsibility techniques through in-service training. According to Montessori course if teachers are to play their full role in guidance programme, this feeling of need by teachers can best be met by enhancing guidance information and their feelings of uncertainty must be overcome. Good guidance is not a duty in excess of teaching load but it is part of that load and should not be made an additional burden. The teacher as a guidance worker should be able to identify individual problem in his/ her classroom and be able to treat problems with understanding. In helping the student, the teacher may collaborate with other subject teachers. The teacher should study the test results, achievement, aptitude interests and temperament.
As a classroom counsellor, the teacher should endeavour to develop the best personal, social and educational qualities in each student. As vocational guide the teachers have opportunities to assist students with their vocational plans.