Role of teacher in different steps in educational guidance
Answers
There are six main roles teachers can play. The first two are based on the relationships they build with students. Teachers have had careers of their own. They have made decisions about whether to go to university, what subjects to study and what jobs to do. Their experiences are useful for young people. These things need to be presented carefully, as what worked for the teacher may not work for the students, but teachers should be having career conversations.
Teachers also have a well-developed pastoral duty. As trusted adults, young people approach them with concerns and dilemmas, many of which relate to future aspirations. Working through these issues with young people in ways that keep their options open is important. Career is a context for many life decisions and teachers need to be able to offer some solutions when it is important
The next two roles are more focused on teaching. Teachers can link their subjects to the world of work. For example, highlighting how a particular scientific process is used in research or industry can increase the perceived relevance of curriculum. Similarly, a discussion of the job of publishers in English literature can enhance the understanding of the text. This is also an ideal place to involve employers and working people by inviting them to talk about how they use the knowledge and skills that are covered in the curriculum.
Teachers can also apply their pedagogic skills to the delivery of career learning. It’s a distinct area with its own knowledge base, but career education can be enriched through connections with curricular and cross-curricular themes such as writing and communication skills.
The final roles relate to who heads up this area in school. Other countries have developed a middle leadership post – the career leader – who has responsibility for spearheading this area of education in school. They may have management responsibility for careers professionals or work closely with the PSHE team, and a willingness to represent the school externally with employers and post-secondary learning providers.
Finally, senior leaders must make sure that careers work in schools is effective. Ultimately they will be held to account under the statutory duty and our research suggests that they are critical in setting the agenda so this area flourishes. At present there is little training to develop world-class careers provision.
The six roles discussed here provide a framework for teachers to think about. This area should be seen as an integral part of teaching, something that is exciting and helps unlock students’ potential. If the job of the careers leader and the careers responsibilities of school senior leaders can be better established, this should help teachers develop in their own jobs.
At this stage the guidance has to help the child now to adjust himself to the new life of the school which is some what important than the home and family. At this stage, guidance is directed more definitely towards the development of personality, social behaviour and problems concerning life. The classroom teacher performs the functions of both the teacher and the counselor. He can very easily discover the children who are dependent, shy, easily frightened, over aggressive, quarrelsome, gifted or otherwise.
Besides, school norms are also very helpful in discovering other characteristics. But sympathetic counselling, by organizing activities, and by making contact with home the teacher gradually helps the shy and over-dependent child to overcome his weak points. It has been aptly said that “every teacher is a guidance worker” and guidance is occurring minute by minute, hour by hour and day by day in every classroom of every school building. So guidance at this stage or level should help the child to make a satisfactory transfer from home to school.