Surely there is a time to submit to guidance and a time to take one's own way at all hazards. Thomas Huxley Guidance is not only for those who dream and for those who scream but also for th ose who fit in between.
Children require guidance and sympathy far more than instruction. Anne Sullivan
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http://www.ehow.com/list_5924555_advantages-ho http://www.ehow.com/li st_5924555_advantages-homeroom-guidance.html meroom-guidance.html The Advantages of Homeroom Guidance A homeroom is a class in which students may occasionally or daily get important information from the school. A homeroom period can also be a class in which stud ents interact with a teacher who provides emotional guidance. Homerooms also all ow students to interact with each other and the teacher without necessarily havi ng an academic lesson. Consistency The homeroom teacher who sees the students on a regular basis can provide consis tent emotional help throughout the school year. This consistency and stability i s especially helpful for students who have unstable home lives. Students look fo rward to attending school when they know that they can spend time with friends i n homeroom and receive consistent guidance from their homeroom teacher. Trust As students get to know the homeroom teacher, the students are more likely to tr ust the teacher. When the student has a problem or concern, he will open up to t he homeroom teacher. In some cases the homeroom teacher may be the only person w ho the child trusts, especially when the teacher is viewed as a fair and respect ed person in the child's life. Specialized Training In some schools, homeroom teachers receive professional development to help stud ents during emotional crisis, just as a counselor will assist the students. Most schools have a few counselors to work with hundreds of students. Trained homero om teachers can have a more meaningful bond with the students due to a lower tea cher-student ratio compared to the counselor-student ratio. Knowledge of Home Life Homeroom teachers who develop a relationship with the student's parents, through phone calls and parent meetings, know more about the student's life at home and can help the child cope with life's challenges and successes. This background k nowledge can also provide insight to the child's other teachers to give them dir ection on how to give the child the extra motivation or patience needed to help her succeed in school. Stress-Free Environment
Students are not given assignments during the homeroom period. Instead, the room session is used to teach character development or to relay information the school. This stress-free environment allows students to open up, relax be themselves without academic judgment. A stress-free environment provides mportant forum for discussion and social development.
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Career Planning Homeroom guidance can also be a time to help students decide on their future car eers. Homeroom teachers can use a variety of questionnaires to aid in assessing students' strengths and weaknesses. Students can then use this information to en roll in appropriate enrichment courses. Homeroom teachers can help with the cour se enrollment process as well. ************************** Guidance--The Heart of Education: Three Exemplary Approaches. ERIC Digest. During the 1980s, when "A Nation At Risk" (1983) set the tone for public discour se on education and when politicians throughout the country were clamoring for e ducational reform, school districts came under great pressure to raise academic standards, lengthen the school day, implement state-mandated basic curricula, an d otherwise become more accountable to taxpayers. But by and large, the advocate s of "educational excellence" at that time paid virtually no attention to addres sing the urgent personal or emotional needs of our students. Fortunately, a new school of thought is emerging among educators and counselors. Unlike the reform movement of the past decade, this new movement takes full acc ount of students' personal needs in formulating educational goals. Proponents of this school of thought recognize the close relationship between students' acade mic development and their personal growth; accordingly, they are seeking to plac e guidance at the heart of the educational process. The three exemplary guidance programs presented here represent three different, but compatible approaches to this goal. Norm Gysbers' Comprehensive Guidance Program Model, and Robert Myrick's Teacher Advisor Program are both based on the idea that guidance is an integral part of a school's educational mission rather than an "ancillary" service peripheral to the curriculum. This idea in turn presupposes an enlightened humanistic concepti on of education, which recognizes and validates the intrinsic dignity of every s tudent, and which attends empathetically to students' personal and developmental needs. This conception forms the basis of William Purkey's Invitational Learnin g Model, a new paradigm for schooling that seeks to reconstitute the entire scho ol setting--people, places, policies, programs, and processes--so that every asp ect of the school serves to "invite" students to learn by respecting them, encou raging them, and validating their unique importance and possibilities. THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Since 1971, Norman C. Gysbers and his associates at the University of Missouri-C olumbia have been developing, field-testing, refining, and implementing the Comp rehensive Guidance Program Model, an innovative, program-based organizational pl an that has been adopted by school districts throughout the nation. The foundation for the Model--the theoretical basis for identifying the guidance , knowledge, skills, and attitudes (competencies) that students need is called L ife Career Development, defined as self-development over a person's life span th rough the integration of roles, settings, and events in a person's life. Accordi ngly, this Model emphasizes three domains of human growth and development: *Self-knowledge and interpersonal skills. Helping students to develop awareness and acceptance of themselves and others, and to develop personal standards and a sense of purpose in life. *Life roles, settings, and events. Emphasizing knowledge and understanding of th e interrelatedness of various life roles. *Life career planning. Appraising personal values as they relate to prospective life career plans and decisions.
The Comprehensive Guidance Program Model consists of three structural foundation s and four interactive program components. The structural foundations--definitio n, rationale, and assumptions--emphasize the centrality of guidance to the total education program, and define the relationship between guidance and other aspec ts of the curriculum. The four program components delineate the major activities , and the roles and responsibilities of personnel involved in the guidance progr am: *Guidance curriculum, or structured classroom activities, organized around the t hree domains of student competencies; *Individual planning, including activities designed to assist students in monito ring and understanding their own growth and development; *Responsive services, such as information seeking, crisis counseling, and teache r/parent/specialist consultation; and *System support, activities geared toward program management and operations. One principal rationale behind the Comprehensive Guidance Program Model is to en able counselors to regain control of their time on the job by allocating 100 per cent of their time to the four program components discussed above--guidance curr iculum, individual planning, responsive services, and system support. The Compre hensive Guidance Program Model is oriented above all toward student development; it is a programmatic framework which allows counselors to devote their primary attention to guidance activities and structured group experiences for all studen ts. THE TEACHER ADVISOR PROGRAM The assumption behind Robert D. Myrick's Teacher Advisor Program (TAP) is that e ach student needs a friendly adult in the school who knows and cares about him o r her in a personal way. The advisors help their advisees deal with the problems of growing up and getting the most out of school. A teacher-advisor is usually responsible for an advisee's cumulative folder, work folders, teacher-student co nferences, parent conferences, group guidance experiences and follow-up on acade mic progress reports. Advisors also consult with other teachers, school counselo rs, and support personnel about their advisees. TAP is designed to provide an opportunity for all the students in a school to pa rticipate in a small and cohesive group of 15 to 25 peers led by a sensitive and caring teacher who promotes and monitors individual students' educational and d evelopmental experiences as they progress through school. Teacher-advisors meet with their advisees on a regular basis through a "homeroom" or "homebase" group. This becomes, in effect, the students' home within the school, where they have a supportive teacher and group of peers with whom they can explore personal inte rests, goals, and concerns. The guidance curriculum varies from one school to another, but it generally addr esses personal, social, and academic concerns. Some of the personal and social s kills addressed include getting acquainted, self-esteem, and time management. Ac ademic topics might include policies and procedures from the school handbook and computing grade point averages. Career and educational planning topics include career exploration and choices, employability skills and the job market. Since many high school teachers have never had a guidance course and many are un sure of how to lead a group discussion with adolescents, teachers may need speci al preparation in how to work with their students and how to build guidance unit s for their groups. Counselors can therefore assist teachers in developing guida nce units, or they can work together as a team in developing and delivering a gu idance curriculum, with counselors taking over homebase groups on occasion. It i s important, therefore, to establish a cooperative and supportive relationship b etween teachers and counselors so that they can define their respective roles an d differentiate responsibilities. To enlist the support of a school's faculty for TAP and developmental guidance, it is essential that all teachers understand the philosophy of TAP and commit ad equate time to it. Counselors should therefore provide a developmental guidance curriculum guide to establish guidance objectives and provide activities, but al low teachers to choose or discard suggested activities according to their needs. Since most teachers need more training in how to help students solve personal p
roblems or get them working cooperatively in small groups, counselors also may n eed to assist teachers in developing guidance and interpersonal skills. Administ rative support and periodic evaluation are also essential. INVITATIONAL LEARNING FOR COUNSELING AND DEVELOPMENT The Invitational Learning concept, developed by William W. Purkey, offers a blue print of what counselors, teachers, principals, supervisors, superintendents, an d others can do to enrich the physical and psychological environments of institu tions and encourage the development of the people who live and work there. Invitational Learning is based on four value-based assumptions regarding the nat ure of people and their potential and the nature of professional helping: *Respect: People are able, valuable, and responsible and should be treated accor dingly; *Trust: Education should be a collaborative, cooperative activity where process is as important as product; *Optimism: People possess untapped potential in all areas of human endeavor; and *Intentionality: Human potential can best be realized by places, policies, progr ams, and processes that are specifically designed to invite development, and by people who are intentionally inviting with themselves and others, personally and professionally. In a school or any other organization, everything is connected to everything els e. And so, in applying Invitational Learning, everything counts in creating an e nvironment that invites individuals to reach their potential: *Places. Creating an attractive and inviting physical setting is the easiest way to begin the process of incorporating the Invitational Learning concept into a school or other organization. *Policies. Professional counselors can assist schools in developing policies tha t encourage student responsibility and participation rather than those that crea te pervasive anxiety, mistrust, and mindless conformity. *Programs. Programs that incorporate the assumptions of Invitational Learning in clude incentive programs such as peer counseling for dropout prevention, faculty mentoring, and other collaborative programs where students, teachers, and couns elors all gain by helping and encouraging one another. *Processes. How we teach or counsel and how we act while doing these things are far more important in the long run than what students or clients learn. Educator s and counselors in successful schools establish behavioral norms of collegialit y, professional development, mutual assistance, and ongoing discussion of instru ction and curricular improvements among themselves, and they cultivate attitudes of respect for all students and attention to their needs in all of their intera ctions. *People. The daily interaction between teachers and students, counselors and cli ents, and professionals amongst themselves, ultimately determines the success or failure of Invitational Learning. Counselors and teachers who wish to employ In vitational Learning therefore need a sound knowledge of human development. The goal of Invitational Learning is thus to provide an optimally inviting total environment, both for professional helpers themselves and for those with whom t hey work. In this respect, it is fully compatible with both the Comprehensive Gu idance Program Model and the Teacher Advisor Program. All three approaches affir m the centrality of developmental guidance to the educational process, and all a re predicated on mutual respect and human dignity--for counselors, teachers, and students alike. REFERENCES Gysbers, N. C. (1990). Comprehensive guidance programs that work. Ann Arbor, MI: The University of Michigan, ERIC Counseling and Personnel Services Clearinghous e. Myrick, R. D. (1990). The teacher advisor program: An innovative approach to sch ool guidance. Ann Arbor, MI: The University of Michigan, ERIC Counseling and Per sonnel Services Clearinghouse. National Commission on Excellence in Education. (1983). A Nation at Risk. Washin gton, DC: Author.
Purkey, W. W., & Schmidt, J. J. (1990). Invitational learning for counseling and development. Ann Arbor, MI: The University of Michigan, ERIC Counseling and Per sonnel Services Clearinghouse. *************************** Homeroom Guidance Activities for Grade School Homeroom Guidance Activities for Grade School By Shelley Frost, eHow Contributor , last updated August 07, 2012 Share Print this article Homeroom Guidance Activities for Grade School Grade school guidance activities help students gain self confidence and strategi es for handling peer situations. Kids learn to handle difficult situations, deal with their own emotions and become better citizens among other goals. Since hom eroom is typically a shorter time period, the elementary guidance activities are typically short activities that engage the students quickly. Other People Are Reading Activities for a School Homeroom High School Homeroom Activities Role Playing Role-playing activities help grade school students learn to deal with difficult situations. By putting themselves in a mock situation, they get the opportunity to think about how they would react. Good topics for role-playing activities inc lude bullies, peer pressure, lying and cheating on tests. If there are certain p roblems that arise in the classroom, use those situations as scenarios for roleplaying. You can also keep a list of potential role-playing situations handy for the activity. Since it doesn't require any extra materials, you can use role-pl aying during homeroom when you have free time. Emotions Grid Teaching kids to identify and deal with their emotions works well as a guidance activity. Enlist the help of the class to make a large grid with different emoti ons. The students draw faces that correspond with different emotions. The faces create the rows and columns of the emotions grid. Hang the emotions grid on a ma gnetic surface so that each child can attach a magnet on the emotion he feels th at day. Students also get the chance to share why they feel a certain emotion. I f a student is feeling a negative emotion, this is a good opportunity to help th e child come up with healthy ways to deal with the emotion. Setting Goals A goal journal teaches grade school students to prioritize and set goals. The st udents record short- and long-term goals in the journal. They also break down th e goals into smaller steps that will help them reach the desired outcome. The go al journal is an activity that can last all year long, with the students reviewi ng their goals on a regular basis. The Purposes of Classroom Guidance Activities in a School Setting By Kimberly Alexander, eHow Contributor The proactive involvement of school guidance counselors in the classroom setting is a necessary component to the success of the 21st-century holistic student. " For students to achieve positive outcomes, teamwork by all parties -- students, parents, teachers and counselors -- need to be emphasized," note Drs. Lonnie Row
ell and Eunsook Hong in the journal "Professional School Counseling." A proactiv e approach involving classroom guidance activities addresses a prevention focus in a student's academic career. Motivation Instructors can design classroom guidance activities to influence a student's mo tivation toward homework and school completion. Counselors who engage students t o better understand their learning preferences help them to be more successful. Furthermore, classroom guidance activities that cover topics such as career expl oration, academic survival skills, stress and anger management, interpersonal co mmunication and social problem-solving produce not only improvements in student behavior, but also possible protection from the longer term consequence of schoo l dropout. Cooperation The classroom is culturally diverse. Students who recognize and respect diversit y are able to work better with different cultures, which contributes to their ov erall success in and out of school. Classroom guidance activities can teach coop eration and communication skills to large groups of students in the general clas sroom setting. As students learn to cooperate with one another through the activ ities, they build cohesion in the classroom. Successful activities require stude nts to cooperate with one another in completing the task, competing against time limits rather than against classmates. Communication Students who participate in classroom guidance activities learn how to be succes sful and skillful in a group. Small group communication is fundamental to the de cision-making processes that run our society. Groups meet for countless tasks, a nd the better a student works within a group context, the more likely he is to a ccomplish his goals. The more goals he accomplishes, the better he will feel abo ut himself. In addition to personal benefits, students will receive the satisfac tion of contributing to the success of the group. Students gain enormous benefit s when learning how to communicate within a group to accomplish a goal. Interdependence Classroom guidance activities help students foster trust and a sense of teamwork with others in the classroom. Guidance counselors can design activities that te ach students interdependence within a group context. In this way, students will learn to value the contribution other classmates bring to the group activity. Co nstructing classroom guidance activities to teach students interdependence promo tes inclusion within the classroom. Students who feel included within a group of peers do better at school.
********************* Homeroom Mother Responsibilities Serving as a homeroom parent can be a memorable experience for both a parent and a child. As a homeroom mother, you will be serving as a role model for not only your child, but also for his or her classmates. The number of homeroom parents a classroom has and the length of their service varies from classroom to classro om, but the responsibilities of a homeroom parent are, for the most part, very s imilar. Field Trips Homeroom parents assist teachers with organizing class field trips. Depending on the teacher's needs and preferences, homeroom parents may contribute ideas for class field trips, arrange the actual trip, collect funds and permission slips f
or the trip and/or chaperone on the day of the field trip. If you are asked to c haperone the field trip, this may require you to absent from work or your home f or the entire day. Parties It is customary for teachers to incorporate learning about holidays with plannin g a holiday classroom party. Homeroom parents are asked to contribute to seasona l parties by writing and sending out letters to other parents to request a minim al amount of money to cover expenses and with setting up for the party. Homeroom parents also help run the party, serve students and clean up the classroom afte r the party.
Teacher Gifts Homeroom parents usually decide whether to purchase a teacher gift on behalf of the class. Teachers present this responsibility as an option. If the homeroom pa rent decides that she would like to acknowledge and reward the teacher, she may coordinate this activity by selecting the gift and soliciting/collecting money f rom those students who wish to participate. Graduation Certain grades, such as kindergarten and eighth grade, mark the end of the acade mic year with a graduation ceremony. Homeroom parents may assist the teacher by creating graduation announcements or by setting up chairs prior to the ceremony. They may also help the teacher by organizing a practice run of the ceremony to acquaint students with what to expect and how to behave during the event. Miscellaneous During the school year, additional duties for the homeroom mother may be added b y the teacher. These can range from an open house to social gatherings and fundr aisers. When these events occur, the teacher will often need help with collectin g money, providing and serving refreshments, setting up and breaking down the ev ent and communicating about the event to other parents. Homeroom parents can oft en participate in these events by volunteering for whatever aspect of the event fits with their schedule. *********************** The Involvement of Homeroom Advisers in the Implementation of Basic Guidance Ser vices and Homeroom Guidance, March 2010, City Schools Division of Tacurong, Tacu rong City. Abstract Guidance counselors spearhead the guidance services of a school. They interact w ith students individually, in small, or as an entire class. They are the legal i mplementer of the school s guidance counselor, the teachers as homeroom advisers a re very much involved in carrying out the school s guidance program. In reality, e specially in most public high schools, a 15-minute homeroom and guidance period is the first class in the class program of every section. In this very short spa n of time, homeroom advisers check the attendance of the students, emphasize and impose discipline, do the necessary reminders and even collect some fees. All t hese the homeroom advisers will do on top of her most important function, that i s, to conduct a lecture on lessons gotten from a module on homeroom and guidance . These functions are too many that they cannot be executed in just 15 minutes. Thus, only few are performed while several others are neglected. Most of the tim e, it is the lecture that is left behind. This scenario is attributable to a not so strong homeroom and guidance program in many secondary schools.The primary o bjective of this study is to describe the level of involvement of the homeroom a dvisers in the delivery of the basic guidance services in the implementation of the homeroom guidance in the secondary schools of the City Schools Division of T
acurong. This particular study used the descriptive-correlational method of research. The respondents were all the homeroom advisers in all year levels of all the second ary schools in the City Schools Division of Tacurong. The questionnaire was the main instrument that was used for gathering data. A fo ur-point scale was used with 1 as low and 4 as very high which served as basis f or describing the existing phenomenon related to basic guidance services and hom eroom guidance. Frequency distribution, Percentage distribution, Mean, Standard Deviation and Co efficient -Correlation were employed. Majority of the teachers (82 to 97%) use the homeroom and guidance period in the accomplishment of the identified activities such as reminding the students of u npaid school obligations and contributions; checking the cleanliness of the clas sroom; checking the attendance; teaching lessons on good manners and right condu ct; imposing discipline on tardiness, incomplete uniform, unreasonable absences and other minor offenses; checking the cleanliness of the surroundings. There ar e homeroom advisers (7 to 18%) who do not use their time for these identified ac tivities. Based on the findings of the study, it can be concluded that the homeroom advise rs are really committed and dedicated teachers in promoting the welfare of the s tudents. Over and above their main function of teaching, they can still involve themselves in the implementation of the basic guidance services. In spite of the fact that not all secondary schools have designated qualified and licensed guid ance counselors, the homeroom advisers are there to carry out the guidance progr am of the school. The success of the implementation of the basic guidance servic es and homeroom guidance depends greatly on the hands of the homeroom advisers. They serve as the extending arms of the guidance counselor. They are those who t ruly touch the lives of the students through their daily personal involvement in the delivery of guidance services and homeroom guidance. Based on the findings and conclusions of this research, the following are highly recommended: 1. It is recommended that the homeroom advisers should fully use the homeroom pe riod in the delivery of programs, the basic guidance services and the homeroom g uidance. 2. The Guidance Office in collaboration with the school administration should co nduct seminar-workshops on Homeroom Guidance Program to homeroom advisers. 3. School administrators should look into the possibility of hiring or designati ng a qualified guidance counselor to ensure the effectiveness and functionality of their Homeroom Guidance Program (R.A.9258). 4. Similar studies can be conducted in the elementary level. 5. A study can be conducted with the parents as respondents assessing the improv ement of their children with regards to the lessons taken in the homeroom guidan ce. Posted by:
MA. ARLENE G. SENCIO, MAED
http://tacurongdeped.wordpress.com/2012/07/13/13-july-2012-1345/
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