ETH203Q Summary
Guidance, Counselling and Life skills Development
Definitions:
Observation: It is an exploratory technique that should be part of every educator’s
role. The process of observation can either be informal of planned. We can learn
something about the learner through informal and planned observation that the
learner may not want to communicate verbally.
When referring to observation, there are 3 things: the observer, the observed and the
observation guidelines.
Vocational guidance: Work is an important activity for any human being. The learner
should be guided to make a realistic career choice. Career education should be
started at primary school level, in order for the learner to become familiar with the
concept: the workplace.
Guidance is an extensive service which require different role players if it is going to
be implemented in a way that will assist the learners.
Aptitude: it can be described as a person’s potential that enables him/her to attain a
particular level of competence. It pertains to whatever a person can do with ease. A
person’s aptitude develops from birth.
An anxious learner: You can identify an anxious person by his/her sweaty hands,
strong grip on the pencil, stiff or tense appearance. We can also find anxiety in cases
where children refuse to attend school- you should refer this type of learner to an
expert to be taught how to overcome anxiety.
Discuss the guidelines a teacher should use in handling learners with
behavioural problems:
Be sensitive to the learner’s needs; this means being aware of and understanding
the learner’s backgrounds, conduct and performance.
Do not set impossible tasks for your learners.
Show your learners that you trust them and that they can trust you.
Give problem learners your individual attention.
Be positive when dealing with learners with behavioural problems.
, Find ways to make it clear to learners that you are available to discuss their
problems.
Encourage your learners.
Show warmth, understanding, empathy and respect for your learners.
Find ways to give problem learners responsibility.
Communicate with your learners.
There are certain observation guidelines that can help you to gain a personal
image of a learner. Formulate 2 questions that will help you gather information
about his/her interpersonal relationships:
1. Is the learner accepted in the group?
2. Are there any indications of problems with relationships?
3. Who are the learner’s friends?
With these questions I will gain information about the learner’s interpersonal
relationships.
Distinguish between a direct (structured) and an indirect (unstructured)
interview and provide one example to illustrate the difference between the 2:
The direct (structured) interview:
The interviewer has the leading role in the direct approach.
The interviewer may have a set of questions compiled beforehand which he/she
expects the learner to answer.
The role of the person being interviewed is limited to answering questions to obtain
information – we use this method in a selection interview.
The interview is guided by what the interviewer wants to know.
Example:
Educator: This is the third morning that you are late for school. What is
going on?
Learner: It is my father, Miss.
Educator: Can you not get your father to leave earlier?
Learner: Yes, Miss.
Guidance, Counselling and Life skills Development
Definitions:
Observation: It is an exploratory technique that should be part of every educator’s
role. The process of observation can either be informal of planned. We can learn
something about the learner through informal and planned observation that the
learner may not want to communicate verbally.
When referring to observation, there are 3 things: the observer, the observed and the
observation guidelines.
Vocational guidance: Work is an important activity for any human being. The learner
should be guided to make a realistic career choice. Career education should be
started at primary school level, in order for the learner to become familiar with the
concept: the workplace.
Guidance is an extensive service which require different role players if it is going to
be implemented in a way that will assist the learners.
Aptitude: it can be described as a person’s potential that enables him/her to attain a
particular level of competence. It pertains to whatever a person can do with ease. A
person’s aptitude develops from birth.
An anxious learner: You can identify an anxious person by his/her sweaty hands,
strong grip on the pencil, stiff or tense appearance. We can also find anxiety in cases
where children refuse to attend school- you should refer this type of learner to an
expert to be taught how to overcome anxiety.
Discuss the guidelines a teacher should use in handling learners with
behavioural problems:
Be sensitive to the learner’s needs; this means being aware of and understanding
the learner’s backgrounds, conduct and performance.
Do not set impossible tasks for your learners.
Show your learners that you trust them and that they can trust you.
Give problem learners your individual attention.
Be positive when dealing with learners with behavioural problems.
, Find ways to make it clear to learners that you are available to discuss their
problems.
Encourage your learners.
Show warmth, understanding, empathy and respect for your learners.
Find ways to give problem learners responsibility.
Communicate with your learners.
There are certain observation guidelines that can help you to gain a personal
image of a learner. Formulate 2 questions that will help you gather information
about his/her interpersonal relationships:
1. Is the learner accepted in the group?
2. Are there any indications of problems with relationships?
3. Who are the learner’s friends?
With these questions I will gain information about the learner’s interpersonal
relationships.
Distinguish between a direct (structured) and an indirect (unstructured)
interview and provide one example to illustrate the difference between the 2:
The direct (structured) interview:
The interviewer has the leading role in the direct approach.
The interviewer may have a set of questions compiled beforehand which he/she
expects the learner to answer.
The role of the person being interviewed is limited to answering questions to obtain
information – we use this method in a selection interview.
The interview is guided by what the interviewer wants to know.
Example:
Educator: This is the third morning that you are late for school. What is
going on?
Learner: It is my father, Miss.
Educator: Can you not get your father to leave earlier?
Learner: Yes, Miss.
