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INSTITUT PENDIDIKAN GURU KAMPUS PERLIS

PROGRAM IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN


Semester 7

EDU 3073
GUIDANCE AND COUNSELING FOR CHILDREN

TUGASAN PROJEK INDIVIDU

NAMA PELAJAR
ANDY LIM TEIK HONG

ANGKA GILIRAN

NO. KAD PENGENALAN


940918-02-5253

KUMPULAN/ UNIT
TESL

NAMA PENSYARAH
EN. ABDUL RAHMAN BIN KHALID

TARIKH SERAHAN
3 MARCH 2017

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INSTITUT PENDIDIKAN GURU
KAMPUS PERLIS
BORANG MAKLUM BALAS KERJA KURSUS (PROJEK/AMALI)
Nama: Angka Giliran Pelajar:

ANDY LIM TEIK HONG


Tajuk Tugasan:
TASK 1: ACADEMIC WRITING

Kursus/Mata Pelajaran:

Pensyarah : EN. ABDUL RAHMAN BIN KHALID GUIDANCE AND COUNSELING FOR
CHILDREN

Tarikh
Tarikh hantar : 3 MARCH 2017
diterima : ............................................

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ringkasan yang sediap satunya saya jelaskan sumbernya
Tandatangan : .............................................
Tarikh : ...................2015.
.......

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Tandatangan: ......................... Tandatangan: .........................


Tarikh: .................. Tarikh: ..................

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Table of Content
Page
Declaration Form i
Table of Content ii
Abstract 1
Task 1 2-6
References 7

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Abstract

Guidance and counseling services must be implemented in schools but not all schools
have a trained guidance and counseling teacher, in that instances, the ordinary teacher can also
be play the role of a guidance teacher to help the authority manage the problems in school. If it
is being ignored, it will give a bad impact to the school. As such, I have done my observation in
my practicum school, Sekolah Kebangsaan Tambun Tulang. This school does not have a
trained guidance and counselling teacher, so I have taken this opportunity to ask a few teachers
regarrding the roles and ethics of an ordinary teacher as guidance and counselling teacher.
Thus, there are many roles of ordinary teacher which includes collecting information on pupils,
helping pupils to shape their personalities, helping pupils to solve problems and many more

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TASK 1

According to Shertzer and Stone (1974), guidance is a process that helps


individuals to understand themselves and their world. Guidance program which provides
students with information, skill and necessary services in the early school years has
been found to be effective in preventing problems from occurring later in school years
(Bergin et al; 1990). As already known, the guidance services in schools is not solely
carried out by guidance and counseling teachers alone. Moreover, we are aware that
not all schools have a trained guidance and counseling teacher. Thus, ordinary teacher
can also play the role of a guidance teacher to help the authority to manage the
problems in school. As we are aware that a counseling teacher may not be able to
attend to the needs of all pupils in school, thus ordinary teacher are the one who act as
the eyes and ears to the guidance and counseling teacher. Currently, I am doing my
third practicum in Sekolah Kebangsaan Tambun Tulang which does not have a trained
counselor. Thus, I have taken this opportunity to ask several teachers as ordinary
teacher about their roles and ethics in managing problems in school.

Each teacher can play the role as a mentor, taking into account their life
experiences, emotional maturity and cognitive maturity respectively. Thus, among the
major role that can be played by the ordinary teacher is collecting information on
pupils under his charge. The task of a teacher is not just to teach in schools or impart
knowledge to the students but other teachers trained teachers act as guidance
counselors or teachers. This is because they interact with the students daily, and thus
are in an excellent position to provide information and personal directions (Myrick &
Myrick, 1990). The collection of information by the ordinary teacher is very helpful to the
guidance and counseling teachers to be reviewed and used as a reference for further
action, whether in the form of counseling or other interventions. For example, teachers
can provide pupils personal data and written transcript about pupils behaviour in the
classroom using the 001 card. Among personal details that need to be filled by the
teacher is pupils height, weight, visually impaired or not, examination results, pupils
attitudes and their ambitions. This 001 card is the only card accepted in court in case of

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any accidents happened on the students in their schooling age, appropriate
compensation can be based on personal records of the students.

Undeniably, teachers role in shaping and moulding the personality of students is


formidable. One of the objectives of counselling and guidance in school is to give
enrichment services that encompasses all aspects in the development of pupils (Tang
Chee Yee, 1995). Therefore, another major role of ordinary teachers is to help
students to shape their personalities in a positive way. Although ordinary teachers
do not have the qualifications and specialized skills to conduct counseling and guidance
program in a school, but the fact that ordinary teacher's is important in shaping pupils
personalities is unquestionable. A childs learning today is influenced by many factors
such as physical, emotional, mental, social and psychological. A well-adjusted, mentally
healthy and wise teacher will be able to trace out the problems faced by the pupils and
effectively solve them. For example, teachers should always show qualities such as
being friendly, caring, loving and committed so that pupils can emulate their behaviour.
In line with Banduras (1962) theory of personality, pupils will always take teachers as
their role models and they tend to emulate their behaviours. Therefore, teacher should
display good qualities in order for them to shape pupils personalities positively.
Committed teachers are likely to reduce disruption, encourage engagement in learning
and create high pupils expectations (MacBer, 2000). At the same time, teachers also
need to develop positive work habits of students. The formation of positive habits can
give a good impression towards improvement in their learning. Among the positive
habits that need to be formed is being positive when faced with difficulties, proper time
management, confidence in their abilities, and so on. Thus, forming positive habits
should be emphasized by the teachers since the beginning of the year so that the
problem can be contained and can serve as a lesson for the incoming challenges that
pupils might face in future.

According to Salleh (1998), a professional teacher have to equip themselves with


the skill of guiding problematic pupils. Another major role of ordinary teacher as
guidance as counselling teacher is identifying problematic pupils and helping pupils

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to make readjustment to their problems. Each pupils have their own problems which
includes intrapersonal problems, interpersonal problems, emotional dilemma, academic
problems and self-development. Thus, problems faced by pupils sometimes can
become a hindrance for them to keep up with the process of teaching and learning in
schools. Thus, it is pivotal for teachers to identify the problems in every pupils. This can
be done through several ways such as observation, diagnostic tests, personality test
and so on. For example, when a teacher discovers that his student is lacking in social
interaction, he can approach that particular pupil and give him more encouragement
and motivation so that he will not feel isolated or shy. As for the academic problem,
teacher can try to use approaches, strategies, methods and techniques appropriate to
the level and acceptance of these students. In addition, teachers can also create a
systematic planning and implement the teaching and learning process in a more
attractive way in order to attract students to pursue learning in the classroom. The
positive environment is likely to have high expectation for a child to participate in
learning activities.

As mentioned above, every pupils have their own problems. Therefore, another
major role of ordinary teacher as guidance and counselling teacher is to help pupils to
solve their problems and making the appropriate decisions. This is because
guidance provided by the teacher acts as process of helping pupils to build
understanding and skills to solve issues and challenges effectively (Roslan Razak et. al;
2016). For example, ordinary teacher can help pupils to make rational decisions. This is
because pupils in primary schools tend to make their own decisions oblivious to fact that
their decisions could be irrational. Therefore, it is the duty of ordinary teachers to assist
pupils in making judgments by guiding them to identify the pros and cons of an action
and later, providing the best decisions for pupils to rationalize. As for learning problems,
they also can also help solve these problems by giving them more focus, conduct
activity in accordance with their level and interest, as well as assign tasks that can
improve pupils understanding. As such, a teacher have to make sure that he is fair to
each pupils and does not neglect them. This is because a fair and friendly teacher will
develop a sense of trust in pupils so that they are not shy to tell their problems to the
teacher (Haliza & Joy, 2009).

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Teachers are considered pupils second parent as one third of pupils time are
spent in school. Therefore, effective partnerships between teachers and parents
become even more essential to meet the needs of the children they share (Lawrence,
2004). As such, ordinary teacher also plays the role of guidance and counselling
teacher in helping parents in monitoring their children in school. Indirectly, teachers
have become the middleman between the school and parents. Therefore, teachers
need to keep up with students from time to time. Cooperation between the two sides,
namely teachers and parents will be able to help both parties to recognize the student
or their child. For example, during parent-teacher meeting to discuss about their
children, only teachers can give the most precise information about their pupils in terms
of academic achievement, behaviour and also improvements that can be done.
Consequently, guidance teachers must establish a good cooperation with parents
regarding student progress both in terms of student achievement, curriculum or co-
curriculum. This will serve as a guideline for the teacher or parents to discuss and to
take any further action in order to help pupils to improve.

Last but not least, another role of an ordinary teacher as guidance and counselling
teacher is to help to manage any guidance and counselling programs. As
mentioned above, not all schools have a trained counsellor. Therefore, ordinary
teachers are the one who hold the responsibility to manage all the school programs.
Among the management that can be done includes planning school programs, using
counselling procedures to manage the programs, and determining directions that
includes planning, decision making, creating guidelines and rules. Then, at the end of
the program, teachers also have to evaluate the effectiveness of programs to identify
the strengths and weaknesses of the program for any further action to be taken.

To put it in a nutshell, based on my view and discussion with teachers at my


practicum school, it can be simplified that ordinary teachers play a very critical role in as
guidance and counseling teacher. Without a doubt, the role of a teacher is not just to
give knowledge to pupils as a teachers job is never ending! To students, teachers are

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more to them than just their ordinary teachers. Pupils look up to their teachers and see
them as these amazing people who can create wonders. Thus, being a teacher is never
an easy task yet it is the most rewarding ones when we can see our pupils grow up to
be someone successful.

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References

Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska


Symposium on Motivation. Lincoln: University of Nebraska Press.

Barahate, Y. S. (2014). Role of a Teacher in imparting Value-Education. IOSR Journal of


Humanities and Social Science. 13-15.

Bergin, J.J., Miller, S.E., Bergin, J.W., & Kock, R.E. (1990). The effects of a
Comprehensive Guidance Model on Rural School's Counselling
Program. Elementary School Guidance Counselling, 25, 36-46.

Haliza Hamzah, Joy Nesamalar Samuel. (2009). Pengurusan Bilik Darjah dan Tingkah
Laku. Selangor: Oxford Fajar Sdn. Bhd.

Lawrence-Lightfoot, S. (2004). Building bridges from school to home. Instructor, 114(1),


24-28

MacBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher


Effectiveness. In Ted, W. (ed.). Classroom Management. London: Routledge

Myrick, R. D., & Myrick, L. S. (1990). The teacher advisor program: An innovative
approach to school guidance. Ann Arbor, MI: ERIC Counseling and Personnel
Services Clearinghouse, The University of Michigan.

Roslan Razak, et al (2016). Asas Kepimpinan dan Perkembangan Profesional Guru


(Edisi ke-2). Sungai Petani: Jabatan Ilmu Pendidikan Institut Pendidikan Guru
Kampus Sultan Abdul Halim.

Salleh Lebar (1998). Pengenalan Ringkas Sosiologi Sekolah & Pendidikan. Batu Caves:
Thinkers Library

Tang Chee Yee. (1995). Asas Pendidikan 4: Sekolah dan Perkembangan Kanak-Kanak.
Kuala Lumpur:Percetakan Season Sdn. Bhd