SUPPORT EFFECTIVE INSTRUCTION AND ACADEMIC COUNSELLING AND CO- CURRICULAR

ACTIVITIES

Guidance and counselling

-Are an important educational tool in shaping the orientation in a child from negative ideas that is planted
in the child by his/her peers.

Guidance - refers to helping students’ whole-person development

- is preventive and developmental in nature
Counselling - is frequently targeted at helping students with problems.
- Is more of supportive, remedial work (LaiYeung, 2014).

Egbo (2013)
Stated that “the total development of a child can only take place in an environment conducive for teaching
and learning”.

Stokes, 1986
for the student who, though not suffering from any particular problem, should be assisted in building up
his/her personal resources in order to cope effectively with their future lives

O’Concubhair, 1981
Guidance in schools is that area of the schools provision that is specifically directed towards helping pupils
realise their full potential in preparing for adult and working life

Akinade (2012)
defines guidance and counselling as a process of helping an individual become fully aware of his/her self
and the ways in which he is responding to the influences of his/her environment

According to Oviogbodu (2015)

Counselling can be defined as a number of procedures in assisting an individual to solve his problems.

What Are the Benefits of the School Counseling Program for Students?

The following are benefit of counselling to students in schools

1. Prepare students for the challenges of the 21st century through academic, career, and personal /
social development.
2. Relates educational program to future success.
3. Facilitates career exploration and development.
4. Develops decision-making and problem solving skills.
5. Assists in acquiring knowledge of self and others.
6. Enhances personal development.
7. Assists in developing effective interpersonal relationship skills.
8. Broadens knowledge of our changing world.
9. Provides advocacy for students.
10. Encourages facilitative, co-operative peer interactions.
11. Fosters resiliency factors for students.
12. Assures equitable access to educational opportunities.
Heyden, 2011
The aims of guidance and counseling service in schools is to assist the student in fulfilling his / her basic
physiological needs, understanding themselves and developing associations with peers, balancing between
permissiveness and controls in the school setting, realizing successful achievement, and providing
opportunities to gain independence.

The purpose of guidance and counselling therefore provides emphasis and strength to educational
programs. Some specific aims of the school guidance and counselling program includes the following
(Gibson, 2009 cited in Lunenburg, 2010):

a. To Provide for the Realization of Student Potentialities

b. To Help Children with Developing Problems:
c. To Contribute to the Development of the School's Curriculum
d. To Provide Teachers with Technical Assistance:
e. To Contribute to the Mutual Adjustment of Students and the School

Role of Guidance and Counselling in Schools

Makinde (1984)
observes that the school counsellor is concerned with facilitating the optimum development of students.

This is supported by Bennars (1994); Mutie and Ndambuki (2000) and Ndirangu (2007)
who argue that the programme is supposed to develop the learner’s intellectual abilities, develop a
balanced personality and to have a complete person intellectually, spiritually, morally and socially.

Borrow (1983)
observes that it is the role of guidance and counselling programme to provide the students with the
necessary information about the courses availability and the qualifications required for each course.

According to Robert and Elizabeth (1983),

during this time, adolescent experience alienation which is a syndrome comprising of distrust, anxiety,
pessimism, egocentrism, meaninglessness, normlessness and powerlessness. They observe that guidance
and counselling is therefore needed during this adolescence stage to assist them understand their
developmental stage and adjust to school life.

Effective Teaching and Learning, Guidance and Counselling Perspective

Orodho, 2013, 2014

Teacher effectiveness in use of instructional resources is considered important to enable them master the
requisite knowledge of the subject matter content and enhance their teaching capabilities

. Hammon (2006)
found that teachers subject matter knowledge, teaching capability among others are leading factors in
teaching effectiveness.

(Goodstein, Nolan, & Pfeiffer, 2006).

Effective teachers understand and are able to apply strategies to help students increase not only the
academic achievement of students but also help learners cope with other life skills

According to Abolade (2000) cited in Egbo, (2013)

teaching is describes as a set of activities that are designed to bring about changes in the behaviour of
learners.

Popham (2010)
sees teaching as explaining, demonstrating, guiding and counselling by the teacher in order to effect a
change in the learner.

Okoye (2010)
stated that the main aim of teaching is to help someone acquire or change some skills, attitude,
knowledge, idea or appreciation

 The teacher in a classroom condition act as a counsellor in the form of Teaching Advisory
Programme (TAP); in the light of this situation the teacher counsel the students in the right
direction to take using life instance and experience to act of a guide since the students already see
him/her as a role model.

In the 21st century, the pure academic type of education that students are introduced to, is steadily paving
way to a whole new type of education with a special focus to incorporate three major genres of
education: reasoning, psychomotor and emotional learning.

Education is a pretty broad concept that surpasses the four walls of a classroom. The core aim of education is
to foster all round development of a child. All round development essentially means intellectual,
physical, moral, sensible and social development. All round development can be achieved only through
education. Education plays a fundamental role in the making of a man and his development as a culturally
well-developed social animal. To fulfil these objectives, there is a prime need of striking a balance between
syllabus, curriculum, books and also co-curricular activities beyond that.
Co-Curricular activities are those which are undertaken side by side with the curricular activities. A co-
curricular activity essentially takes place outside a typical pen and pencil classroom experience. It gives the
students an opportunity to develop particular skills and exhibit their non-academic abilities. These activities
might be compulsory, such as music, art or drama classes that take place during the day. Others generally are
voluntary, such as participating in school sports team, school debating team or student newsletters. In either
case, participation can assist students in more than one ways.

They actually complement the curricular activities and groom the students in the “Art of living and
working together.” They are the true and practical experiences gained by students by their own learnings.
A Chinese proverb very aptly states, “Teach me, and I will forget. Show me, and I might remember.
Involve me, and I will never forget.” To a very great extent, the theoretical knowledge is enhanced when a
co-curricular activity related to the content taught, is organized. Intellectual development of the personality is
achieved to a great extent, in the classroom itself. But, the aesthetic development like character building,
spiritual and moral values, physical growth, creativity and many more are backed up by co-curricular
activities only. It also professes coordination, adjustment, and speech fluency, extempore and debating skills
amongst students. It teaches the students to stand up for their rights. Co-curricular activities render a
number of values like:

1. Educational value
2. Psychological Values
3. Development of Social Values
4. Development of Civic Values
 5. Physical Development Values
6. Recreational Values
7. Cultural Values

Co-curricular activities are vital because even though they are not a part of the core curriculum, they play
a very crucial role in giving the young boys and girls the ability to mold their lives to become well
rounded people. The school activities have to be designed purposefully to give an apt mix of student’s
participation in academics and also create a chance for all round development.

Role of Co-Curricular activities in a student’s life cannot be put into words easily. But let us understand
some of the major benefits.

 Overall Personality:

It helps to enhance the all-round personality of the students to strongly face the turbulent road of the future.
Experiences and appreciation gained through these activities assist students during internships and other
sponsored programs.

 Strengthened Self Confidence:

The goal of co-curricular activities is to give better fitness to students and inculcate a sense of sportsmanship,
competitive spirit, leadership, meticulousness, cooperation, team spirit and team spirit. The hidden motive
behind all this is to develop self-confidence and to learn to trust the team.

 Developed Specialized Skills:

Co-curricular activities help hone the talents of the young minds and gives them an opportunity to develop
their specialized skills. Competitions that are organized can create a competitive environment and helps them
work towards the objective of achieving a better society.

 Improved Academic Performance:

Studies have shown that students pursuing their hobbies achieved better results in their studies. Their academic
performance goes way up north as they learn to balance their co-curricular activities with their academic
pursuits. They also better understand on how to manage their time efficiently and also increases their interest
in the school. Such activities like participation in debates, drama, music, sports, etc. help in achieving the
bigger purpose of achieving better education.

 Greater Opportunities:

In this competitive era, percentages act as game changers during admissions into various courses. Students
pursuing any co-curricular activities of their choice are given preference over those who are not involved in
any such things. These things make a major difference when students are considered for the most popular
courses.

 Sense of Responsibility:

When students in their early teens are given some responsibility or a task to handle like first aid or for that
matter managing the class painting board, their efficiency to handle such situations becomes much better. This
fosters the sense of responsibility and accountability.

 Exposure to New Activities:

Students are introduced to a whole new horizon of activities that gives them a better insight and lets them
choose what they enjoy and what they wish to learn. It broadens new horizons for them. These activities
stimulate playing, painting, acting, dancing, singing and speaking skills in students.
There is a huge plethora of options that a student can choose from. Take a little glance at some options that
one can choose from.
Submitted to:

MS. RIZAFLOR L. GALINDO

Submitted by:

ABANO, JERAME M.
OMAYANA, LORIE MAE
RODRIQUEZ, IVY MAR