Guidance Services

CLASS GUIDANCE
TEACHER'S BOOKLET
2022-2023
Table of Contents

SCHOOL GUIDANCE SERVICES 2

School Guidance Services: 3

Misconceptions about guidance: 4

Who will know the student? 6

Duties of Class Guidance Teacher: 6

Documents that the classroom teacher should have: 7

Annual Guidance program for Grade 5 9

Annual Guidance program for Grade 8 11

Student Recognition Form: 13

Class Prefect/Monitor Election Report 14

Autobiography of Student 15

Approaches To Problem Recognition Inventory 16

Problem Checklist 17

Things To Be Done During The Implementation of Problem Checklist 18

SCORING AND EVALUATION 19

Class Problem Checklist Inventory Activity Report 21

Autobiography Inventory Activity Report 22

Counseling Service Referral form 23

Student Meeting and Counseling Summary 23

List of Students at Risk Category 23

Survey on Reasons for Failure in Classes 24

Report on Failure in Class Survey 25

Parent Meeting Form 26

House Visit Form 27

House Visit Form 28

Annual Guidance Report 30

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SCHOOL GUIDANCE SERVICES

Guidance; These are the services carried out by the relevant people(Teacher) in order to get to know the
individual(student), to introduce him to himself, to solve his problems, to make realistic decisions, to
develop his interests and abilities, to adapt to his environment in a healthy and balanced way, and thus to
realize himself.

School Guidance Services:

1) Preparation of the guidance program according to the interests and needs of the students:

2) Conducting individual interviews for personal-social, educational and professional purposes:

● Conducting individual interviews with students and their parents who have difficulties in
adapting to the school.
● Detection of risk factors at school (identification of students at risk, broken families, etc.)
● To ensure that the reasons are understood by meeting with the student who caused the
disciplinary problem, and to produce solutions if any.
● Investigation of the students' course success and attendance, determining the reasons and
improving them.

3) Educational-vocational guidance for students:

● Individual interviews with students who have problems in planned and effective study
● Assisting students in the preparation of an individual study program.
● Helping students to have knowledge about various professions and to have a positive attitude
about each profession and develop their own interests and abilities, and be strong. By recognizing
their aspects, they are assisted in choosing the most appropriate field and choosing the
appropriate profession.

4) Guidance Teacher follow-up or Meetings:

● Evaluation of guidance activities, follow-up and cooperation of problematic students, evaluation

of guidance programs, etc.
● Meeting and introducing the School Guidance and Psychological Counseling Services Program
with the classroom teachers
● Teacher training seminars: Counselors Meetings.

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 ● Interviews with Class Teachers
● Interviews with Branch Teachers
● Meetings with the School Administration

6) Parent- Teacher Relation:

● Parent meetings
● Parent training seminars
● Parental attitudes in child education
● Informing parents about exam systems
● Giving the necessary information to the family about the prevention of substance use.

7) Identifying students who need special education and taking necessary precautions, preparing an
individualized education plan with the classroom teacher.

8) Preparing the guidance board according to the needs and arranging it every month

9) Home visits to successful and problematic students

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Misconceptions about guidance:
Much has been said over the years about what guidance is. In general Guidance is thought to be the job of
showing the individual the right way. However, guidance is to show all the ways and help him choose the
most suitable one for himself.

It is possible to collect Common Understandings in Guidance at the following points:

1. On the basis of guidance, there is no understanding such as pitying the individual, favoring him, or
giving his wings to the individual whenever he is in trouble. The individual should become sufficient to
solve the problems he encounters on his own; that’s the point of the guidance anyway.

2. The help of guidance is not a one-way direct assistance to the individual. This help can only be realized
as a result of mutual interaction.

3. Guidance is not only concerned with the emotional side of the individual, it deals with the whole and is
concerned with his entire development.

4. Guidance is not an academic learning issue for the individual who receives this help.

5. Guidance does not have the magic power to solve all kinds of problems immediately. It is important to
be ready and willing to receive help.

Besides these misconceptions;

* It should not be thought that the School Guidance Service can solve the problems of all students who
have problems.

*The effect of the classroom guidance teacher is more important in the adaptation of the individuals who
occasionally disrupt the peace of the lesson in the classroom, and it is another misconception that these
students are sent to the guidance service with the aim of being punished or scolded.

*Guidance service is not a unit that disciplines students and punishes them.

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Who will know the student?
● EVERYONE who has a relationship with the student should know the student. (Mother, father,
teacher, administrator, classroom guidance teacher, school guidance teacher, etc.)
● Among them, it is imperative that 1-4 classroom teachers and 5-8 classroom guidance teachers,
who undertake the most important and functional task in creating a behavioral change in students,
should know the student in all its aspects.
● If the child's needs are not known, he cannot be given the information necessary in his life.
● Many questionnaires, information collection forms and student recognition slips are prepared and
filled in order for both the classroom guidance counselor and the school guidance service to get to
know the students in the classroom and school more closely.
● These documents are carefully examined by the guidance service and necessary studies are
carried out.

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Duties of Class Guidance Teacher:
a) Plans the annual work of the class within the framework of the school's guidance and psychological
counseling program and gives a copy of this planning to the guidance and psychological counseling
service.

b) She/he enters the classroom in the time allotted for guidance. Within the scope of classroom guidance
studies.

c) Cooperates with the guidance and psychological counseling services in keeping the student
development files of the students in his class.

d) Examines and evaluates the development files of new students in cooperation with the guidance and
psychological counseling service.

e) Protects the confidentiality of private and personal information collected about the student during the
studies.

f) Submits a report stating his studies, needs and suggestions regarding his class to the guidance and
psychological counseling services within the first week at the end of the academic year.

g) Collaborates with the psychological counselor to direct students to educational branches in line with
their interests, abilities and academic achievements.

h) Performs other service-related duties assigned by the school principal.

Teachers who teach classes from 1st to 5th grade in primary education also carry out these duties in their
own classes; Just like the classroom guidance teachers in the upper classes, they carry out these activities
under the coordination of the guidance and psychological counseling service in line with the age,
development, educational status, individual characteristics and needs of their students.

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Documents that the classroom teacher should have:
1. Annual Guidance Work Plan

2. Regulation on Evaluation of Student Behaviors

3. Class List

4. Student Recognition Slips

5. Example of Seating Plan

6. Prefect, Class Representative, etc.

7. Monthly Attendance report of students

8. Mid-Semester-1 End of First-Semester-2 Mid-Semester Student Achievement Analysis (Grades Taken

from the Courses)

9. Parent Meeting Notes & Parent Meeting Minutes

10. Student Meeting Notes

11. Students' Observation Notes in School and Class

12. Student Distribution List for Educational Clubs

13. Individual Education Plans for Special Education Students

14. Year-end Evaluation Reports

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Annual Guidance Program for Grade 5

Months Guidance Activities

September ● Updating Student Recognition Slips.

● Election of the class prefect and his monitor.
● Giving information about the rules (behavior, morals, manners, etc.) to be
followed in the school and in the classroom. Forming student clubs,
introducing activities, choosing students.
● Conducting orientation studies for 5th grade students. - Introducing the
school's units and facilities to newly enrolled students.
● Informative activities by the school guidance service about the
introduction of the school guidance service to the students, its aims and
functioning

October ● Directing students to social club activities in line with their interests and
abilities
● Conducting studies for students who have orientation problems.
● Directing students with special conditions to the necessary institutions
and organizations
● Organization of an Efficient Study Seminar by the school guidance
service
● Meeting students who need individual attention for educational and
professional purposes

November ● Identifying students in the risk group: Identifying students with family
problems (Parents are deceased, separated, etc.) Identifying students in
need of social assistance
● Application and Evaluation of Problem Screening Inventory and
Autobiography Technique
● Identifying and meeting students with low academic achievement

December ● Identification, discussion and referral to the Guidance Service of bullying

and victimized students
● Identifying and interviewing students who are adversely affected by the
Internet, media and television
● Organizing an information meeting with the families of individuals who
need special education
● Studies to identify students who are absent and to determine and reduce
the reasons for absenteeism.

January ● Taking measures to increase success;

● Evaluation of the Current Situation of Inclusion Students with Class

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 Counselors and Psychosocial Support of These Students
● Conducting psychosocial studies for students and their parents who are
found to use harmful substances within the scope of Struggle against
Substance Addiction.

February ● Application of the Reasons for Failure Questionnaire and Evaluation of

the Reasons for Failure Questionnaire.
● Investigation of students' course success and attendance, determining
their reasons and making improvement studies
● Conducting studies on Anger Control for students
● Identification, discussion and referral to the Guidance Service of bullying
and victimized students

March ● Meeting with teachers and parents of students with low academic
achievement
● Organizing a Safe Internet Use Seminar by the school guidance service
● Conducting individual, educational and professional interviews with
students in the risk group
● Giving seminars to students on harmful habits and ways of protection.

April ● Detection of risky behaviors that can be seen in adolescence and making
physical and social arrangements against these behaviors
● Seminar work on adolescence and its characteristics by the school
guidance service
● Individual interviews with students experiencing puberty problems
● Monitoring the academic success of students

May ● Follow-up of students' course success and attendance and making

improvement studies
● Conducting individual, educational and professional meetings with
students in the risk group
● Conducting activities (social, sports, academic, etc.) that strengthen
friendship relations
● Organizing an information meeting with the families of individuals who
need special education

June ● Suggestions for the purpose of spending the summer vacation efficiently
(Books to read, social activities and sports activities, etc.)
● Preparation and submission of Year-End Classroom Guidance Activity
reports.
● Evaluation of Guidance and Psychological Counseling Services,

Annual Guidance Program for Grade 8

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 Months Guidance Activities

September ● Updating Student Recognition Slips.

● Election of the class president and his assistants.
● Giving information about the rules (behavior, morals, manners, etc.) to be
followed in the school and in the classroom.
● Formation of clubs, promotion of activities, selection of students.

October ● Directing students to social club activities in line with their interests and
abilities
● Holding IEP Unit Development Evaluation meeting-Identification of
students in need of special education and taking necessary precautions,
preparing an individualized education plan with the classroom teacher
● Organizing motivational seminars for students
● Interviewing students who need individual interviews for educational and
professional purposes

November ● The Risk Detection Form to be given by the guidance service will be
filled.
● Identifying students in the risk group: Identifying students with family
problems (Parents are deceased, separated, etc.) Identifying students in
need of social assistance
● Application and Evaluation of Problem Screening Inventory and
Autobiography Technique
● Informing the students about the study techniques by the guidance
service.
● Conducting Exam Anxiety and Motivation Seminar for Students by the
Guidance Service.
● Organization of a seminar on "families and their children in the
preparation process for lessons" by the guidance service (for 8th grade
parents)

December ● Interviews with students, families and other units and people in the
school, whose problems are detected as a result of AUTOBIOGRAPHY
● Identifying and interviewing students with low academic achievement

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 ● Identification, discussion and referral to the Guidance Service of bullying
and victimized students
● Identifying and interviewing students who are adversely affected by the
Internet, media and television
● Organizing an information meeting with the families of individuals who
need special education
● Studies to identify students who are absent and to determine and reduce
the reasons for absenteeism

January ● Conducting individual, educational and professional interviews with

students in the risk group
● Taking measures to increase success;
● Evaluation of the Current Situation of Inclusion Students with Class
Counselors and Psychosocial Support of These Students
● Conducting psychosocial studies for students and their parents who are
found to use harmful substances within the scope of Struggle against
Substance Addiction.

February ● Application of the Reasons for Failure Questionnaire and Evaluation of

the Reasons for Failure Questionnaire.
● Investigation of students' course success and attendance, determining
their reasons and making improvement studies
● Conducting studies on Anger Control for students
● Identification, discussion and referral to the Guidance Service of bullying
and victimized students

March ● Meeting with teachers and parents of students with low academic
achievement
● Planning career trips, career promotion days, etc. for vocational guidance
studies
● Conducting individual, educational and professional interviews with
students in the risk group
● Giving seminars to students on harmful habits and ways of protection.

April ● Detection of risky behaviors that can be seen in adolescence and making
physical and social arrangements against these behaviors
● Information studies on career choice by the school guidance service.

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 ● Conducting studies on motivation by the school guidance service
● Individual interviews with students experiencing puberty problems
● Monitoring the academic success of students
● Identifying and interviewing students with low academic achievement

May ● Conducting individual, educational and professional interviews with

students in the risk group
● Conducting activities (social, sports, academic, etc.) that strengthen
friendship relations
● Informative activities for 8th grade students about interests, talents and
career choices.
● individual interviews about talents
● Occupational trips, career promotion days, etc. for vocational guidance
studies
● Individual interviews with students who want to learn about professional
development and professions

June ● Suggestions for the purpose of spending the summer vacation efficiently
(Books to read, social activities and sports activities, etc.)
● Preparation and submission of Year-End Classroom Guidance Activity
reports.
● Evaluation of Guidance and Psychological Counseling Services

Student Recognition Form:

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 STUDENT INFORMATION FATHER INFORMATION MOTHER INFORMATION

GENERAL INFORMATION

Address

Martyr's Child? Illness?

The information has been checked by me.

Came from Abroad? Continuous Disease?

Class Prefect/Monitor Election Report

Election of class president among the students of our school ……… class started at ……….. and the
ballot box was opened and the envelopes that came out of the ballot box were counted.

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The votes were counted and the list of votes was given below.

Serial Name and Surname Student ID No. of Votes

Number

Prefect Name:......................................

Monitor Name:.....................................

Teacher:................................................

Autobiography of Student
Student Name:.............................. Class:................ Student ID:.................

Dear students,

Please kindly answer the following questions so that we can get to know you better and assist you in your
school success.

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Your answers will be evaluated confidentially by your class teacher and school counselor.

PLEASE DO NOT LEAVE ANY QUESTION BLANK!!!

1. Are there any events that you have been under the influence of throughout your life, if any, what
are they?

2. Are there any situations that make you very nervous and say, "I would feel very good if I got rid
of them?"

3. Do you have problems that make you nervous all the time in family and school?

4. How do you evaluate yourself in the family? How would you like your family to treat you?

5. If there are events about your past that bother you, what are they?

6. What are your thoughts on your future? (Your goals in life are your expectations. What are the
schools and professions you are considering in the future?)

Approaches to Problem Recognition Inventory

Adequate and valid information is needed to help students recognize themselves, their in-school and out-
of-school education opportunities, professions and social values, choose a curriculum suitable for their
abilities, and grow up as healthy and socially beneficial individuals.

In this respect, student recognition services are a prerequisite for guidance and psychological counseling
services.

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All information is beneficial not only for guidance and psychological counseling services, but also for
those who are closely related to the student.

School administrators can determine the qualifications, development status and changing characteristics
of the students in the school from these information records in order to make the necessary changes and
improvements in the school curriculum and educational activities, and they can conduct more
comprehensive research on student qualifications.

Learning more about the problems of our students will help us, the educators, in many aspects of the
educational arrangements and processes at our school.

The results of the problem screening questionnaire can be used in the guidance activities to be carried out
by our class / branch guidance teachers and the guidance service, in the classroom management and in-
class arrangements of our teachers.

In order for the education-teaching process to be carried out efficiently, it is useful to get to know the
students in all their aspects and to identify and solve the problems they experience.

Our aim is to learn about the main concerns, needs and all kinds of problems of our students and to help
them.

Students should be encouraged to be active, enterprising, renew themselves and overcome problems.
Students' personalities should never be attacked.

Teachers should not accuse or punish students in the middle of the group and should not say insulting and
derogatory words.

Mistakes should be explained more by exemplifying positive behavior, and positive behaviors should be
encouraged and gained.

Appropriate social and sportive group activities should be organized for students and participation of all
students in these activities should be ensured.

Students, teachers, administrators and parents should not be blamed or punished for their mistakes, and
behaviors that will negatively affect their personalities and damage their dignity should not be exhibited.
This type of negative behavior is at the root of many problems.

We believe that finding ways to talk to students is also a must for a healthy educational environment.

Problem Checklist
Dear students;
This list has been prepared with the aim of helping you by learning about your main concerns, needs and
all kinds of problems. This is not an exam. Your answers will be kept confidential. So be sincere when
filling out the list.
Read each sentence carefully, and if the issue in that sentence is a problem that bothers you, indicate it by
placing an (x) sign at the beginning of the sentence.
1 ( ) I am uncomfortable with my eyes.
2 ( ) I have a serious illness. Because of my illness, I have to use medication constantly.
3 ( ) My ears do not hear well. (I have a hearing problem)

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4 ( ) Lessons are not interesting (Use of visual materials-use of technology)
5 ( ) Our teachers do not care enough about us
6 ( ) I do not feel safe at school.
7 ( ) There are people threatening us in the school
8 ( ) I am not happy (happy) to be at school
9 ( ) There are violent people in my group of friends.
10 ( ) I am disturbed by some people outside of school.
11 ( ) There are times when I miss school-classes
12 ( ) I also used violence against others in my school life.
13 ( ) I can't be successful even though I study for the lessons
14 ( ) I can't use time well in exams
15 ( ) I can't control my excitement in exams
16 ( ) I don't know how to study efficiently
17 ( ) I know effective ways of studying, but I do not apply them
18 ( ) I do not come to classes prepared. (I am not preparing for the lesson at home)
19 ( ) I do not repeat lessons at home
20 ( ) I do not prepare well for exams at school
21 ( ) Pressure from my family (verbal) bores me
22 ( ) I find my family insecure and unsympathetic towards me
23 ( ) My family distinguishes between siblings
24 ( ) My parents fight often
25 ( ) My parents live separately-divorced
26 ( ) My family constantly compares me with others
27 ( ) My family does not pay close attention to my school.
28 ( ) There are no people in my family and around me that I can take as an example.
29 ( ) I experience violence from my family
30 ( ) I do not have a peaceful home environment-I do not feel happy at home
31 ( ) I have trouble making and maintaining friendships
32 ( ) I think that I am not successful in expressing my feelings and thoughts.
33 ( ) I am ignored by my friends.
34 ( ) I regret that some of my friends make fun of me
35 ( ) I cannot trust others
36 ( ) I can't control myself when I'm angry I hurt others
37 ( ) I feel lonely
38 ( ) Recently, I have been in a very serious distress and depression. (Except for the intensity of the
classes)

Things to Be Done During the Implementation of Problem Checklist

It is extremely important that the application process is carried out in a healthy way, in order to ensure
that the answers are healthy and reliable.

1. After the students are seated, the practitioner tells the students that a list called “Problem Checklist”
will be distributed.

2. Explain why this list is used.

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3. Teacher must tell the main purpose is to help them better by getting to know them better.

4. Indicates that this is not an exam or a quiz, so everyone should answer the list in the way they believe
is most appropriate for them.

5. It is explained who can see the information written in the list and who will not. It is stated that the
confidentiality of the information will be taken care of.

6. If necessary, it is appropriately pointed out that students should not be interested in each other's
answers, as the list is private for everyone.

7. The explanation on the list must be read aloud to the students. While the practitioner reads the
explanation, the students follow the list with eyes according to the explanation.

8. After reading the explanation, the teacher asks if there is anything that they do not understand, and if
there are questions.

9. Strict discipline and warning should be avoided to ensure that the atmosphere of the class does not
change during the application.

10. While applying the list, walking around among students and reading what is marked over the
shoulders should definitely be avoided.

11. When collecting the filled lists, the measures taken to protect the confidentiality of the lists should be
taken immediately. This will give the student confidence.

SCORING AND EVALUATION

Evaluation will be made according to the format given by the school guidance service.

The problem lists filled in by the class teacher students are marked on the Problem Checklist Evaluation
Table.

The results obtained from the problem screening list application should be made into a written report by
the school and classroom guidance teacher, these reports should be distributed to teachers, parents and, if
necessary.

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In addition to an important problem that greatly disturbs the student, students whose problem density
exceeds ¼ or who mark critical items should be interviewed by their classroom teachers.

Among the students who are interviewed by the classroom teacher, those deemed necessary are directed
to the guidance service.

The individual and group feedback of the inventory made in this way is given to the students.

Class Problem Checklist Inventory Activity Report

Grade:......................

1. Student meetings as a result of Problem Screening Inventory:

Student Name & Surname Problem Action Taken or Solution

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 2. Parent meetings as a result of Problem Screening Inventory:

Student Name & Surname Problem Action Taken or Solution

3. Highly marked points by the class as a result of Problem Screening Inventory:

Points Average Action Taken or Solution

Autobiography Inventory Activity Report

Grade:.................

1. Student meetings as a result of Autobiography Inventory:

Student Name & Surname Problem Action Taken or Solution

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 2. Parent meetings as a result of Autobiography Inventory:

Student Name & Surname Problem Action Taken or Solution

3. Students referred to the Guidance Service as a result of Autobiography Inventory:

4. Other Activities done as a result of Autobiography Inventory:

Counseling Service Referral form

Student Name: Meeting Date:

Class - Student ID:

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 Health Situation

TEACHER'S
CLASSROOM
OBSERVATION

Student Meeting and Counseling Summary

Family information and Relation with Family:

Relation with Friends:

Academic Situation:

Meeting Summary:

Conclusion of Meeting

List of Students at Risk Category

Below is the list of risky behaviors you have observed in the classroom where you are a Class Guidance
Teacher. If there are students that you observe to have the characteristics in this list, please indicate the
student's name and surname in the space below the item.
The determined students will be interviewed as a guidance service. (Information can be obtained from the
student introduction slips. The information that is sure must be written)

Class:............. Teacher Name:................................

Risk Factors Student Names:

Are there any students whose parents have passed
away?

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Are there any students in the family with severe
conflict?
Are you constantly exposed to domestic violence?

Are there any students whose parents are divorced or

living separately?
Are there any students whose family has a low
socio-economic level?
Are there any students who are absent frequently?

Are there any students who have health problems,

have a chronic disease and are deficient in self-care?
Are there any students known or suspected to use
substances -alcohol, drugs, thinners, etc.?
Is there any student who has attempted or is likely to
commit suicide in the past?
Are there any students who show stealing behavior
by confiscating any of their friend's belongings?
Is there a student who has tantrums or acts
aggressively in the classroom or school?
Are there any students who are presumed to spend
time with risky groups of friends – gangs, etc.?
Has anyone been exposed to domestic violence?

Are there any students with very low academic

achievement?
Are there any students receiving psychiatric
treatment-taking medication?
Are there any students in the classroom who have
shy behaviors and have communication problems?
Visual, hearing, orthopedic Intellectual disability,
attention deficit and hyperactivity disorder, etc.

Survey on Reasons for Failure in Classes

Name and Surname:...........................................

Your answers to the survey will be kept confidential. Therefore, do not hesitate to answer sincerely.

A) Write below the names of the courses you failed or failed to do even though you tried.

………………………… ……………………… …………………… …………………………

B) Please tick the appropriate options below as to why you failed in these courses.

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1. ( ) Because of my separation from my family,
2. ( ) Because of the unrest in my family,
3. ( ) Because of the diseases in my family,
4. ( ) Because of my brothers,
5. ( ) I'm tired of my family telling me to study all the time.
6. ( ) Because of my poor health,
7. ( ) Because of my problems that I can't reveal to anyone,
8. ( ) Since I do not know good study methods,
9. ( ) Because I have no talent for some courses,
10. ( ) Because my work is not appreciated,
11. ( ) Because I don't want to study for courses that I can't succeed,
12. ( ) Because our class is very crowded,
13. ( ) Because I was careless,
14. ( ) I can't do it even though I'm working,
15. ( ) Since I was without a teacher for a long time,
16. ( ) Our teachers explain the lessons in a monotonous way
17. ( ) More than two exams being held on the same day,
18. ( ) Difficult lessons overlap in the curriculum,
19. ( ) Due to lack of prior knowledge and basic
20. ( ) Since difficult questions are asked in exams,
21. ( ) Most of the time, the grades I expected did not come,
22. ( ) Because I don't like this school,
23. ( ) Since I am interested in extracurricular activities,
24. ( ) Since our house is uncomfortable to study,
25. ( ) We are afraid to ask our teachers questions about the subjects we do not understand,
26. ( ) Because I am not fed enough,
27. ( ) Because I work outside
28. ( ) Because I don't have a study room of my own,
29. ( ) Lack of practice and repetition in Mathematics, Foreign language lessons,
30. ( ) If there are other reasons other than these, write them below.

Report on Failure in Class Survey

Class:........................... Date...

The Reasons for Failure Survey was applied to the students with 3 or more subjects with low marks.

Student Name and Number of Subject with low Identified Causes of Failure
Surname: Marks

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Efforts Done by the Classroom Teacher:

Parent Meeting Form

Class:........................

No. Meeting with Parent of Meeting Date Meeting Topic Process and evaluation
Student(Name) and Name
of Parent:

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Classroom Teacher of Class:.............

House Visit Form

These are the meetings that teachers, and guidance counselors hold with parents about their children in
order to contribute to the healthy development of children and to gather information on the causes of
problems.
Home visits are made to gather information about the student's family environment so that he/she can get
to know him/her better and help him/her know himself/herself. In addition to this purpose, it facilitates
school-family cooperation.
During home visits, information should be gathered on the physical condition of the home, the study
conditions and conditions of the child room, the extent to which the parents can help the child and his/her

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work, the attitude and understanding of the family towards the school and the services provided at the
school, and the general attitude of the family regarding their children. .
While making home visits, it is appropriate to adopt the following principles and understandings:
1. School administrators should recognize the importance of home visits in providing psychological
assistance to students; to this end, it should encourage experts and teachers; they should be provided with
time and preparation facilities; Efforts should be made to make families willing to visit these visits.
2. Home visits must be planned before the visit; Contact the family and make an appointment. The child
should also be informed about the visit.
3. What kind of information will be collected during home visits should be determined, if necessary, to be
valid for all visits; this information should be organized in the form of various meeting and observation
forms such as questionnaire, surveys, marking list, rating scale.
4. At the end of each visit, the total information must be written on the above-mentioned forms. Some
information can be written immediately during the visit; it may be inconvenient to write some information
during the visit.
5. Before going to visit, Teacher should obtain as much information about the child and family as
possible.
6. The child should be present at the beginning of the visit. This facilitates conversation and relationships.
7. The child and family should never be criticized during the visit; more positive statements should be
made about the child; In particular, expressions that compare the child with other children should be
avoided. Likewise, criticism of the school and other teachers should not be allowed during the visit.
8. Home visits, although planned, should not be carried out in a very formal or formal atmosphere; should
not be fussy and hasty; especially at the beginning and end of the visit, the rules of mutual love, respect
and courtesy should be treated.
9. The visit should be made at the appointed time and care should be taken not to exceed one hour.
10. Home visits should be based on personal friendship and courtesy rather than being formal. The facts
and subjects obtained during the visit should be recorded immediately after the visit and should not be left
in memory.
11. The teacher or counselor should not share information about the children of other families during
home visits. The teacher or counselor should be a good listener rather than speaking.

House Visit Form

Student Parents:

Name Surname: Father Name:

Class: Mother Name:

Student ID: Visit Date:

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House
Environment:

Family Member
Condition:

Attitude of the
Family towards
the Child:

Child's Attitude
Towards Family
Members:

Siblings
Relationship:

Physical
Condition of the
House:

Brief Summary
of the Visit:

Visitors:

Classroom Teacher: Guidance V.P

Annual Guidance Report

Class: Class No of Students:

Teacher:

Months: Guidance Activities Done

September
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

29
October
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

November
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

December
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

January

No of Student Met: No. of Parents Met:

No. of House Visit: No. of Activities:

February
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

March
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

30
April
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

May
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:

June
No of Student Met: No. of Parents Met:
No. of House Visit: No. of Activities:
Your
Needs &
suggestion
Regarding
Guidance

31