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Guidance Philosophy

The document discusses the philosophy of guidance for teachers. It emphasizes that guidance is a lifelong learning process and involves teaching children important life skills like respect, problem-solving, and working cooperatively. Effective guidance focuses on creating a supportive environment, building relationships with students and parents, and intervening in a solution-focused manner to address mistaken behaviors rather than using punishment. The goal is to help children develop self-esteem and social skills so they can become capable members of a democratic society.

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1K views4 pages

Guidance Philosophy

The document discusses the philosophy of guidance for teachers. It emphasizes that guidance is a lifelong learning process and involves teaching children important life skills like respect, problem-solving, and working cooperatively. Effective guidance focuses on creating a supportive environment, building relationships with students and parents, and intervening in a solution-focused manner to address mistaken behaviors rather than using punishment. The goal is to help children develop self-esteem and social skills so they can become capable members of a democratic society.

Uploaded by

api-300953294
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Guidance Philosophy

My guidance philosophy is that guidance just becomes something that


you do. Guidance means to teach, it is the same as teaching them many
other subjects. You need to educate and practice the theories so that you
become a professional. As a professional of guidance you know that it is
going to be a learning process forever. Every situation is going to be different
and as you begin with guidance you need to realize that you may need to
remind yourself of the strategies and factors that affect the various
situations. There are six key guidance practices you need to remember. The
teacher realizes that social skills are complicated and take into adulthood to
fully learn, the teacher reduces the need for mistaken behavior, the teacher
practices positive teacher-child relations, the teacher uses intervention
methods that are solution oriented, the teacher builds partnerships with
parents, and the teacher uses teamwork with adults.
As a teacher you need to remember that we are creating the
foundation for democratic life skills. As the foundation it is important to
remember that children need time and opportunities to learn these skills it
wont happen overnight, and you will need to remind them many times.
Guidance teaches children the life skills they need as citizens of a
democracy: respecting others and ones self, working together in groups,
solving problems using words, expressing strong emotions in acceptable
ways, and making decisions ethically and intelligently. Remember that like
us children will make mistakes. Effective teachers need to be leaders, and
not bosses. When given the opportunity children will gain the ability to see
ones self as a worthy individual and a capable member of the group,
express strong emotions in non-hurting ways, solve problems ethically and
intelligently, be understanding of the feelings and viewpoints of others, work
cooperatively in groups, with acceptance of the human differences among
members. We teach these skills not just through conflicts resolved
peaceably but also through the curriculum. Teachers need to give children
choices and not take away the choice, because they dont like the choice
made. Do not give a choice if you are not ready to accept the response!
When we deal with children who are misbehaving it is important to
remember its not misbehavior, but mistaken behavior. Every behavior
happens for a reason. Observing children to learn where they are
developmentally, if their pyramid needs are being met, and factors playing a
role in their daily lives. Observation is the key to understanding so many
things about children. Not only do we observe children, but children also
observe us. Setting an example is key to showing children how to handle

situations that may make you upset, manners, and respecting others.
Observation will be an essential tool in your guidance philosophy. If mistaken
behaviors are occurring you will need to observe to see if it is the
environment or other factors. If you want to decrease challenging
behaviors, children must feel in control of the environment they are in. The
invitation needs to clearly send the following messages: you can decide
where you go in this place, you can decide how long you stay in that place,
you can change the space to make it fit your needs and interests, you can
change that space to make it fit your needs and interests, you can take
objects from one space to another, you can decide what activity takes place
in that space. Children cannot practice self-control until they are in
environments that provide opportunities for control.
As a teacher it is important to see each child as an individual and
welcomed member of the group. It is important to not praise a single child,
but to encourage the whole group. The teacher relies more on guidelinespositive statements of expected behaviors-than on rules with negative
wording and implied threats. It is important to tell children what you want
them to do instead of what not to do. Most times children will only hear run
down the hall instead of dont run down the hall. Children need many
opportunities to learn to work out problems among themselves. Its
important for adults to distinguish between behavior that calls for immediate
intervention and behavior that is just part of normal developmental
exploration of control. Try not to single a child out it will only make other
children single them out. Everyone is looking for a place to feel a sense of
belonging. Children who take us to the end of our rope especially need a
climate that says, You are important and need to be here. It wont help to
build their self-esteem and will make them strive for negative attention. A
teacher understands that children who feel accepted in the classroom have
less need to show mistaken behaviors.
Teachers intervene by modeling and teaching conflict management
initially using high-level mediation and continually encouraging the children
to negotiate for themselves. The teacher avoids public embarrassment and
rarely uses removal (redirection and cooling-down times) or physical restraint
as a last resort. Taking time to know the child, be honest, be kind, show
respect, make your non-verbal and verbal messages agree, redirect, use
humor, allow for natural consequences, use logical consequences, use Imessages, work with the children, establish one way communication, be an
active listener, evaluate your environment, make chores games, give
choices, make clear statements, minimize adult-imposed transitions. These
are all ways to help guide childrens behaviors. Teachers recognize that
even in the most developmentally appropriate classrooms some conflict---the
result of everyday disagreements as well as strong unmet needs---is

inevitable. Crisis management comes after conflicts arent resolved and


emotions are running high. Crisis management has four techniques to use,
being direct (describe without labeling, express displeasure without insult,
correct by direction), commanding a choice, calming techniques (take deep
breaths or counting, separating to cool down), and physical restraint. When a
child has serious mistaken behaviors that are repeated, and serious
management techniques may not be enough. Teachers may need to have a
comprehensive guidance strategy that includes some or all of these steps,
build relations with the child and family prior to crises, use guidance
intervention techniques, obtain additional information, use additional
information, hold the individual guidance plan meeting, implement the
guidance plan, and monitor the guidance plan.
Teachers recognizes that mistaken behaviors occur less often when
parents and teachers work together. As a teacher you may realize that
some parents are not comfortable talking with teachers. This is where you
will need to take that extra step to develop a healthy relationship. You dont
want the first talk you have with parents to be about a mistaken behavior
and know nothing about them. It is also important to have a healthy
relationship with parents because they know their child, and will be able to
help you with any situation that may arise. As a teacher you will have to
consult with parents and coworkers to solve extreme misbehaviors. Just as
crucially important they always say two heads are better than one. In the
encouraging classroom teachers build partnerships with parents in order to
bridge differences between home and school and to empower the homeschool connections. There are four kinds of parent-teacher communications
used in early childhood: telephone conversations, parent-teacher
conferences, home visits, and classroom contacts as volunteers.
As an effective guidance teacher it is important to remember that you
need support from other adults. Teachers know that when children see others
working together it helps them to build trust. Through coordinated
assistance, children can be helped to overcome serious problems and build
self-esteem and social skills. When teachers ask for help they too are
looking for guidance. Guidance skills are life long and help children become
good citizens in the community.
Guidance is lifelong goal to make the world a better place. As teachers
it is important to remember not to change the child but change the
environments around them. Children are our future. We need to set the
foundation for the skills needed in everyday life. When children are young
they are still impressionable and teaching them guidance theories will show
them ways of dealing with obstacles in an appropriate manner that is safe for
them and others. If you have a child that takes you to the end of your rope,

sometimes you need to increase the length. One of the most important
things to remind yourself of as a guidance teacher is Change is not easy; it
requires relearning.

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