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Assign1 Q 1

Show if the ff. statements are TRUE or perhaps FALSE: Only write Authentic or Phony 1 . you Life Orientation is an umbrella term which involves all the work that teachers must be doing with learners & include school guidance, coaching & your life skills. Authentic 1 . a couple of Acceptance is involved with all areas of learning. Accurate 1 . three or more Three (3) different types of thought developments may be differentiated. Fake

1 . 4 An intensive, prolonged career education programme helps learners to achieve knowledge of who they actually are. True 1 . 5 Lindhard & Oosthuizen differentiate between the following guidelines of making decisions, namely: seeks & worth; information; remedy & decision making.

True 1 . 6 A facilitative method is

where the specific looks at his or her own hobbies. False

1 . 7 Examination should only focus on the learner’s intellectual abilities. False

1 . almost eight Observation is definitely an educational technique which should be part of just about every educator’s part. True 1 . 9 The implication of the structured interview is that the interviewer & the learner face each other because equal lovers. False

1 ) 10 Individual counselling can be predominantly applied as a method of coaching in school adjustments.


Assign1 Q2

Write down only the missing word/s following to the suitable number: installment payments on your 1 In every area of your life Skills education the Student is the center.

installment payments on your 2 In every area of your life Skills the information should be offered in such a way that learners themselves obtain personalization. installment payments on your 3 Analyze methods & reading skills are categorized as Considering skills, & compiling a low cost & composing a CV is labeled as Success skills. installment payments on your 4 Belief is dependent upon the senses & is a precondition for learning. 2 . your five The spanish student is able to surpasse reality & enter a world of “nonreality through the technique of Imagination 2 . 6 The Composite interview method is consisting of the best elements from the immediate & roundabout interviews. 2 . 7 The three main considerations governing a profession choice happen to be Job information, working circumstances & Work opportunities. 2 . 8 Inside the decision making procedure the Fatalistic decider is definitely the “whatever will be, will be type.

Assign2 Q1

How do you explain the ff. principles to a selection of parents? (Dont use much more than 4 paragraphs to discuss every concept. ) Marks will probably be allocated for correct model of concept [35]

(a) Corrective instructing:

¢ Teacher notifies & modifies learner right away when mistake is made ¢

Educator creates options for learner to practice remedied method & ingrain new understanding. ¢ If spanish student still are unable to grasp modification then different ways of teaching the correction is usually implemented right up until learner may understand mistake, & can correct this. ¢ It is hoped that by showing that when a student makes a mistake & exhibiting them the correct/appropriate answer, any misgiving/misunderstanding/problems may be cured.

(b) Educational guidance:

¢ A facet of direction concerning students’ motivation to find out; the impractical expectations of both parents & teachers; methods of analyze & reinforcing /assisting with academic job. ¢ Teachers work out scholars learning designs / reasons for problems / possible solutions ¢ Teachers will take healthy approach to support learner & establish trust to help learner’s progress

(c) Examination:

¢ Is to evaluate / measure learner’s overall performance in terms of PIES; intellectual, interpersonal, physical & emotional abilities/skills ¢ Assessment is done through various types of tests, asking yourself, portfolio-type/ project-style work. ¢ Assessment is definitely the means to get to know learners overall to assist in their highest potential. ¢ Learning needs can be identified, & problems dealt with, ¢ Lack of motivation can be corrected with encouragement & support of a more helpful learning knowledge ¢ The strategy of “assessment is actually a technique of recording information about the learner, relating to all the aspects mentioned previously to get a healthy impression with the learner.

(d) Counselling skills:

¢ Counselling gets a youngster to spread out up to an outsider, to relate private information on trust. ¢ This method is used to discover & immediate towards helpful guidance. ¢ For youngster to be spontaneous, an easy heading conversational romantic relationship has to develop over a duration of time to build trust & confidence. ¢ The success of this process depends on the counselor’s qualities & characteristics, just like SCETCHER-sincerity, dedication, empathy, truthfulness, concern, sense of humor, encouragement

responsibility etc . ¢ Boy or girl must experience reassured that counselor has attributes to SPLUG fix the problem in front of you, listen, figure out, guide.

(e) Career education:

¢ To receive learners involved at early age to task long term perspective, e. g. what that they had want for being 1day ¢ To aim for these goals with the assistance of the educator. ¢ The theory is to infuse in the learner awareness of talents, & ¢ To little by little guide this kind of journey towards the workplace very well equipped with expertise & work ethic to enable learners to handle any condition successfully. ¢ In the mature phase of schooling learners are aided with job guidance. ¢ Instilling expertise plays a major role in career male impotence cos choice of a career is among the most important lifetime decisions a learner makes.

(f) Interview:

¢ Is a conversational exploration among a counselor & learner during appointment, ¢ Aids in getting specific advice about the learner. ¢ Interviewer’s frame of mind, personality, & approach takes on a major role in giving a successful interview, ¢ Educational trust, understanding, & power must be displayed to give the novice comfort, security & guarantee. ¢ The idea is to guideline learner toward maturity; & help resolve a problem, ¢ Learner should be made to think confident enough to disclose relevant information to complete the method, ¢ To be able to achieve a learner’s cooperation, an atmosphere that guarantees intimacy must be supplied.

(g) Your life skills:

¢ This can be a holistic development of learners, to progress academically, & instill long term learning. ¢ Aim to infuse traits that will develop persona characteristics, values, values, honnête, & human being outlook. ¢ Empowerment to embrace the challenges anytime; overcoming emotional & daily stresses. ¢ Maturity for making rational selections & knowledgeable decisions ¢ To develop self & community responsibility, & serve to resolve problems & pursue communal upliftment.

Queen 2: Go over the 3 facets of guidance. -explanation of the interrelatedness of these aspects. [15]

¢ An educator’s duty is to provide a all natural guidance into a learner. ¢ In order to achieve this aim, 3 facets where learner requires guidance: um = personal & social guidance

u = educational guidance

o sama dengan vocational guidance.

¢ All three are irrevocably interrelated

Personal & social direction is a man need

o learners are especially vulnerable during this stage of physical/ psychological expansion. o They require personal & social support, as a result of emotional changing, which may inflict a range of negative thoughts like denial, inadequacy, indecisiveness, inferiority, & other overpowering negative statements like hatred. o Lack of adult treatment during these kinds of negativism can cause tragic situations like committing suicide. o Want adult guidance & advice to face & fight, & overcome these kinds of challenges correctly, o Need explanation, understanding & support to say off all negativity, & embrace a development of great self-image Scholars may need personal guidance to handle sudden catastrophe like fatality, violence, mistreatment, ordeal of orientation for new institution. o Different challenges will vary impacts with adverse behavioural repercussions. um A lack of cultural & mental satisfaction might impact on all their general interpersonal interaction with family, peers & teachers, o Deficiency results in antisocial acts of self-expression; display of deviant behaviour patterns like cheating, lying, thieving, & criminal behaviour. o Without social guidance such stress& trial changes into violent disruptive conduct in & out of faculty. o Due to the personal characteristics, correctional techniques involve interpersonal guidance, through one-to-one appointment conducted between your learner & educator or guidance counsellor.

Educational advice is a great umbrella covers every aspect of learning:

” schoolwork; methods of learning; memorising work; & writing testing. o Educators work tightly with learners, to notice how students acquire their very own learning, what academic problems they deal with, the best way to deal with it, & the most effective way to resolve it. to Next step requires structured guidance by educators to complement learner’s strengths & preferences um Educators forward study strategies, academic assistance, & encouragement of academic operate. o Educational guidance address parents / teachers who have hold impractical expectations from their children to Vocal or subliminal motivation is of highest importance to overcome and achieve success. u When dealing with educational problems, the result in factors must be investigated & identified. o Trigger complications may be negative personal & social issues like teenage strain, low self-confidence, psychological trauma, mistreatment, or some personal challenge which in turn affects learner’s capacity to find out effectively. u Social issues signalling poor school efficiency include expert pressure, unable to start family conditions, or some form of social catastrophe which negatively impacts a learner’s academics performance. u Educators may well recognises a learning disorder, which may want medical attention. o Personal & social problems do impact on the educational facet of the student, thus it is imperative for taking every facet into consideration when ever providing educational assistance, such as the learner’s self, like persona, behaviour, & demeanour of learner; expert interaction, house life, rapport with school environment, & adverse community impact.

Vocational: is usually aspiration inborn in every person.

to Acquisition of sustenance is an inborn standard & necessary human require. Necessitating vocational guidance. to With the unreliable economic climate most parents & youngsters aspire to harness a profession to relieve financial burden & uplift living circumstances, in pursuit to procure a luxurious lifestyle. o Personality of the student guides him/her towards a vocation. u Each person features varying strengths, weaknesses, dreams, objectives, & needs to secure personal fulfilment. o A person has to be equipped with characteristic features that match requirements for a particular career choice. um Educator’s work to take just about every faculty, whether personal, interpersonal, psychological, or physiological, into consideration, when helping a novice towards a profession choice. um Career decision must be realistic, based on the strengths & uniqueness with the learner. to To inculcate importance of “work as a task, is a habit 2b inculcatd at an extremely young age of the learner’s school life. um Career education is presented @primary institution level, so that learners familiarised with notion of `de workplace. o Emphasis is in exploration of difrent work oportunitys, 2facilitate informd career choice by de time schl career ends. o Vocational guidance assists learner to pay attention to long term perspective, & how to work towards reaching the goal. to Life abilities play important role in organizing a novice for the work environment, just like personal & social expertise. o Elevating financial turmoil, marks educational/academic careers since the vehicle towards achieving financial freedom. o A learner must gather most facets of lifestyle skill to obtain good positions in any particular career. to All these facets equip a learner with maximum opportunity to realise the goal. um All a few facets of direction r irrevocably intertwined in guiding student 2make one particular of para most important life-time decisions.

Personal, social & educational guidance are an related unit which will must be looked into as a collaboration to address /resolve problems of your personal, social, or educational kind. As a student is a “whole person, any form of crisis or issue impacts in a different way levels of his or her entire staying. The goal of rendering complete advice to a spanish student is too huge & comprehensive to be achieved alone, hence it has to be a collective work involving the input & services of different persons for the guidance procedure to become a powerful service. Just like everything else there is strength in unity, & the united efforts of educators, father and mother & different role-players can bestow a powerful guidance to the learner.

Problem 3 [50]

M. plan on area of life-skils(LS) in persnal devlpmnt dat learners need 2develop. Folo prepare 2teach apropriate LS.

LESSON PLAN: Cultural & Conversation Skills

Topic/ theme / program organiser: All About Relationships

Grade:.. 9¦¦¦¦¦¦¦¦¦¦¦¦ Duration of lesson:. 60 minutes¦¦¦¦¦¦¦¦¦.

Lesson Objectives/Learning outcomes:

At the end in the learning process, learners should be able to:

(knowledge) ¢ Learners become familiar with about the cost of having good friendships. ¢ Learners recognize what makes good friendship. ¢ Learners realise that it is normal for friendships to change even as we grow up.

(skills) ¢ Learners acquire & represent the manners of how to generate friends. ¢ Learners discover ways to maintain great friendships through the tumultuous changes of teenage life.

(attitudes, ¢ Learners can get to know why is good friendships work. values) ¢ Learners understand that is actually good to be open to relationships with people of various cultures.

Educational media or other sources (eg. magazines, newspapers, calenders):

¢ Play Mobile phones for role play

¢ Class, Homework, & Family Activity Worksheets

¢ Graph and or chart

¢ Discussion Bed sheet (Copies on Next Page)

Aspects Intended for Discussion & Structure Of Unfolding The Lesson:

Introduction: College students will be informed that the principal skills to make friendships, depends upon a physical approach & a mental frame of mind of what one thinks to be a good friend. It is being human to be able to identify or understand someone who has the traits penalized a good friend. It is also authentic that at times what you understand is not really the way it can be. The idea should be to first

know what you are considering in a friend, & then to match these needs with someone whom you think has the individuality to prize these demands. Students will be asked to explore perceptions made about a person when confronted in different ways, eg. Nicely, abruptly, boisterously, roughly, and so forth Formulation of a problem: Many people have a need to “belong, possibly amongst the peers, or sometimes even amongst family. Often we worry about how each of our extended side of camaraderie will be received, & this fear helps prevent us coming from making the move to take those opportunity to introduce & become familiar with someone. It can be true that acceptance is definitely beyond each of our control, yet we have to try to create friendships, & give the risk of being acknowledged or rebuffed a go!

Intelligent Recognition: The chemistry needed to click into a meaningful friendship may be further than our control, but the attributes required to seal off the deal as they say is definitely inside our control! Truthfulness, honesty, support, encouragement, assistance, healthy entertainment, companionship are typical important qualities of a good friend. People immediately warm to good attributes & persona characteristics, therefore it becomes important to harness these qualities & practice them from a age. You have to recognize what qualities generate good friendships & which will qualities to become wary of, so as not to be duped in a newly formed romantic relationship, which is just “posing as being a friendship.

Creating Different numbers of friendships:

¢ Parents as close friends ¢ Buddies ¢ Close friends ¢ Friendly acquaintances ¢ Platonic relationships

Tools To get Meaningful Friendship: ¢ Being concerned about every other’s health and wellness. ¢ Having the ability to be open & upfront regarding touchy problems. ¢ To provide good balanced advice.

¢ Usually showing treatment, support, understanding, & ease and comfort.

Methods Utilized to Unfold Content material: I’ll ask questions that would require deeper evaluation of the elements featured previously mentioned & work with hands on actions to merge the information. We’ve formulated actions, & a discussion

design to aid probing inquiries, which might require students to reveal & believe deeply about discussed concerns. I’d customise the content to make it relevant to them, so that students explore self-assessment as well.

Middle Phase:

Presentation of content:

(A decrease of the most significant facts & concepts in a board plan:

I would facilitate opening learner’s eyes to deeper opinions by leading them to check out discussions, by simply probing inquiries which will promote self-assessment, & request learners to reflect & see much deeper into what personal factors are involved in the art of communication. I’d discuss & go through the actions & worksheets with them as well.

Business presentation of Novice Activities:

Stage 1: After an introduction towards the content of the lesson, every single aspect would be highlighted, & a discussion will be opened for the class, presenting opinions, personal experiences, concerns, desires, thoughts etc . around the particular factor. I would stop them periodically to bring a concern to attention by asking related inquiries from the discussion sheet, & probing conversations in which learners would take part in during the lesson activity.

Period 2: A role play in relation to the factors would be carried out to realize the information & merge information obtained during the talks.

Phase 3: Individual & more personal activities requiring intimate reflection would be completed as groundwork.

Note: Scholars would be prompted to share the outcomes of these actions with each other. They would give a record as part of their Homework Drafted Activity to go over their encounters & the actual enjoyed regarding the idea.

Conclusion: Ready Learner Actions to follow:

There are five class activities formulated about each part of the idea, & a reflective loan consolidation activity, in addition to a “family activity formulated since homework projects. A note to the parents can be attached with this activity. The inquiries I will cause during the conversation with the course; my insight; & instruction for each in the activities, can be attached to a worksheet developed for the learner’s alignment of each aspect. P. S. An example of these types of activities follows after the explanation of my assessment to get the lesson.


I’ll determine learners during group activities within their individual groups; their very own interaction during brainstorming, role-playing, & course discussions. I’ll do individual assessments for the Activity Worksheets, & the written home work activity. I am going to assess their attitude, manners during connection, (giving each other a chance to surroundings their sights etc . ), & can make notes with their weaknesses; to become addressed with them privately. I’d have the ability to assess quick perception, depth of considering, & comprehension of the content, as well as their very own understanding of the emotional & moral problems related topic.

¢ Home work Activity

¢ A Student ” parent involvement activity to be dispatched home with learners:


EXAMINE UNIT one particular

A. Purpose & reason of the course

1 . one particular Introduction:

Introducing one to the purpose of advice and guidance and existence skills to make education relevant to learners to fulfil their needs and targets.

1 . a couple of Support Bottom:

Learners happen to be faced with problems ” major/minor ” they need help dealing with them. Might not be able to prevent pitfalls of problem scenarios if they are certainly not given the proper support & guidance. Advice, counselling & development of your life skills may contribute to the educational process so that learners are able to make up to date decisions about their lives.

Direction & Counselling & the introduction of life Expertise: an Educational Support Bottom


1 . 3 Direction, counselling & life abilities:

” ought to be made available to students at ” preprimary, major and supplementary school levels

” School Guidance and Coaching and Life Skills each represent: ” Life Alignment ” umbrella term covering all the work that teachers needs to be doing with the learners.

Curriculum 2005:

“Life Orientation: We all live in a rapidly changing society. To cope with these issues, learners have to develop lifestyle skills. Life Orientation contains the building of self-esteem, success skills and healthy way of life. 

Came from here on S. G. C = University Guidance & Counselling

S. G. C ” helps children to ” get to know themselves

” turn into acquainted with several careers ” deal with academics problems ” teaches children to deal with scenarios in their lives

Draft NCS (2001: 16)

Five Learning Effects:

Learning Outcome you: learner will be able to make knowledgeable decisions abt, PEC

persona overall health

environmental health

community overall health

Learning Final result 2: more lean is able to show an active dedication to CSS constitutional privileges

cultural responsibilities

sensitivity to diverse cultures & belief systems.

Learning Outcome several: learner can use attained life abilities to achieve and extend personal potential so that they can respond efficiently to problems in their community.

Learning Result 4: learner is able to illustrate an understanding of & engage in activities that promote movement & physical development.

Learning Outcome your five: learner is able to make informed choices & decisions regarding further study & profession options.

1 ) 4 College guidance and Counselling (SGC)

¢ Vision, characteristics & is designed of SGC are related & totally dependent on the other person, exist because of one another & through each other ¢ Your life skills, guidance, & guidance are all-encompassing, interdependent in achieving the Goal of building up life expertise in a student.


1 . 4. one particular Vision of faculty guidance & counselling:

¢ Vision ” dream placed by a person or institution, underlying basis for the person or perhaps institution’s existence ¢ Eyesight of SGC = to create a healthy contemporary society

1 . some. 2 Characteristics of School guidance & guidance:


1 . 4. 3 Is designed of School guidance & counselling:


1 ) 5 Obj’s & perf. outcomes of faculty guidance & counselling:

¢ School assistance teacher sees that the student finds themselves in different situations in the learning environment & life generally: ” educational situation

” personal situation

” career situation



* Performance Final results give tangible results.

|Differential education |Future-oriented education | |- system based on rule that students vary and so vastly in their|- scholars will be trained the necessary expertise for their foreseeable future | |abilities, aptitudes & interests that they will not all profit |survival & well-being | |from a uniform technique of education | |

Theoretical framework


Four claims:

1 ) guidance, coaching & lifestyle skills are involved with leading the novice (guiding the learner) 2 . understanding the learner as a total

becoming (learner being a total being) 3. understanding that the student is a relational being who will need assistance in developing relationships ( learner as being a rational being) 4. promoting the spanish student in the real-world (leaner in reality)

1 . Guiding the learner (S. C. O. A. N. )

H ” obtaining

C ” dealing with

To ” orienting

A ” allowing

Farreneheit ” assisting


2 . Pg 16 ” Novice ” total human being ” whole student (S. G. A. And. C. C)

S i9000 ” interpersonal

G ” physical

A ” affective

And ” normative

C ” conative

C ” cognitive

3. Pg 16 Slimmer as a rational being (S. O. O. T. )

S i9000 ” personal

O ” others

Um ” objects

To ” The Other (Superior Being)

four. The novice in reality




counselling relationship, analysis & statement

the interview

* dev of existence skills ” holistic approach

” specific areas of focus

Rules of personal & social guidance

1 . Indiv uniqueness

2 . Popularity

several. Association

4. Come across

Normative Suppport

” Piaget

” Kohlberg


Settings of learning

(S. P. L. T. My spouse and i. F. Meters. )

1 . Sensing

2 . Paying attention

3. Perceiving

5. Thinking

5. Imagining

6. Fantasising

7. Memory

Pg twenty four

Eight Problem Areas (Learning Problems)

(H. A. R. C. M. M. I. Elizabeth. )

1 . Over activity

2 . Attention failures

3. Reading complications

4. Counting problems

five. Mathematical Challenges

6th. Language deficiencies

7. Impulsiveness

8. Mental instability

Pg 50

Remedial Education

Step 1 : Id

Step 2: educational aid plan

Step 3: Consolidation

Step 4: Monitoring

Pg 52/53






2 . 1 INLEIDING 2 . 1 Intro

gedifferensieerde onderwys: gebaseer op veronderstelling elke leerder is uniek tov sy moontlikhede, belangstellings, aanlegte differentiated education: based upon assumption of each and every learner is exclusive about her capabilities, passions, aptitudes fasette v voorligting: persoonlike en sosiale voorligting, opvoedkundige voorligting en beroepsvoorligting) v facets counselling: personal and sociable counselling, educational counselling and career guidance) 3 fasette onderling verwant en deel v generale proses 3 interrelated facets and areas of the total method

Figure 2 . 1 shows the interrelatedness of the

functions from the three guidance facets.

¢ The three sides of the triangular are similar, ‘ every facet is equally important. ¢ triangle as well shows ” boundaries of each and every guidance feature ” never definable ‘ may overlap.


2 . 2 . 1 Personal and sociable guidance

¢ leerders benodig ditgene, soms eensaam, besluiteloos, ens learners want it, sometimes depressed, indecisive, etc . ¢ negatiewe gevoelens bist du positiewes omskakel convert negative feelings in positives ¢ stel hul staat om positiewe selfbeeld te ontw. Develop a positive self graphic

*Crises a learner may experience: (necessitate personal guidance) ¢ Loss of life of parent/sibling

¢ Changing colleges

¢ Violence in home or community

¢ Physical abuse

u interact with scholars, educators, parents, siblings and also other members in the community, which is a form of sociable guidance. um Although said documents of interaction may result in social and emotional pleasure, they can likewise lead to:

Behavioural disorders:

¢ Troublesome behaviour and activities in the lecture

¢ Physical arguements and name-calling

Any kind of behavioural disorder requires social direction.

Antisocial functions:

¢ Cheating

¢ Resting

¢ Stealing

¢ Vandalism

All the complications we have described are of any personal and social character. Although direction in general is generally carried out within a group circumstance, personal and social guidance is usually carried out on a one-to-one basis (ie between the individual learner plus the educator or guidance counsellor) because of its personal nature (Petrick 1986: 73).

2 . installment payments on your 2 Educational guidance

” concerned met alle aspekte v adivinar, skoolwerk te doen (memosrisering, skryf versus toetsewith almost all aspects of learn: how to learn, memorising job & producing tests

Educational guidance must moet versus vlgde aspekte kennis neem: take note of this issues: ¢ Study methods

¢ Academic assistance and reinforcement of academic work ¢ Parents’ unrealistic targets

¢ Educators’ impractical expectations

¢ Learners’ motivation to understand

Educational problems avoid occur in isolation ” when offering educational assistance ” consider different facets like: person himself/herself, peers, the house, school and communityEduca installment payments on your 2 . three or more Vocational advice

Learner as a unique person, should be well guided to make a realistic career choice. ” ought to be started in primary university level ” learner become familiar with the concept “the workplace Emphasis at principal school level ” discovering work opportunities rather than specific number of work.

NB points:

o Assistance is an extensive service ” requires distinct role players if their going to become implemented in a manner that will assist scholars o This kind of module is definitely aimed at causing you to more conscious of your responsibilities, won’t

allow you to a specialist in the field.

¢ instructor as the vital link in offering guidance ” in direct contact with the learners. ¢ Important ” educator simply cannot provide this kind of service on his/her personal; ” needs the support of various other educators, parents, peers, mind of division, guidance counsellors and university psychologists to supply an effective advice service.

2 . 3 Guidelines of personal & social assistance

¢ opvoeder moet leerder op persoonlike vlak ondersteun ” dus allesamt aspekte versus leerder in aanmerking neem educator has to be learner on the personal standard of support ” so every aspects versus learner membership ¢ vier beginsels waarop persoonlike en sosiale voorligting berus: individuele uniekheid, aanvaarding, assosiasie, ontmoeting four guidelines of personal and social guidance rests: specific uniqueness, acknowledgement, association, meeting Four rules on which l & h guidance snooze:

1 . Indiv uniqueness

2 . Acceptance

several. Association

4. Encounter

|Individuele Uniekheid Specific |Aanvaarding Popularity |Assossiasie Assossiasie |Ontmoeting Meeting | |Uniqueness |wedersydse verhouding wat operative aanvaarding|opvoeder moet leerder adivinar ken student |wanneer 2 mense ontmoet, poog hul om te | |kind se innerlike waardes child’s inner|berus noodsaaklik om persoonlike ontw te|educator should know |kommunikeer en attained mekaar kontak te maak | |values |ondersteun reciprocal relationship that |vestig ‘n verhouding tussen opvoeder en|when 2 people meet, all their attempts to | |respekteer leerder ze waardes en help |is based on the acceptance needed to |leerder = saam werk om probleem op te |communicate with one another to make | |om sy selfwaarde te ontdek esteem the |support personal ontw |los establish a relationship between |contact | |learner’s beliefs and help to learn |as opvoeder

leerder aanvaar desenfado leerder |teacher and novice = functions together to|opvoeder en leerder moet mekaar waardig en| |their personal worth |hom toe vertrou en versoring en |problem solve |met respek ontmoet educator and learner | |leerder begrip vir eie individualiteit |ondersteuning wat opvoeder bied aanvaar | |must display pride and admiration to meet | |ontwik student understanding of their |teacher as learner student will accept | | | |own individuality developed |him and versoring trust and support that| | | | |educators provide strategies | | |


2 . four. 1Physical Support

Educators must always take the next factors into mind: ¢ Physical weakness can lead to poor dexterity and deficiency of endurance. ¢ Learners might isolate themselves from their peers because of physical weakness. They might hide lurking behind books, but inwardly really miss more social contact. ¢ Physical distinctions, especially when students feel poor, may cause a learner to formulate a poor self-image. ¢ Scholars may need to end up being taught how you can accept themselves. ¢ Learners at this stage of development will be keenly interested in their appearance. They often

have strong feelings regarding puberty and adolescence, and sometimes want might a lot of questions.

The educator performs an important part in seeing and identifying problems. End up being alert for a few of the ff: ¢ symptoms that suggest physical weariness

¢ signs that the learner will not be receiving care at home ¢ a sloppy attitude to personal cleanliness

¢ indications the learner is usually overweight or undernourished ¢ any signal that may recommend physical mistreatment

¢ any signal of a bad body image or negative self-image Educators will need to, therefore , concentrate on the following concerns:

¢ gross motor ability and fine motor unit ability

¢ the ability to spot comparison between things ¢ visual memory

¢ comprehension of relationships such as up, in back of, in front of, beneath ¢ whether or not the learner is definitely distracted

¢ whether or not the learner can easily repeat what he or she has noticed [pic]


2 . being unfaithful Modes of learning

The function of educational guidance should be to support the learner inside the learning process. Before any kind of educator may endeavour to offer educational guidance, he or she needs to understand the diverse modes of learning. We all will now look briefly on the seven distinct modes of learning.

The task can be offered schematically inside the following approach:

Modes of learning

(S. P. P. T. I. N. M. )

almost eight. Sensing

9. Focusing

15. Perceiving

11. Considering

doze. Imagining

13. Fantasising

14. Memory

Pg 48

Eight Problem Areas (Learning Problems)

(H. A. Ur. C. Meters. L. We. E. )

being unfaithful. Hyperactivity

10. Attention deficits

11. Reading problems

12. Keeping track of problems

13. Numerical Problems

14. Vocabulary deficiencies

15. Impulsiveness

sixteen. Emotional lack of stability

Pg 60

Helpful Education

Step 1 : Identification

Step 2: educational help program

3: Consolidation

Step four: Monitoring

Pg 52/53



2 . 18 Career education programmes

a. One practical way of helping them is always to provide profession education in the form of a career education programme from an early age. b. The educator should instil a feeling of “calling inside their learners. c. we need to generate learners which they have to generate career development choices in appropriate times in their educational careers (Mwamwenda 1995: 473). d. This task is a challenging one intended for the instructor and it is even more complicated by the fact that the

workplace is usually changing constantly.

¢ Each fresh invention means that a new profession is created or an old one

is no longer necessary. ¢ Eighty percent of careers that will rule in the year 2020 probably do not even can be found today. Someones needs are changing as well as the nature of occupations need to change in in an attempt to supply those needs.

Let us take a look at the following points about career education before functioning at how you, the educator, can go regarding providing profession guidance. ¢ Career education is a purposeful endeavour and not just an attitude or perhaps point of view. ¢ It is a plan that starts in quality one and continues in to adulthood. ¢ It is a plan for all learners.

¢ Profession education stresses that education prepares the learner pertaining to the workplace. ¢ Vocational guidance is taking care of of career education, however the terms are certainly not synonymous. ¢ The subject, Job Education, should form part of the whole teaching programme and should not be observed as a great addition to a learner’s education. This means that career education can be described as far wider ¢ principle than vocational training. It is an educational programme aimed at offering the developing learner suitable guidance and counselling so that he or she could make the necessary choices and so eventually arrive at self-actualisation and work satisfaction. ¢ You may not think that your learning programme or subject offers much related to careers. In the event so , you will definitely have to experience a major brain shift. Curriculum 2005 (1997: 3) claims: “Soon all South Africans will be active, creative, important thinkers living productive and fulfilling lives. 

¢ the new subjects prepares scholars for an active life within a career or in career. ¢ make them to get such a life while you are transferring knowledge about your learning programme or subject.

installment payments on your 16. one particular Theoretical basis for offering career education

a few basic categories which will form the foundation of a career education programme.

We refer to the learner being a person in the world who must be evaluated

according to the pursuing anthropological types: ª becoming in the world of significance

ª fellowship

ª temporality

ª being somebody in your own right.

*** temporality and being someone in your right NB to job education.

installment payments on your 16. 1 . 1 Temporality

A person is a creature of time who may be constantly planning for the future aiming to bring these plans to fruition. (a) Hope for the future

(b) Task of designing options

(c) Fulfilment of destiny

installment payments on your 16. 1 . 2 To become someone in your right

A person is component to a community nevertheless also has the need to be an individual in his or her very own right. This is certainly a general human being phenomenon and so the individual is usually committed to cultivating his or her very own unique way of being on the globe.

We will briefly examine each of these and see how they relate to career education. (a) Esteem for one’s pride

(b) Task of self-understanding

(c) Liberty for responsibility

We sum up these principles and the inference for job education in table installment payments on your 3.


2 . 17 A career education programme

Career education is a organized, educational programme which helps learners to pick a career and may provide them with the required skills, behaviour and understanding needed for success and progress in the workplace.

a profession education system will cover the next fields: ª


ª awareness of professions

ª decision-making expertise

2 . seventeen. 1 Self-awareness

Many students do not have enough knowledge about themselves to make a crucial decision like deciding on a career. An intensive, expanded career education programme assists learners to achieve knowledge of who they are in terms of nature, personality, capacity and ideals. Self-awareness is usually, therefore , attained through a gradual process of self-exploration which begins as soon as the learner enters early childhood expansion phase and continues through the senior principal years and into the elderly secondary stage. It is during this kind of final phase that the spanish student needs to make a decision on an occupation.

The exploratory tactics used in a self-awareness plan

* determined by the developmental stage in the learner

* geared to help the student to arrive at a clearer definition of his or her: ª physical capabilities and constraints

ª intellectual leads

ª social expertise

ª interests

ª aptitudes

ª personality

installment payments on your 17. two Career and job awareness

choice of an occupation ” starts when the student chooses themes

essential that educators and parents become involved inside the career and job awareness process.

Learners should choose subjects and careers ” can be a sole proprietor / number

of career options are open to them. Learners should not select subjects that may limit their very own career chances.

How to put into practice career education

¢ Orientation of careers

¢ Things to consider governing a profession choice

¢ Simple aims of career education

¢ How to accumulate career information

¢ Guidelines for educators

2 . 17. installment payments on your 1 Orientation of jobs

(a) Basic orientation

(b) Particular orientation

(c) Orientation in respect of the economy

(d) Orientation in regards to occupational choices

2 . 17. 2 . a couple of Considerations governing a career decision

three key considerations regulating a career choice:

a) job explanation

b) working circumstances

c) job possibilities

(a) Job description

It is important to inquire questions including the following:

¢ What does the work include?

¢ What are the responsibilities, responsibilities and duties?

¢ What is the nature of the work?

(b) Working conditions

(c) Job possibilities

2 . seventeen. 2 . a few Basic seeks of career education

The essential aim of a career programme will be based upon the following transactions: ¢ You have to be prepared for existence.

¢ You need to meet expectations.

¢ Situations can change and you have to make the necessary adjustments. ¢ You have to have an optimistic attitude to work.

¢ You have to do your individual work.

¢ You may work together with others.

¢ You can choose your job.

¢ Work is honourable.

¢ Every work is important.

¢ It is a advantage to work.

¢ Good function is compensated.

¢ You value work that is done for you.

by the time the learner reaches the stage of making a career choice: ¢ an awareness of personal skills and abilities

¢ an ability to help to make decisions independently

¢ access to opportunities that build self-knowledge

¢ skills to be able to generate meaningful selections

¢ a great measure of self-fulfilment

installment payments on your 17. 2 . 4 Tips on how to collect job information

the media teacher (school librarian), parents, other teachers, students and people in our community can assist learners to gather information.

Just how then may information end up being collected?

¢ Learners together with the same aptitudes and hobbies could kind a group trying to obtain info on a particular number of careers ¢ Parents and the community in particular There are a large numbers of media-related sources that can be consulted. ¢ center has subject literature upon careers. The Department of Labour issues a comprehensive guide to literature regarding careers; create to these people and request a duplicate of this guide. ¢ Audiovisual media Essays and leaflets on certain careers and vocations can be

gathered. ¢ Newspaper publishers and journals

Narrative literary works (stories)

¢ Outside the house institutions:

¢ Department of Labour

¢ South African Protection Force

¢ Human being Sciences Analysis Council

¢ colleges, technikons and technical colleges

¢ private guidance centres

¢ employment agencies

¢ take learners to a career exhibit.

2 . seventeen. 2 . a few Guidelines intended for educators

We now have only included a few suggestions, so please feel free to add to the list. ¢ Teachers often have only one period per week intended for career education. You can use this time around to deal with particular topics. Do not forget that your topic must be highly relevant to the age degree of the novice. You should execute a needs research before choosing what you will cover with the students. ¢ The educator in the intermediate and senior levels should consider himself or their self as a facilitator. ¢ Employ small group talks, depending on the matter you happen to be dealing with as well as the maturity degree of the students. ¢ Offer learners opportunities to work on tasks or to continue excursions. Motivate your learners to gain work experience related to particular careers. ¢ Guide the student on a long term course of study and the career options that he or she may well follow because of the particular training by performing individual interviews with every learner. ¢ Learners should also be aware of what educational qualifications are necessary several jobs and professions. At the early years as a child stage you require not get into too much details; simply support learners to comprehend that certain jobs have different requirements or require more years of study than others. ¢ Learners can visit different working environments including banks, industries, farms and business and commercial companies, as part of the profession programme. ¢ You can ask persons, including parents, to talk to the learners about their

operate. ¢ Inquire the scholars to list their parents’ occupations; you could even consist of their relatives or others they understand. Ask them to describe the nature of these kinds of occupations in greater detail. You can ask these people what kind of they would like to do and why (Mwamwenda 1995: 473).. Because the learning system educator, you must understand the value of the subject. The abilities which you instruct via the learning plan will more than likely help the learner in his or her future existence. At the very least, the learners should know what expertise are required in different careers.

*** choice of school, themes and profession are central in the advanced and mature phases, we all will in short , discuss decision making in the next section.

2 . seventeen. 3 Decision making

A decision is actually a choice between different methods to a problem. ” a mental process or activity that involves the mind.

” Making decisions abilities could be improved with practice

” usually involves a choice.

” Choice ‘ the act of choosing

” “decision means to make up your mind.

Learners need to be taught tips on how to arrive at a conclusion.

We should separate:

ª simple decisions, with no or little effect on the upcoming (“Shall My spouse and i go to the party? , “What shall We wear for the party? ) AND

ª complicated decisions, which can be usually extremely important for the future (choosing subjects, deciding on a career).

installment payments on your 17. several. 1 Decision-making styles

several ways in which persons make decisions. Here are a few cases:

ª The paralysis decider ” he is the “I just cannot face it type. ª The intuitive decider ” she’s the “it feels right type. ª The

agonising decider ” dr. murphy is the “I simply cannot make up my mind type. ª The compliant decider ” the girl with the “tell me and i also will do it type. ª The slowing down decider ” he is the “I will consider it tomorrow’ type. ª The fatalistic decider ” the girl with the “whatever will be, will certainly be type. ª The systematic decider ” he is the “I am systematic and organised type.

2 . seventeen. 3. 2 Principles pertaining to decision making

four principles of decision making:

ª Aims and value. The aim has to be established. What do you want to achieve? ª Information. Acquire as much details as possible that may influence the decision. The various options have to be acessed against the other person. ª Solutions. Write down several solutions as possible. The conceivable solutions must be sought out, particularly since a few may not be instantly apparent. ª Decision. Choose is the best remedy. Test the answer against the aims and principles. Also test the alternatives for any implications by asking the following questions, for example: “Is it conceivable to carry out this solution? , “Is it the best answer in the long term? , “How can i be influenced and will in addition, it affect others?  Your decision is then manufactured and actions is used.

Learners ” consider ” when making all their decisions:

ª Which options are available?

ª Will my personal choice impact me personally or will I need to compromise in matters of conscience, persons or emotions? ª Will my decision hurt my families and friends?

ª When I have produced my decision, will I be able to live with my decision?

NB: learner be provided the opportunity to acquire decision-making skills. learner need to practise, but first he or she must know the rules. The more the student practises the simpler it becomes to get him or her to resolve the problems and make the proper decisions.


? Characteristics and skills of your counsellor

? Types of interviews

? Assessment

Research unit four

? Definition of lifestyle skills

? How to include life abilities in the classroom


Life Abilities: (P. T. S. S)

|P |T |S |S | |S |S |A |C | |A |C |C |W |

1 ) Personal skills: (S. A. )

¢ Self-knowledge

¢ Assertiveness and how to say NOT ANY

2 . Pondering skills: (S. C. )

¢ Study/memory expertise

¢ Creative abilities

3. Sociable & Communication skills: (A. C. )

¢ Ability to make friends

¢ Communication/listening abilities

4. Endurance Skills: (C. W. )

¢ Compiling an individual budget

¢ Publishing a CV

1 . Personal skills (S. A. )

” basis of personal life expertise ” component of self-discovery

” self-discovery/awareness ” determined by dev. of no . of personal skills

¢ Self-knowledge (Socrates’ ” self-knowledge is indispensable) ¢ DEFN: ” information that people have into their own personalities that allows them to know what they are capable or incapable of doing or perhaps reaching ” picture we now have of themselves ” anything we think & know abt ourselves

1 ) basis of self-sufficiency, maturity & confidence

2 . NB when making decisions

a few. self-knowledge causes self-identity formation ” hinges on question: Whom am I? & therefore around the learners’ intellectual attribution

4. choices a person makes through their existence depend on solution to the “Who am I?  question.

¢ Assertiveness as well as how to say SIMPLY NO

|Nonassertive actions (N. A. ) |Aggressive behaviour (Ag. ) |Assertive behaviour (As. ) | |Passive & direct |complex |Active, direct & honest | |Msg. of inferiority |Active/passive |Person views desires, needs & rights corresponding to those of| | |Direct/indirect |others | | |Honest/dishonest | | |You don’t respect the own directly to express your | | | |ideas, needs, wants, feelings or perhaps opinions | | | | |

|Honestly state feelings without question your proper | | | |to express yourself or denying the rights more | | | |to be respected | | |Impression of superiority & disrespect | | |’victim, not winner | | |

*Difference bet. manly & intense behaviour = lies largely in whether any damage is triggered or not.

2 . Considering skills (S. C. )

1 . when a person is considering they are actually forming linked ideas ” connection forms bet. whatever we already know & what we are now learning installment payments on your Thinking ” seen as providing meaning to situations & events with a person, in which the person can be involved several. thinking expertise ” individuals skills that help a person to exercise your head ” support a person to make better plans, believe in a more first way & come up with more interesting explanations intended for things which have already happened.

¢ Study/memory skills


¢ Innovative skills


1 . individual’s ability to generate something new my spouse and i. e. something that did not are present before installment payments on your an bought intellectual skill aimed at creating new suggestions that may be even more useful than previous ones

3. Cultural & Conversation skill (A. C. )

¢ Capability to make friends

¢ Communication/listening skills

some. Survival Abilities (C. W. )

¢ Compiling an individual budget

¢ Publishing a CV






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