Republic of the Philippines

MINDANAO STATE UNIVERSITY

College of Education Training Department
General Santos City

THE ADMINISTRATION OF PUPIL GUIDANCE AND DISCIPLINE

ESTHER B. PUJOL
Researcher/Discussant
Specific Objectives:
 To develop a valid concept of the meaning of guidance and school discipline.
 To provide the students with an adequate understanding of the different principles involved in pupil
guidance and discipline.
The Meaning and Scope of Guidance

- It implies advice.
- It is conscious attempt of the administrator or educational counselor to stimulate and direct the activities
of the pupil toward definite worthy objectives.
- It is a pervasive principle, the operation of which makes education more meaningful to the individual
and profitable to the community.
- It is founded upon the principle of conservation of human life and energy.
- The task of guidance is to aid the pupil to make wise choices and decisions.

Kinds of Guidance

Guidance is classified here with reference to its objectives. The following are the most common types of
guidance:

1. Educational Guidance –this refer to the assistant given to a person by the use of certain facts and
standardized procedures that he may plan and pursue his education in the light of the abilities , past
achievements , difficulties and interest.
2. Vocational Guidance – this concern to that phase of guidance in which are presented facts about jobs
and occupational fields, requirements of various occupations , and employment possibilities , in order to
help pupils or students select a vocation more intelligently.
3. Personal Guidance – this type aims to assist an individual with respects to his personal habits,
attitudes, and intimate personal problems.
4. Social Guidance – this concern to the phase of guidance which person or groups in their adjustment to
social customs and practices that they may develop satisfactory relationship with their fellowmen.
5. Moral Guidance – this refer to the phase of guidance that assist in the development of moral character
based on high standards of ethics and moral.
6. Avocational Guidance – this refer to assistance given to individuals to enable them to spend their
leisure in worthwhile activities.
7. Health Guidance – this type of guidance aims to help the student to attain a greater measure of physical
and mental health. This phase of guidance includes, not only given information about good health habits,
but also to make use of doctors and clinics for treatment.
8. Civic Guidance – this is concerned with enabling the individual to be an efficient factor in the local,
provincial, and national government. This type of guidance refers to the development of civic
conscience of the individual.

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The Role of the Principal in Guidance

In our school system, the principal plays an important role in the administration and supervision of the
guidance program. The B.P.S bulletin No.17 s. 1951, states the function of the school principal in the respect:

1. To lead hi teacher in the endeavour to increase their understanding of child behaviour.

2. To acquaint his teachers with ways of helping children attain their best development.
3. To plan the administration of the testing program and the interpretation and use of its results.
4. To acquaint himself with, and make use of, facilities within the school system and community for
giving help in cases where children are experiencing adjustment difficulties.

To make the guidance of any school effectives, the teaching staff must be organized for guidance;
however, there is probably no one way better than another in organizing the teaching staff for guidance. The
kind of Organization, as well as the means of guidance employed, is a matter to be determined by the needs and
possible service which may be existent in the local school situation. The following suggestions are listed for
consideration.

Organizing the teaching staff for Guidance

1. The teaching staff should be so organized that each pupil will be under the guidance of some staff
members who will assume the responsibility of knowing as much about the pupil.

Items of information necessary in guidance

To make guidance effective, it is important that the school administrator or counsellor knows the
necessary guidance.
All guidance should begin with an analysis of the students. Froehlich and Darley list the following areas
or aspects of student’s life necessary in guidance:
1. Scholastic ability (student’s scholastic ability)
2. Past achievement (student’s ability or aptitudes in use).
3. Aptitudes and disabilities (Latent possibilities and impossibilities)
4. Interest (interest and aspiration to be)
5. Personality adjustment (range of student’s personality and adjustment).
6. Health (student’s physical condition).
7. Family background (socio-economic status)
It is the responsibility of the counsellor to supply the student with an inventory of his abilities,
aptitudes, and interest. The chef task is to help him select work that is socially essentials and in which he
has aptitudes and interests. The types of test for measuring general ability, aptitude and interest are as
follows ;

1. General intelligence tests:

a. Philippines self-administering intelligence Test.
b. Philippine mental test.
2. Vocational Aptitude Tests:
a. Aptitude Test for determining mechanical aptitude, aptitude for drawing, for music, etc.
b. Special vocational tests; test to determine clerical aptitude, typewriting, etc.
3. Special Capacity Tests:
a. Test of motor coordination and movement
b. Tests to measure speed of perception
c. Measure of speed association
4. Philippine Achievement Tests for School Subjects:
5. Interest Analysis Blanks
6. Tests or inventories of personality traits.

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The Need for Placement and Follow- Up
Guidance is a continuous process. All vocational and professional schools and colleges should provide
placement and follow-up service.

The General Principle of Guidance

1. The administrator or counselor should bear in mind that guidance service should be based on the
students’ aims, interests and needs.
2. The administrator or counselor must guide the youth, not merely the mal-adjusted, in ways that will
help forever their best growth.
3. The administrator or counselor must be bear in mind that the guidance service should be organized to
deal, not only with serious problems after they have arisen, but also with causes of problems in order to prevent
them for arising or to prepare better for their solution.
4. The administrator or counselor should provide for specialists in the organization of the guidance
program.
5. The administrator or counselor must keep in minds that no two individuals are identical in native
endowment or environmental background.
6. The administrator or counselor must give the student absolute freedom in selecting a vocation after
knowing his own qualifications and the occupations and education opportunities available. The administrator
must bear in mind that freedom of choice is the individual’s inherent right and is important for his development
as equality of opportunity.

7. The administrator or counselor must keep in mind the advancement of Science and the Social and
economic changes make it increasingly difficult to be familiar with all occupations in their diversity and in the
degree of specialization.

8. The administrator or the counselor must keep in mind that vocational guidance must take account of
possible variations of the condition and personality of the individual and of the changes likely to occur in
occupations.

9. The administrator or the counselor must keep in mind that educational or vocational guidance is not
an event which may happen to an individual, but is a process extending over a indefinite period of time.

10. The administrator or the counselor must bear in mind that guidance, as an organized school function,
is not considered distinct and apart from the entire educational program of the school. Guidance is one of the
fundamental functions of the school.

11. The administrator or counselor must bear in mind that a proper adaptation of curriculum and method
to the needs of individual pupils is best promoted through guidance activities of teachers working in a
democratically organized school system.

12. The administrator or counselor must bear in mind that the provision for, and the promotion of
guidance activities, are a major responsibility of the administrative officers and not of the classroom teachers.
This responsibility must take into account the recommendation in which educational policies commission on the
four areas in which education should work to establish the characteristics of an educated person, namely:

1. self-realization
2. human relationship
3. economic efficiency
4. civic responsibility

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The Modern Conception of School Discipline

 Modern Conception of School Discipline is that it is both regulative and educative where the
attention of the administrator or the teacher is directed to constructive attitudes and habits of conduct,
rather than to the regulations of control negative in nature
 -It is regulative because without quiet and order, effective teaching on one hand, and profitable learning
on the other, are not possible. The true function of classroom discipline is to create a desire to help
establish and maintain good working conditions to further the accomplishment of the objectives for
which the teacher and the pupils are working.
 Classroom discipline is educative because the purpose of discipline is to help the individual to acquire
knowledge, power, habits, interests, and ideals which are designed for the well-being of himself and his
fellows, that discipline is a matter of education. Classroom discipline aims to bring about desirable
behaviour on the part of all pupils.
 -the modern concept of discipline is also based on the rational approach. In a rational approach to
discipline, mere compliance is subordinate to understanding, the pupils must be made to understand why
certain modes of behaviour are to be followed, to question the reasonableness of things, to have the
habits of finding out about things and to make up their own minds.

The modern concept of discipline is based on the following democratic principle.

1. Discipline based on devotion to humanitarian principles and deals such as freedom, justice and
equality for all rather than discipline based on a narrowed and more egoistic affiliation.
2. Discipline which recognizes the inherent dignity and rights of every human being rather than
discipline attained through humiliation.
3. Discipline which develops self-direction, self-discipline rather than principle based on compulsion
and blind obedience.
4. Discipline based on understanding of the goal in view rather than discipline based on high authority.

The modern concept of democratic theory rejects practice of imposed and authoritarian discipline.
Modern education allows for activity and noise in the classroom, rather than, imposes silence and immobility on
growing pupils. The Philippine schools must educate for democracy and practical and functional manner.
Democratic living can be achieved only under able and sympathetic guidance.

Causes of Disciplinary Problems

1. The teacher’s personal factor

2. Physical factors
3. Individual factors
4. Social factors
5. School factors
6. Lack of Training
7. Work factors
Improving Classroom Discipline

There is no better way of improving classroom discipline than through good planning of the teaching—
learning process, clear and achievable aims and objectives, realistic and appropriate program of studies, and
direct methods and meaningful activities. When the teachers lack planning of daily activities when the aims and
objectives are not clear and are unachievable, when the program of studies are unrealistic and meaningless, the
problem of classroom discipline necessarily arises. There is no surer way of assuring good discipline in the
classroom than to keep the students busy throughout the whole period. Busy pupils will have little or no more
time to do mischief, or to create disturbance; hence the discipline problem is minimized. A good favorable
teaching-learning is conducive to good classroom discipline.

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In casting a favourable teaching-learning situation for good discipline, the following points are suggested
for its accomplishment:

1. The teacher or administrator should create an environment that is socially and emotionally pleasant,
satisfying and stimulating. Social and emotional environment is an important factor in learning.
2. The teacher or the administrator should create an attitude or atmosphere that is conducive to learning.
The ideal conditions for learning depend largely upon the attitude of the learner toward the educational
programs and activities.
3. The teacher or administrator should create goals for the work of the pupils-----goals which are
meaningful and achievable. It is an accepted fact that meaningful goals beget motivation and bring about the
desired behaviour.
4. The teacher or administrator should create meaning in the materials and the activities which the pupils
will undertake. The most effective learning comes when the learners find meaning in the subject matter they
study and the activities they undertake.

Good discipline is closely related to good teaching. Keeping discipline in the classroom is a matter of
stimulating, directing, and guiding the teacher’s ability to utilize fully the energy of the pupils. They should be
kept busy at all times. If the pupils do not react to stimuli, they are not teachable. Hence, disciplinary devices
other than good teaching must be brought into play.

Corrective Measures Prescribed by the Bureau of Public Schools, now the Bureau of Elementary
Education

 Suspension or Expulsion
 Withdrawal of Privileges
 Corporal Punishment Prohibited
 Hazing Prohibited

Principles Governing the Handling of Disciplinary Problems

 The administrator must encourage constructive teacher solution of disciplinary problems.

 The administrator should not make the correction within the hearing of other pupils.
 The administrator should not undermine the teachers’ authority.
 The administrator should endeavour, through a talk with the pupil to make clear to him the need for
correction.
 The administrator should never use corporal punishment as a solution to any disciplinary problem.
 The administrator should establish a referral procedure to be followed in his own school.

GOD BLESS YOU!