Lived Experiences of Private Guidance Counselors As Classroom Teachers

Abstract

Guidance and counseling has long been recognized as a nurturer of students. Its services and programs focus giving insights to gear students toward achievement of personal competence,being aware of his or her surroundings and relating to significant others with social values. One of the many ways to reach more students is through a guidance core curriculum. This paper defines the concept of classroom guidance as a guidance activity in both career counseling and youth support practice. It introduces the idea for planning, preparing and delivering group sessions. This part of the delivery system must provide appropriate personal/social, educational and vocational approach for student to best understand themselves and their environment. Hence, guidance counselors who facilitate need to be prepared to efficiently manage a classroom. A descriptive phenomenological research methodology was utilized to illustrate the experiences of five guidance counselors as classroom guidance teachers. The findings depict that their experiences were manipulated by: (a) prior experience, (b) administrative support, (c) rapport with students, (d) potential role conflict and (e) teaching style. Implications include guidance counselors, counselor education curricula and future researches are discussed.

Keywords: guidance, counseling, teaching, classroom management