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The school guidance plan is an area of strategic planning that has in recent times moved center stage in the lives of guidance counselors. Irish Educational Legislation, Department of Education and Science Circulars, Workshops organized by the Institute of Guidance Counselors (IGC), and Guidelines from the National Center for Guidance in Education (NCGE) have all placed emphasis on schools having a School Guidance Plan. Each school is required to develop and implement, as part of its overall plan, a comprehensive guidance plan” Schools, as part of the overall School Development Plan will form a comprehensive guidance plan, taking into account the needs of students, available resources and contextual factors.” The Guidelines for Schools on the implications of Section 9(c) of the Education Act (1998), relating to students’ access to appropriate guidance, is a document that clearly sets out the implications of the provisions 1998 Act. This clarity is welcome in that it outlines for all of the partners in education the central role that guidance plays in the life of all students. It sets to one side the stereotypical image of guidance being the remit of one subject department in a school and places it at the center of the students’ whole education. The challenge for schools will be to ensure that the broader definition of guidance becomes embedded in the whole school programme and beyond the traditional singular remit of the guidance counselor. The engagement of a school in guidance planning will assist in broadening the concept of guidance beyond the guidance counselor. It will also encourage the exploration of the guidance programme, identify areas for improvement, and promote greater guidance access for all students. The Department of Education and Science publication, looking at our School: An aid to self-evaluation in second-level schools is also a useful reference tool in relation to school guidance planning. This document dedicates a complete section to the Quality of Support for Students. It will prove a useful resource to schools in their guidance planning.
Backward Students
After identifying the backward children, you should first decide one of the three possible ways
For the backward children: Whether they should be given education in a regular class, or
They should be taught in a separate class within the same school, or
They should be provided education in a separate school.
The following principles of learning must be kept in mind while teaching the backward children in classroom. Backward children should be taught in simple steps so that they can achieve mastery in the17 learning at their own pace.
They should receive immediate reinforcement for their success.
They should receive a variety of stimulation.
They should be provided with immediate knowledge of results.
They should be given the opportunity to practice knowledge and skills.
Creative Students
The teacher in the class and outside the class may encourage the spirit of inquiry in the student. Full freedom should be provided for coming out with new ideas. Psychological freedom and psychological safety are essential for creative expression. The technique of brainstorming or creative problem solving can be conveniently used in small groups of students. They should be given full freedom for the development of their imagination. You may use special programmes designed to facilitate their thinking. They should be encouraged to think on the courses and consequences of an action. They should also be encouraged to think different approaches and alternatives.

Management is process, that which are performed by managers. We invariably come across managers who are involved in planning, organizing, directing, motivating, controlling and decision making. These processes are also called organizational process because they go beyond an individual manager and effect the entire organization.

Everybody is well known and well aware that teachers carry out their work on a day to day basis in conditions of endless variety, disturbance and sometimes even unpredictability. As a manager a teacher can conduct like as, formulates a plan of action of a year, a month or a day, organize a debate in class, and motivates learners by giving reinforcement on their effort. Decides on the audio-visual aids to be used while teaching a particular topic, to be measure student’s performance and action their assignments and project. Planning is a importance in school managements there cannot be exist a good administration without planning very little scope for intelligent and directed activity. It is an essential component of any kind of meaningful activity to take place in a classroom or outside. A teacher as a manager need to understand that there has to be a systematic, organized and articulated scheme of working. We need planning on what to teach and how to teach the content, lesson planning, co-curriculum activity planning etc. school organization is also a important work for develop a school. Here we need to define the purpose and objectives, analyse and identify activities or task required to meet these objectives, allocate relation activities to individuals, provide for management and co ordination of activities at each level of responsibility, and need to establish a report and communication channel. Determining the nature and sequence of various activities, defining the role of different teachers in charge of different items for the programme. Direction also very important function of management like others. Direction involves getting the work done individuals have to be supervises, motivated and communicated with. Motivation too a very important role in school management. It needs adopting a positive attitude towards learners instead of a fault finding one, giving positive reinforcement i.e. appreciation and encouragement,making academic and non academic activities in a classroom relevant, meaningful and joyful. Involving students in discussion and in activities that call for collaboration, responding to student queries and problems in an encouraging manner, making teaching learning process an experimental one, so that the learners can identify with what is happening outside the classroom. Controlling to students is also a very difficult matter. Comparing result with plans and taking correctives action when required. It indicated how far the goals have been achieved and to what extent there is deviation from the plants. The basis control is measured. Its depends on accurate information and feedback about what is happening compared with what should be happening. In other words, we can say that control deals with the difference between planned and actual performance. As a teacher we will be given tatal responsibility for all that happens within your command. We cannot delegate that responsibility in fact we will have to try and monitor everything that goes on the classroom and outside. For an effective control teacher need to plan what what they aim to achieve, measure regularly what has been achieved, compare actual achievements with the plan, take collective measures to ensure that deviations do not take place, take action to improve performance.

However we have to remember that various process processes we need to follow to orderly and disciplined approach to the management by teachers of a variety of uncertain, unpredictable and changing situations.

Sexual education is very important and sensitive for school education. Sexual health is an important component of over all health and well-being. It is a major, Positive part of personal health and healthy living and it follows that “sexual health education should be available to all. In principle, all persons, including youth, have a right to the Information, motivation/personal insight, and skills necessary to prevent negative sexual Health outcomes (e.g., sexually transmitted infections including HIV, unplanned pregnancy) and to enhance sexual health (e.g., maintenance of reproductive health, positive self-image). Most people become sexually active during their teenage years with over 70% of males and females experiencing their first sexual intercourse before age 20. In order to ensure that youth are equipped with the information, motivation/personal insight, and skills to protect their sexual and reproductive health, “it is imperative that schools, in cooperation with parents, the community, and healthcare professionals, play a major role in sexual health education and promotion”. Parents and guardians are a primary and important source of sexual health education for young people. A adolescents often look to their families as one of several preferred sources of sexual health information. In addition, most young people agree that sexual health education should be a shared responsibility between parents and Schools. A recent study found that among Grade 9 students in Canada, the school was the most frequently cited main source of information on human sexuality/puberty/birth control and HIV/AIDS. Since schools are the only formal educational institution to have meaningful contact with Nearly every young person, they are in a unique position to provide children, adolescents, And young adults with the knowledge and skills they will need to make and act upon Decisions that promote sexual health throughout their lives As an important part of its contribution to adolescent development, school-based sexual health education can play an important role in the primary prevention of significant sexual Health problems. As documented in more detail below, well developed and implemented School-based sexual health education programs can effectively help youth reduce their risk Of STI/HIV infection and unintended pregnancy. In addition, it should be emphasized that an important goal of sexual health education is to provide insights into broader aspects of Sexuality, including sexual well-being and rewarding interpersonal relationships. At the most basic level, in order for school- based sexual health education programs to be Effective, there must be sufficient classroom time devoted to sexual health related instruction and teachers must be adequately trained and motivated to provide high quality sexual health Education programming. In addition, it is clear from the research literature on sexual health Promotion that effective programs are based and structured upon theoretical models that Enable educators to understand and influence sexual health behavior. For example, the IMB model specifies that in order for sexual health education for youth to be effective, it Must provide information that is directly relevant to sexual health (e.g., information on Effective forms of birth control and where to access them), address motivational factors that Influence sexual health behavior (e.g., discussion of social pressures on youth to become Sexually active and benefits of delaying first intercourse), and teach the specific behavioral Skills that are needed to protect and enhance sexual health (e.g., learning to negotiate

Condom use and/or sexual limit setting). for information on the use of the IMB model for the Planning, implementation, and evaluation of sexual health education programs. At a more detailed level, review and analysis of the sexual health intervention literature Indicate that effective sexual health education programs have contained the following ten

Key ingredients:

1. Include sufficient classroom time to achieve program objectives;

2. Provide teachers with training and administrative support;

3. Employ theoretical models to develop and implement programming;

4. Use elicitation research to ascertain student characteristics, needs, and optimal learning

Styles;

5. Specifically target sexual behaviors that lead to unintended pregnancy and/or STI/HIV

Infection;

6. Deliver and consistently reinforce prevention messages related to sexual limit setting

(e.g., delaying first intercourse, abstinence), consistent condom use and other forms of

Contraception;

7. Include activities that address social pressures related to adolescent sexual behavior;

8. Incorporate the necessary information, motivation, and skills to effectively perform sexual

Health promotion behaviors;

9. Employ appropriate evaluation tools to assess program strengths and weakness in order

10. Provide examples of and opportunities to practice (e.g., role plays) sexual limit setting,

Condom negotiation and other communication skills.

Mental disorder, mental illness, emotionally instability, emotionally disorders, personality disorders, behavioral disorders, psychologically disorders are the maladjusted person. They are interchangeably used to describe what we call maladjustment. They denote condition of tension and nervousness and the characteristic features of maladjustment and deviations in feelings, acting and thinking. The more serious the disorder, the more radical are the disturbances until a point is reached when the individual becomes almost incapable of adjusting of life. Most people have to face frustrations conflicts and such situations as may cause concern, anxiety and nervousness at times. They are able to overcome their troubles and adjust themselves to such situations. But there are people who cannot overcome their troubles and cannot compromise with them. They develop behaviour disorders in the form of exaggerated, persistent reactions which tend to incapacitate them and distort their feelings and behaviour. They are maladjusted persons. They create another world in which they can live more comfortably and with real life situations they are in gross disharmony. Two distinct types of persons have been described above the normal and the maladjustment. But it must be remembered that the distinction between the adjusted and the maladjusted is very subtle. The line between the two is very thin, for no person is completely adjusted. He is adjusted to a degree. A normal person may be emotionally hyperactive at times and he may be so depressed that he can hardly lives with himself. He may at times regress to childish behaviour and still be a normal man. A well- adjusted person maintains a favourable orientation towards reality. His life is like a ship riding the waves. He may be swayed this way or that by wind or weather but he always returns to an even keel. This even keel is his fundamental balance in life that enables him to withstand the thousands of disturbing stimuli which assail him and still keep his bearings and continue to move towards the goals he has set for himself. The maladjusted child may either show nervousness or may exhibit emotional over-reactions and deviations or may be emotionally immature. His behaviuor may be exhibitionistic or antisocial. He may be suffering from psychosomatic disturbances. Many of the symptoms which are being detailed below may appear in normal children but whenever a combination of these symptoms appears frequently and consistently we should suspect maladjustment. Nervousness in the child is exhibited by habitual biting and wetting of lips, nail, biting, stammering, blushing, turning pale, constant restlessness, body rocking, nervous finger movements, frequent urination. The maladjusted child shows undue anxiety over mistakes, market distress over failures, absent-mind ness, day-dreaming, he refuses to accept any recognition or reward, evades responsibility, withdraws from anything that looks new or difficult, he ha lack of distracted and has emotional tone in argument and feel hurt when others disagree. He makes frequent efforts to gain attention of the teacher. Such are the emotional over-reactions and deviations. The child, having emotional disorders, in unable to work alone, and rely on his own judgment, he is suffering from complexes, he is either unusually self-conscious or over-critical of others, either too docile or to suggestive, such are his characteristic traits exhibiting his emotional in stability. The child who cannot adjust himself in the school environment shows exhibitionistic behaviour. He tends to tease, push and shove other pupils, he wants to be too funny or over-conspicuous, he is either found bluffing, or refusing to accept any lack of personal knowledge, he agrees markedly with whatever the teacher says or does and shows exaggeration courtesy. The maladjusted child has behaviour disorders which are generally seen in his antisocial behaviour. He is cruel to others, bullies them, uses obscene language, shows undue interest in sex, tells offensive stories, dislikes school work, resents authority, reacts badly to discipline, runs away from the class, and shows complete lack of interest in school work suddenly. He has psychosomatic disturbances also. When he is emotionally distressed, he begins to vomit or develops constipation and diarrhea or tends to overeat and shows other feeling disturbances. Many of these symptoms may be seen in normal children but frequently occurrence of a number of these symptoms indicates that the child is mentally ill or maladjusted. Traits that mark the maladjusted child are, carelessness, cheating,, destroying materials, cruelty, disobedience, domineering, dreams, enuresis, fearfulness, heterosexuality, imaginative lying impertinence, inquisitiveness, interrupting, masturbation, profanity,  smoking, stealing,  obscene notes, restlessness, shyness, silliness, smoking, stealing, stubbornness, suggestible sullenness, suspiciousness, tardiness, taunting, temper tantrums, thoughtlessness, truancy, unhappiness, unreliability, unsocial withdrawing whispering and untruthfulness.

At the very genesis, I can’t but say something about the importance of grammar regarding anything in black and white in conveying a message. We can’t express anything nicely without proper usage of grammar. In any language, grammar gives the beauty of the message conveyed. Sometimes, grammatical mistakes change the meaning of the sentence one would to say. But meaning of message conveyed is more important than its grammatical correctness because the existence of language arrived for the first times – not the existence of grammar. Many a time, we follow that the important of message is pre-dominant in us. Let us discuss the issue and make a conclusion over it.
When we go over some script, we try our best to understand it. Understanding is the main thing that can serve the purpose of anything. After reading anything that conveys message, one tries to feel or realize it. At this the role of grammar is absent for sometime. When a telegraph message is sent grammar is not followed. But the purpose is served all the time it is done. At present dialects are colloquial languages are rampant, where we never find the usage of grammar. People now talk in their local dialects where there the speakers do not realize the importance of grammar.
During Anglo-Saxon or old English period, grammatical matter was not so important. When we read the script of that period, we find the absence of grammatically correct sentences. Father of English literature, Chaucer also did not care much for grammar or using grammatical sentences. But the messages of the writers of or authors were conveyed through their creative writing.
Generally, language is spontaneously used for the purpose of communicating one’s message to other. Mass people use it in different way. But they do not use grammatically correct languages. Though the grammar is not followed, the purpose of corresponding messages to each other is successfully done. Besides, we would like to have some creativity among us. For the purpose of cultivating creativity if we don’t give some relief regarding grammar portion, we won’t get many a thing. Strictness of using correct grammar will prevent the practice of creative writing and thinking.
We the help of language, we express ourselves. When we speak, we try to send the message to our listeners. The speaker and the listener try to serve each other’s purpose. So, the need of grammatical correctness is not necessary in this respect. If some message can be sent without taking any help from grammatical portion of any language, it is more or less acceptable. We are, at times, hurt and we like to there the same with others at this time, we become emotional and we can’t think of grammar because we casually forget rules or system when our emotional expression happen. Being surprised, we also forget many a thing regarding grammar and express ourselves without the syllogistic usage of grammar.
Lastly, though to a greater extent, the grammatical correctness is inevitable, it never can save our life. But, according to the above discussion, a message more or less, sometimes can save our life or something like that it can do. Before happening an earthquake, if message can reach to the particular area can save the people. What is more, a message can make us happy or in melancholic. So the importance of message is spontaneously accepted by all of us in every aspect of life.

Most of the language used in the spoken form. Language derives its vitality and dynamism from speech. The spoken form of language is primary since everyone learns their own language in the spoken form first. Reading and writing came much later. There are many people who can speak a language fluently and efficiency, but are unable to read or write. Researches have indicated that children whose language development is good also perform better in others subjects. This means that language development plays an important role in the cognitive development of a child. Language helps the child to identify and classify objects, actions and situations which for her experience. Thus experience provides the basis for meaning which helps the language to develop.

Language skills depend on four skills as listening, speaking, reading and writing skills.

Listening activities: – in order to ensure greater participation and involvement of the children, the teacher can ask the children to develop their own select pieces of text for the listening experience. They can be asked to suggest what points should be focused through the activities. It is important to make the listening experience as stress free as possible.

Speaking skills: – group work helps the learners to share visuals required for the activity, It also not necessary that all the groups work on the same task. The teacher on his/her part is free to move about the room and render specific help as per the need of the groups. The learners have a concrete task to work with and class guidelines given by the teacher.

Reading skills:- reading involves at sentences and words, recognizing them and understanding them. It is a process of making sense of written language. The main way in which students learn to read by reading. So, the more guided practice students have in making sense of written message, the better they will be able to do it.

Writing skills: – writing tasks are generally imposed on children. Children who are beginners may not have relevant ideas to think of ideas writing activities therefore need to be supposed initially by providing controlled, structured tasks. Gradually the tasks should give children more opportunity to do their own thinking. Support is given by the teacher at the pre-writing stage in two ways- Firstly, by creating a suitable climate through discussing experiences and displays, secondly, by equipping the children’s with suitable vocabulary, grammar and organizational skills.

Asking and answering: – one of the common methods of developing language skill is the asking and answering session, in which the teacher sits with a group of learners or ask those questions about their home, family neighborhood etc. it is encouraging the children to talk and respond to the teachers queries.

Method: the teacher practices yes/no questions.

He/she then holds the picture up in front of the children for a few seconds and put it away.

He/she then helps children remember the people in the picture by asking question.

He/she asks one or two questions to demonstrate what is to be done.

He/she then divides the children into pairs.

She/he shows the picture once again and asks them to get the full information about the picture by taking turns to ask each other questions. Children note down the information in their note book.

Once the poor have completed the recall activity she holds the picture up once again and asks them to tick the responses that were correct.

The children on how good their members proved to be.

Describing and drawing: – Describing an object, person, bird or animal using words denoting color, size and position.

Method:- the teacher demonstrate the activity with the help of a volunteer, she asks the children to repeat the sentences for practice.

She divides the class into groups of four each. Each group is further split into two pairs describes and drawers.

She gives one card to each pair of describes. She tells them not to show their card to drawers.

She writes the structures on the blackboard for interference.

She asks the describers to describe the picture bit by bit.

She asks the drawers to draw the picture according to what they hear.

Later the describers and drawers can compare their pictures see how new they are alike and how they are different.

In the above mentioned way which allow the learners to use their imagination and, ideas generate a lot of skills. This will help them to exercise their thinking skill, evoke their knowledge. This would also lend variety to the activity and these sessions would be interesting and animated.

Second language is more difficult in comparison. The primary difficulty is developmental. We all learned our first language in order to be able to bring about meaning and under in the world as well as to express and comprehend ideas and relationship. Second language Learning takes place at a later stage of development. It is less closely linked to cognitive and social development of the child. Its learning situation is often an artificial one, created in the classroom, using language which is largely contrived for the purpose of fulfilling the language learning objectives of the curriculum. The learner lacks the suitable social condition to acquire the second language in a natural and meaningful way.

Teachers Role

Hence, it is important for the teacher to organize learner-centered activities in which ‘communicative pressure` is en for the enough for the child to find and share meaning in a second language learning situation. In this way the teacher’s role is crucial. We can help to focus in the classroom. He/she can help to focus on the relevant facts by drawing the children’s attention and give them same readily tasks in which they can refer back to, compare or contrast one fact with the others. The teacher can organize various activities to develop their skill. In order to gain full attention of the children, the teacher can give them a task.

Second language learners often attempt to listen to every detail of the text and try to understand every word of it. The teacher would have to help the children to get the main idea and ignore the unnecessary details. This environment needs to be created in the school. The teacher could organize card, games, drawing activities, asking and answering questions etc. to make the children interest in the class. He/she can involve children in conversation and encourage them to respond.

Group work given an opportunity to learners to speak in small groups comprising their classmates and this is a non-threatening situation for them. In reduces the gradation and embarrassment a shy learner may feel if asked to speak in front of a whole class. Group work provides a frame work whereby a learner can, have maximum participation as well as a feeling of security and a sense of belonging as the learners sit together working out a problem putting their heads together in a non-competitive atmosphere. In this way the teacher on his/her part is free to move about the classroom and render specific help or support as per the needs of the groups. It gives the teacher an opportunity to observe the learners and make their assessment of their progress. The teacher can note down the mistakes and take them up in a subsequent remedial class. It is advisable to present the activity to the whole class before grouping them. The instruction should be simple and clear. The teacher may ask one or two learners to repeat what needs to be done in the activity. A trial run may also be conducted to ensure that all have understood the activity. If the teacher feels, he/she may give the basic language structure or same vocabulary for the learners to use as well as if the groups need help with the language, the teacher can for them to consult. When the learners are discussing the teacher can clarify ideas if the ideas are not clear is appeal her. If the teacher goes to a group and asks what they have done and offers suggestions or makes corrects the interaction will be inhibited. The teacher can make a silent move of the areas, which need help or intervention. All groups should get a chance to present their report freely in which the teacher gives his/her comments which the learners may move down for future reference.

In this way a teacher can create a man-treating and conductive atmosphere in the classroom so that children can express themselves freely in the second language.