Gail F. Farwell

Dimensions of the Superior Student

(1959). Dimensions of the Superior Student. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 33, No. 6, pp. 339-341.

Interpersonal Relationships in School Counseling

one relationship in the counseling process is the very heart of an adequate guidance program. Yet, an appreciation and cognizance of this vital part of the counselor’s work is not always evidenced by the school administrator and teacher. This is due, at least in part, to the difficulty of communicating the nature of the counseling process. It is the purpose of this article to convey to the reader a meaningful concept of counseling. The thoughts presented here are addressed primarily to those persons who, although not actually designated as counselors, are part of the guidance team.

The Guidance Function of the Classroom Teacher

Not only is the classroom teacher on the guidance firing line but no guidance program can succeed unless the role of the guidance specialist is clearly related to the role of the teacher and vice versa. Good teaching includes guidance, and a good teacher, no matter what he teaches, fulfills a guidance role. The authors, members of the department of education of Ohio State University, College of Education, clarify the relationship that should exist between teachers and guidance specialists. ual in the school system, a teacher. There is no plan in such an organization which will guarantee to each individual pupil an opportunity to be understood as an individual. (2) Information about an individual should be cumulative. If each teacher plans a guidance program of his own, there is no provision for a continuous record of development and growth of the individual through his entire school experience. (3) Assigning the responsibility to each teacher does not permit coordination of the best efforts of all teachers. The individual differ-