Primary School Guidance Department

TO MY GROWN UP SON

Ask the parents of grown up children
And they will tell you
It is better to be able to say "I am glad I did"
Than to have to say "I wish I had"

My hands were busy through the day
I did not have much time to play
The little games you ask me to
I did not have much time for you

I'd wash your clothes; I'd sew and cook
But when you'd bring your picture book
And ask me please to share your fun
I'd say "a little later son"

I'd tuck you in all safe at night
Hear your prayers and turn out the light
Then tiptoe softly to the door
I wish I had stayed a minute more

For life is short and years rush past
A little boy grows up so fast
No longer is he at your side
His precious secrets to confide

The picturebooks are put away
There are no children games to play
No goodnight kiss, no prayers to hear
That all belongs to yesteryear

My hands once busy now lie still
The days are long and hard to fill
I wish I might go back and do
The little things you asked me to

Alice E. Chase

PHILOSOPHY AND OBJECTIVES:

Modern educational approaches target not only students’ cognitive development, but also their physiological, social, and emotional growth. In line with the philosophy of Eyüboğlu Educational Institutions, the Guidance Department aims to ensure that the students develop their abilities and skills, and attain emotional and social maturity. Within the guidance processes, the counselors listen to the students unconditionally, without any biases and with due respect to students’ confidentiality and personal rights. The counselors approach the students openly and honestly, helping them to make sound decisions in various areas. The parents are informed about their children’s cognitive, emotional, social, and psychological developmental stages and seminars are organized as necessary. Furthermore, professional experiences are presented at congresses and symposia.

Individual Guidance: Various types of guidance activities are conducted according to the cognitive, emotional and social problems that are expected to arise in certain age groups. Guidance department works not only on problematic areas, but also on supporting students’ strong areas to make sure that they grow up as self-assured, inquiring, emotionally healthy, happy individuals who can make sound decisions. Various tests and inventories are conducted to know the students better so that they can be provided with effective assistance. Students’ parents and teachers are informed about the results of these tests and inventories in line with due respect to the principle of confidentiality.

Knowing Our Students Well

Tests and Inventories: The Guidance Department administers tests that aim to determine students’ cognitive strengths and areas that are open to development. In addition, an observation form is used to determine the students who will be asked to take the test. A learning styles test is administered in order to help students develop effective studying skills. Other tests are conducted to identify emotional and social problems.

Group Guidance: With due consideration to the problems that are experienced by the students, various groups are formed in order to develop the targeted behaviors. Social skills groups are constituted with students who have problems in self-confidence and in communicating with others. Group work is also conducted to target the problems that are faced during pre-adolescence and to develop thinking skills.

EYÜBOĞLU FAMILY SCHOOL

The Guidance Department organizes “Eyüboğlu Family School” – a set of seminars for the parents regarding adolescence, career choice, developmental stages, communication, etc.

GUIDANCE ACTIVITIES BY GRADE LEVEL

RECEPTION

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Family counseling

GRADE 1

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Family counseling

GRADE 2

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Family counseling

GRADE 3

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Family counseling

GRADE 4

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Identifying students’ learning styles
• Family counseling

GRADE 4

• Orientation
• Class observations
• Thinking skills and creativity activities conducted with students of different levels of cognitive competence
• Administering of tests that aim to determine the emotional and social problems that are experienced by students
• Individual talks with the students to help them develop socially and emotionally
• Use of observation forms to determine students’ needs with regard to “social skills”
• Group work on "social skills”
• Tracking students in group work and guiding the teachers who conduct such group work
• Administering of screening tests that aim to determine students’ strengths and areas that are open to development
• Class sharing days regarding “preadolescence period”
• Family counseling