This document discusses different types and classifications of guidance according to various theorists, and outlines the specific kinds of guidance that schools aim to provide students. It identifies educational, health, moral/religious, socio-civic, and vocational guidance as the main types provided by schools to help students develop desirable habits, adjust to their social environment, and gain knowledge about different occupations. The guidance can be delivered through either group or individual methods, depending on the needs and problems of the students.

2. Course, curriculum, and school guidance – “Educational Guidance”

3. Vocational Guidance

4. Leisure-time Guidance

5. Leadership Guidance

6. Classification by Koos and Kefauver

7. Educational Guidance

8. Vocational Guidance

9. Recreational Guidance

10. Health Guidance

11. Civic-social-moral Guidance

12. Classification by Brewer

13. Educational Guidance

14. Vocational Guidance

15. Religious Guidance

16. Guidance “For Home Relationships”

17. Guidance “For Citizenship”

18. Guidance “For Leisure and recreation”

19. Guidance “in personal well-being”

20. Guidance “in right doing”

21. Guidance “thoughtfulness and cooperation”

22. Guidance “in wholesome and cultural action”

23. Views of Paterson, Schneinler, and Williamson

24. Educational Guidance

25. Vocational Guidance

26. Personal Guidance (including social, emotional, and leisure-time guidance)

27. Health Guidance

29. Related to house and family

30. Related to time for recreation

31. Concerned with personality

32. Religious

33. Educational

34. Social

36. Educational guidance

37. Recreational guidance

38. Civic guidance

39. Community service guidance

40. Social and moral guidance

41. Health guidance

43. To help pupils develop desirable work and study habits.

44. To lessen the habit of absenting and/or dropping out.

45. To convince out-of-school children who are out to enter school.

46. Health Guidance

47. To learn to use health facilities and equipment in school.

48. To develop proper health habits:

49. Personal cleanliness

50. Good grooming

51. Proper use of toilet

52. To develop good eating habits like:

53. Washing hands before and after eating

54. Chewing food slowly and properly

55. Being happy when eating

56. To know the proper food to eat in order to have a healthy body

57. To learn to face the problems of life squarely.

58. Moral and Religious Guidance

59. The present-day increase of delinquency calls for moral and religious regeneration to be manifested in learner’s willingness

60. To learn to fear God.

61. To develop good manners and right conduct.

62. Socio-Civic Guidance

63. To give information on correct attitudes in order to live a worthy adult life, right duties and responsibilities of citizens.

64. To help children adjust themselves to the social environment so they may be worthy and interested participating members of society.

65. To develop early manners and etiquette observed indifferent occasions so that the child is ready to face all situations without embarrassment.

66. Vocational Guidance

67. To give information about the different occupations, the nature and qualifications needed for each method of training and chances in the field.

68. To improve the learner’s knowledge of his father’s occupation. Example: If farming is the main occupation of the people in the community, the child must learn new ideas about farming like the wise selection of seeds, the use of fertilizer and insecticides, and crop rotation.Guidance may be either group or individual. Any form will be used, depending upon the discretion of the teacher. In group guidance, learners with similar problems are grouped together and their problems are discussed in view of assisting them to find solutions to their problems and to make the necessary adjustments.<br />In individual guidance, the learner is interviewed in order to understand the problem and to find a solution to the problem so he may achieve his goals.<br />