EAMCET, ECET, ICET, PGECET, POLYCET

Title of the Practice: “Personalized Student Guidance Program”

Objectives of the Practice:

1. Increase the number of contact hours between mentors and students.
2. Maintain accurate academic and attendance records for each student.
3. Distinguish between slow learners and advanced students.

Context: The “Personalized Student Guidance Program” was initiated by the institute in alignment with the recommendations of the Internal Quality Assurance Cell (IQAC) in Higher Education. The implementation of this program was considered essential for effective college management. Over the past three years, the program has been successfully integrated, aiming to understand and maximize the potential of each student, especially within a diverse student population, both educationally and economically.

Practice: The initiation of this system was spearheaded by the IQAC. Students’ names are annually collected and organized based on their subject preferences. Subsequently, they are grouped into cohorts of 20, with each group assigned a dedicated teacher/mentor. The mentor assumes responsibility for gathering comprehensive information about individual students’ academic performance and class attendance. The mentor is expected to provide guidance and counseling as required, and in certain cases, parents are invited to special meetings with the principal based on the mentor’s advice.

Additionally, senior faculty members or groups of faculty members engage in formal or informal mentoring relationships. This form of informal mentoring may also extend to colleagues from higher education institutions who share common interests and roles. Peer mentors or co-mentors contribute by exchanging information, resources, and feedback, thereby fostering a supportive environment for professional and academic development.

Evidence of Success:

1. Improved Teacher-Student Relationships: Despite the program being relatively recent, there has been a significant improvement in teacher-student relationships. The personalized attention provided by mentors has contributed to a more supportive and understanding academic environment.

2. Effective Differentiation of Learning Levels: The program has proven effective in identifying and distinguishing between slow and advanced learners. This distinction has enabled the institute to organize targeted remedial classes for students with specific academic needs, contributing to a more systematic approach to addressing learning gaps.

3. Reduction in Dropout Rates: The proactive approach of mentors, intervening before students fall below attendance thresholds or become chronically absent, has resulted in a noticeable decrease in the number of students dropping out of school. This early intervention has played a crucial role in supporting students who may face challenges in their academic journey.

In summary, the “Personalized Student Guidance Program” has demonstrated success in enhancing teacher-student relationships, effectively identifying and addressing learning needs, and contributing to a decline in dropout rates, showcasing its significance in fostering a supportive and inclusive learning environment within the institute.