MISSION 01DIDACTIC OF THE SUBJECT: ORIENTATIONS OF LIFEGCODABLE OF MATERIALS:1. Question a: Explain the essential guidance activities as part of life guidance on page 12. Question b: Explain the role of the life guidance teacher as defined on page 2Axelson (1985)3. Question c: Mention the considerations that a life orientation teacher must take into account page 3 when working with learners in groups.4. Question d: Explain the variables you need to consider when assessing page 4 learners from different cultures.5. Question e(i): Describe the grief crisis. page 66. Question e(ii): Discuss Gillis's (1994) guidelines on supporting learners in crises caused, on page 6, by parental divorce or separation.7. Bibliography page 7Question a: Explain essential orientation activities in life orientationBeing a teacher is a huge responsibility. As teachers, we can exhibit positive or negative behavior towards learners. A good teacher is someone who guides students rather than someone who is totalitarian in the classroom. As teachers, we must also create a warm and protective environment in which learners feel free to realize their full potential. Sometimes, the teacher's caring attitude can have a positive influence on learners. Their self-esteem can be boosted as this could create ambitions in their minds for future academic success. Teachers must be open-minded, respect the diversity of learners and adopt a caring attitude towards learners. According to Abraham Maslow, [http://en.wikipedia.org/wiki/Self-actualization March 31, 2014] the basic needs of humans should be met, before a... middle of paper... ...e which works like learners whose parents are married. It is important that learners are informed about the divorce process and how it will take place. It is important to keep them in mind when decisions affect them. It is best not to give them a “label”, for example “divorced”, but rather that they are simply children! Taking into account the guidelines mentioned above, it is also important that learners have ways of coping. skills before a crisis occurs. Such competence may include: an understanding of what constitutes a crisis; an awareness of feelings, thoughts or unfinished business that could be reactivated by a crisis; changes in feelings and thoughts that occur over time; coping strategies and behaviors; AND research our own community regarding crisis management services.