Teaching Supervision Approaches

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Questions and Answers

What is a primary critique of directive supervision regarding the supervisor's role?

The supervisor's definition of 'good' teaching may be subjective and differ from the teacher's. (correct)

The supervisor's emphasis on teacher autonomy causes inconsistent lesson delivery.

The supervisor's focus on collaborative problem-solving leads to decreased efficiency.

The supervisor's responsibility is diminished, leading to a lack of accountability.

Why might teachers under directive supervision become defensive?

They are required to adopt teaching styles that are too complex for their student demographic.

They feel their lesson planning is being micromanaged, stifling creativity.

They believe the supervisor is less experienced and their advice is not credible.

They perceive the supervisor's role as judgmental, threatening their self-esteem and willingness to experiment. (correct)

What is the primary goal of 'alternative supervision' as described in the provided text?

To broaden the teacher’s range of instructional possibilities, while still maintaining their decision-making responsibility. (correct)

To create a hierarchical structure where experienced supervisors dictate all instructional decisions.

To minimize teaching risks by limiting a teacher to a set of pre-approved teaching techniques.

To enforce best practice teaching methods through strict adherence to guidelines.

Which of the following is a characteristic of alternative supervision?

The supervisor generates a variety of teaching strategies without being judgmental or favoring any specific one. Signup and view all the answers

According to Fanselow (1987b), what should teacher supervision involve beyond generating alternatives?

A focus on how to use alternatives to guide beginning teachers. Signup and view all the answers

What is the primary goal of providing teachers with strategies that help them understand the consequences of their actions?

To promote self-reliance in teaching decisions. Signup and view all the answers

In collaborative supervision, according to Cogan, what is the supervisor's main role?

To work alongside teachers, participating in shared decisions. Signup and view all the answers

According to Cogan (1973), what activity is central to teaching and requires idea sharing between teacher and supervisor?

A problem-solving process. Signup and view all the answers

What is the primary focus of non-directive supervision, according to Curran?

To support teachers in expressing and clarifying their ideas freely. Signup and view all the answers

According to non-directive supervision, what should be the nature of the relationship between the student teacher and the educator?

The student teacher should sort through the practice experience without direct interference. Signup and view all the answers

Study Notes

Directive Supervision

Supervisor directs and informs the teacher, models teaching behaviors, and evaluates the teacher's mastery of defined behaviors.
Problems:
- Supervisors may have differing definitions of "good teaching."
- This approach can lead to teacher defensiveness and low self-esteem.
- Supervisors may take responsibility for classroom activities.
Explanation:
- People have different perspectives on what constitutes "good" teaching, although effective teaching generally leads to learning.
- Identifying specific teaching behaviors linked to learning is challenging.
- A directive approach can cause teachers to feel inferior to the supervisor, reducing self-esteem and potentially hindering creativity.
- The supervisor's prescribed actions can make teachers feel pressured to comply, reducing teacher autonomy.

Alternative Supervision (Freeman - 1982)

Supervisor suggests various alternatives to the teacher's classroom strategies.
This approach reduces anxiety by offering choices while maintaining teacher responsibility.
The supervisor avoids favoring one alternative to promote a wide range of teaching approaches.

Collaborative Supervision (Cogan - 1973)

Supervisor works collaboratively with the teacher, actively participating in decisions without direct control.
The supervisor aims for a sharing relationship.
Supervision emphasizes problem-solving through shared ideas.

Nondirective Supervision (Curran - 1978)

Supervisor supports teachers without directing them in a process of understanding their teaching strategies.
The supervisor listens and demonstrates comprehension.
This facilitates teachers' expressing ideas, developing self-confidence in decision-making, and gaining experience in making choices and understanding the consequences of their actions.
The focus is on the relationship between the student teacher and teacher, allowing the student teacher to solve problems independently without control.

Creative Supervision

Any approach that looks at teaching from multiple perspectives is considered creative.
Combines different supervisory models, potentially shifting responsibility to other sources or using knowledge from diverse disciplines.
Encourages adaptability in models and teaching approaches.

Self-help-exploratory Supervision

Teachers gain awareness of their teaching through observation and self-assessment.
Visiting teachers encourage observation, exploration, and deeper understanding of teaching approaches and behaviors, generating alternative solutions.
Encourages free exchange of thoughts, ideas, and observations.

Clinical Supervision

This process systematically observes, analyzes, and evaluates teaching performance.
The supervisor monitors, guides, and improves teaching performance.
Examines teacher development through a supervisory lens.
Supervisor acts as both a trainer and educator while teaching teachers that classroom actions can be approached from different angles.

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Description

Explore the differences between directive and alternative supervision models in education. Understand the challenges teachers face under different supervisory styles and how these impact their teaching efficacy and self-esteem. This quiz delves into theories from 1982 by Freeman and their implications for effective teaching.