Supervised Instruction:
Traditional approaches to supervision of instruction may have emphasized the following techniques:
the supervisor studying the lesson plan developed by the teacher prior to observing actual teaching.
the supervisor becoming knowledgeable about the capacity, achievement, and home background of students to be observed in actual teaching-learning situations.
the supervisor having a meeting with the teacher following the observational visit.
the teacher and supervisor developing basic agreement as to ways of improving the quality of teaching.
In the new method, the supervisor basically would follow the following procedure prior to and during the time an observational visit is made to the class settings:
i. the supervisor would first of all study the objectives of the teacher. These objectives may be revised through the co-operative efforts of the teacher and supervisor.
ii. The supervisor would then observe actual teaching going on.
iii. Following observation of teaching, the supervisor would observe if learners have actually achieved the measurable behaviour.
iv. Objectives which have not been achieved by selected learners may be modified or deleted.
v. Alternative learning experiences are then suggested for students in order that the remaining relevant objectives may be achieved.
Questions that may be asked in this approach of supervision could be the following:-
a. can relevant objectives for students really be selected objectively by the teacher and the supervisor ?
b. does the supervisor have enough time available to assist in determining relevant objectives for learners prior to observing actual teaching-learning situations ?
c. can the supervisor in reality determine if the students have achieved stated behavioural objectives ?
d. are there more important facets of learning other than achieving stated objectives only ? What about objectives coming from learners ?
e. could students be pressured excessively to achieve stated objectives ?
Traditional approaches to supervision of instruction may have emphasized the following techniques:
the supervisor studying the lesson plan developed by the teacher prior to observing actual teaching.
the supervisor becoming knowledgeable about the capacity, achievement, and home background of students to be observed in actual teaching-learning situations.
the supervisor having a meeting with the teacher following the observational visit.
the teacher and supervisor developing basic agreement as to ways of improving the quality of teaching.
In the new method, the supervisor basically would follow the following procedure prior to and during the time an observational visit is made to the class settings:
i. the supervisor would first of all study the objectives of the teacher. These objectives may be revised through the co-operative efforts of the teacher and supervisor.
ii. The supervisor would then observe actual teaching going on.
iii. Following observation of teaching, the supervisor would observe if learners have actually achieved the measurable behaviour.
iv. Objectives which have not been achieved by selected learners may be modified or deleted.
v. Alternative learning experiences are then suggested for students in order that the remaining relevant objectives may be achieved.
Questions that may be asked in this approach of supervision could be the following:-
a. can relevant objectives for students really be selected objectively by the teacher and the supervisor ?
b. does the supervisor have enough time available to assist in determining relevant objectives for learners prior to observing actual teaching-learning situations ?
c. can the supervisor in reality determine if the students have achieved stated behavioural objectives ?
d. are there more important facets of learning other than achieving stated objectives only ? What about objectives coming from learners ?
e. could students be pressured excessively to achieve stated objectives ?
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