Principles Of Supervision Research Articles

Some Principles of Supervision for Small Village Schools

STUDENTS concerned with the preparation of teachers have complained that large school systems often fail to do their part in training young teachers in service during the formative years just after graduation. Because of the requirement of two or more years of experience before one may teach in some of the large schools, most inexperienced teachers begin their careers in small villages, where they have almost no supervision and are left largely to their own devices. After some service in small schools a few of them may be employed in larger cities which have the advantages of supervision. In village schools with from six to fifteen teachers, no supervisors are employed, and there is little oversight of the teaching by the principal and the superintendent. Since approximately 49 per cent of the pupils in the United States attend schools in communities with populations of less than twenty-five hundred,' the problem of providing for the reasonable supervision of instruction in small schools is important. Supervision needs redefinition if it is to be applied reasonably to these small schools. This redefinition may be accomplished by answering the following queries in a way that may suggest a pattern of organization and procedures for putting the theory of instructional improvement into practice: (i) What officers of instruction in small village schools have supervisory functions? (2) What supervisory functions ought to be performed in small village schools and who should perform them? (3) How should the personnel of small village schools be organized to accomplish the functions of supervision suggested?

Democratic Principles of Supervision for Extra-Curriculum Activities

Whenever a person discusses with a group the problems of the times in which we live, he is certain to discover wide differences of opinion concerning the significance of the social changes that are taking place, a woeful lack of broad understanding, and strong partisan feelings. The multitude of institutions, their sheer size, as well as the destruction of property and life by fierce and widespread conflict, have not only confused the average citizen but have made him very much afraid. Well may he be afraid! For it is not yet known whether he will learn to control the situation in time to save

SOME FUNDAMENTAL PRINCIPLES OF SUPERVISION, APPLIED TO THE TEACHING OF FRENCH IN SECONDARY SCHOOLS1

TO THE majority of people supervision means visiting class rooms and watching teacher at work and then telling her afterwards what supervisor thinks of lesson: I found class interesting, Miss A. or the boy in last aisle was not paying attention when you made assignment, or your pupils pronounce nasal sounds very badly. Class room visiting is necessary, but it is only small part of work of supervisor and should take place only after teacher and supervisor thoroughly understand each other. Before explaining what is meant by this thorough understanding, it would be well to define supervision as whole. Dr. Bamberger says it is sharing with teacher responsibility for progress of every pupil. This means that supervisor is just as responsible as teacher of French in seeing to it that each pupil acquires an acceptable pronunciation, that he learns to speak, to understand, and to write what has been taught, and that he is able to read French, with some degree of fluency, in proportion to time he has spent in study of language. Such definition of supervision puts emphasis on pupils and not on teacher. When supervisor enters class r6om she is there to see if pupils are learning and is only concerned with teacher in so far as she is leade and hence necessary part of class. The supervisor has a superior vision only because she ought to be type of person who likes to think philosophically and who, before qualifying for position, has made more thorough study of methods and psychology underlying language study than average teacher has time or necessity for. Since she has chance to visit and to see same work presented by many different teachers she is in position to understand peculiar problems of each and is able to correlate work for

Some Fundamental Principles of Supervision, Applied to the Teaching of French in Secondary Schools

Some Fundamental Principles of Supervision, Applied to the Teaching of French in Secondary Schools

The Supervision of Teaching in Geography

How shall we proceed to plan an intelligent supervision tech nique in geography ? It is easy to state the answer to this trouble some question, but very difficult to make our answer function. In order to supervise any subject well we must observe the prin ciples of supervision, and we must know something concerning the subject-matter. In this paper it is assumed that the follow ing principles of supervision are valid. Then supervision should ( 1 ) help the teacher to meet the difficulties ; (2) help her to place major emphasis on that which is most important and minor emphasis on that which is less important; (3) encourage and stimulate her by continually pointing out the value of the subject matter to life values in general; (4) suit the character of the subject-matter to the needs and capacities of the children. These principles are easy to state but they are difficult to exe cute so far as geography is concerned. What are the difficul ties in the learning and teaching of geography? What are the major and minor elements of the subject? Just what shall we expect of geography as contributing to the general values of life? How should the subject be graded? The purpose of the investigation to be described here was to attempt to obtain a more definite and intelligent answer to some of these questions. The method used was that of a survey of what teachers and supervisors expect pupils to know about geography as evidenced by the questions they ask. Three hun dred and sixty-eight test and examination papers were studied. The papers included those used in thirty-nine eighth-grade diploma examinations and those used in grades four to seven in thirty-seven village and twenty city systems.

Principles of supervision of teaching in elementary schools

The fundamental justification for the existence of instructional supervision is the commonly accepted principle that the efficiency of teachers can be increased through the guidance of a director of their activities. It is the consensus of expert opinion that this principle is sound, though rigid proof of the fact has not yet been submitted. Carefully controlled experiments to prove the actual worth of supervision have been too few in number and too narrow in scope to be of much value in settling this question. We have, nevertheless, proceeded to build up a vast supervisory scheme based upon acceptance of the above-mentioned principle. Upon this assumption, therefore, we wish to set forth in this article some of the fundamental theses that underlie good supervisory procedure. These statements will bear directly upon the phases of supervision that have to do with the improvement of classroom teaching, and will have little reference to the many other phases of school work. In later articles each of the principles here set forth will be discussed at greater length, and concrete illustrations of these principles will be given.