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ERIC Number: ED011878
Record Type: RIE
Publication Date: 1967
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A FRESH LOOK AT SUPERVISION.
AMIDON, EDMUND J.; AND OTHERS
TO PROVIDE THE CHALLENGE FOR IMPROVING TEACHING BEHAVIOR WITHOUT THE THREAT THAT COMMONLY ACCOMPANIES A TEACHER-SUPERVISOR EVALUATION PROCEDURE, 22 TEACHERS IN A 2-YEAR ELEMENTARY SCHOOL INSERVICE PROGRAM HELD GROUP SESSIONS, GUIDED BY A SUPERVISOR, IN WHICH TEACHING BEHAVIOR WAS DISCUSSED. THE TECHNIQUES USED INCLUDED FLANDERS' INTERACTION ANALYSIS, ROLE PLAYING, TAPE RECORDING, HYPOTHESES DEVELOPMENT, AND EXPERIMENTATION WITH TEACHING BEHAVIORS. SUBSEQUENTLY, MORE THAN HALF THE TEACHERS DECIDED TO ANALYZE THEIR TEACHING THROUGH INTERACTION ANALYSIS AND TO EXAMINE INDIVIDUAL PROBLEMS THROUGH GROUP ANALYSES OF TAPE RECORDINGS OF THEIR OWN TEACHING. IT WAS FELT THAT FEEDBACK DURING THESE GROUP DISCUSSIONS SHOULD DESCRIBE RATHER THAN EVALUATE COVER AREAS PERCEIVED SUSCEPTIBLE TO CHANGE BY THE RECIPIENT, FOLLOW UPON REQUEST OF THE RECIPIENT, COVER CURRENT MATERIAL, CONCERN SPECIFIC TEACHING ACTS, AND NOT REQUIRE A TEACHER TO DEFEND HIS TEACHING. GROUP SUPERVISION APPEARED TO HAVE A POSITIVE INFLUENCE ON FACULTY INTERPERSONAL RELATIONSHIPS, COMMUNICATIONS, GOAL-SETTING, AND BEHAVIORAL NORMS. INTERACTION ANALYSIS ALSO APPEARED TO INCREASE THE TEACHERS' SENSITIVITY TO THEIR VERBAL BHEHAVIOR AND ITS EFFECTS ON CLASSROOM CLIMATE AND INDIVIDUAL PUPILS. (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A