Page 235 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 18 : Qualities of an Effective Supervisor

(4) Helping Teachers to Evaluate Instruction. Notes
(5) Helping Teachers with Classroom Management.

(6) Helping Teachers with Curriculum Development.
(7) Helping Teachers to Evaluate the Curriculum.
(8) Helping Teachers to Evaluate Themselves.
(9) Helping Teachers to work Together.
(10) Helping Teachers through In-service Programmes, and
(11) Helping Teachers in Providing them with a Reasonable Workload
The detailes of objectives of the supervision have been given following paragraphs :
(1) Helping Teachers to Plan for Instruction : Instructional planning is considered as the first step
in the improvement of instruction. Therefore, it is recommended that the supervisor should
help the teachers to develop and improve skills in instructional designs and to use a model of
instruction as guide to instructional panning. Most instructional planners recommend two types
of instructional plans : The lesson plan, which shows the planning for one day and the modular
plan, which shows the planning for longer periods of time and from which the lesson plans are
derived. Planning requires a good deal of both thought and time but it is an essential process
whose ultimate aim is the enhancement of student learning.
(2) Helping Teachers to Present Instruction : Lesson presentation involves a complex variety of
component skills. The supervisor should help the teachers to translate their module and lesson
plans into action and to select and use appropriate teaching strategy. In order to understand the
use of strategy in the classroom, we do need to understand the meaning of strategy. Pedagogy
has borrowed the word strategy from the armed services. The military men plan their tactics or
strategy in the battlefield to win the battle. But we should not conceptualize the classroom as a
battlefield with the teachers and students on opposing sides. It is rather a team effort with the
teacher as a leader and both teacher and students work together for a common cause. From a
pedagogical point of view, teaching strategy may be defined as a procedure or set of procedures
for utilizing resources and for deploying the central figures in the instructional procedure-the
teacher and the learners. The supervisor should encourage teachers to increase student
participation and incorporate a variety of stimuli and activities in both their planning and
actual participation.
It is during this stage that ideas leap from mind to mind, skills are mastered by those who
lacked them before instruction and knowledge is stored in the brain, primarily because of the
right strategy followed by the teacher in the classroom. Therefore, an ideal supervisor should
help the teacher in the art of presenting instructions which he planned beforehand.
(3) Helping Teachers to Use Modern Methods of Teaching : Methods of teaching are an important
art of presenting instruction in the classroom in an effective manner. Therefore, the supervisor
should help the teachers in using modern methods of teaching in the classroom. The modern
concept of instructional methods have deported from the traditional chalk and talk method. It
is based on philosophical and psychological principles. Greater emphasis is laid on interests,
capacities and abilities of the students for their adjustment to home, vocation, social group
relationships and civic life. Instruction is imparted on the basis of individual differences. To
master the modern techniques of teaching, a teacher has to develop certain teaching skills. It is
the supervisor’s responsibility to help the teachers to keep abreast of new educational movements,
to study and learn new methods of teaching and to apply these new techniques in the classroom
situation.

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