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Unit 19: Internship in Teaching—Organisation, Supervision


            as when student teacher feels some difficulty during practice teaching. As for the number of  Notes
            lesson in each method of the subject, it seems worth while to fix at least twenty five lessons in
            each.
            The demonstration lessons should preferably be delivered in the training colleges rather than in
            the schools. Each demonstration lesson and some of the practice teaching lessons should be
            followed by discussion by staff and students. The demonstration lessons may either be imparted
            by Training College Staff or by Effective School Teachers.

            19.3.1 Supervision during the Classroom Teaching
            (1) The Supervisory Personnel—The main responsibility of supervision falls on teacher educators.
            The whole faculty is involved in the supervision of Student-Teaching. The Regional College of
            Education employs three groups of personnel for supervision in the internship activities of
            student teacher- (i) Subject teacher from the college subject department concerned, (ii) Pedagogy
            experts from the college Education department and (iii) Cooperating teachers and Headmasters/
            Principals of the cooperating schools.
            (2) The Arrangement for Supervision—The arrangement for supervision of Student-Teaching in
            colleges and departments of education, other than the Regional Colleges of Education, is not so
            well defined and varies from institution to institution. The following are a few of the practice of
            arranging supervision of Student-Teaching.
            (i)  Assigning a supervisor to each practice teaching school. The supervisors are generally regular
                supervisors. Some institutions insist that supervisor of practice teaching should rotate from
                one school to another school on a daily weekly or bi-weekly basis.
            (ii)  Some institutions arrange a system of team supervision in place of one permanent supervisor.
            Determining the Objective of Supervision of Student-Teaching:  The following objectives of
            supervision of Student-Teaching may be determined:
            (1)  To enable the student teacher to discover his own style, his strong and weak points and to
                understand how to fit them to the school task.
            (2)  To enable him to develop and practice sufficiently teaching skills.
            (3)  To enable the trainee to verify all the strategies and tactics advocated in his subject areas
                with regard to their utility and feasibility.
            (4)  To enable him to discover this relevance of theory, particularly child, psychology, theories
                of learning and teaching, strategies of class management, discipline, etc.
            (5)  To enable him to perform his other professional duties in the school, to the parents and to
                the community.
            Of course, generally, the objectives of Student-Teaching can said to be the objectives of supervision
            of Student-Teaching. Here only the important areas have been given, so that attention may be
            drawn to them during supervision.
            19.3.2 A Suggested Plan for Supervision
            1.  The procedure of supervision should be well defined and the variations should be minimized.
            2.  It is desirable that supervision should be done in such a way that the objectives of Student-
                Teaching may be achieved. The student teachers should give 20 to 30 per cent lessons in
                each of their subjects. 50% to 75% lessons should be supervised and 40% to 50% lessons
                should be checked before delivery. 30% to 25% lessons should be supervised by the subject
                specialist.
            3.  Supervision in the beginning should be more regular because the student teacher needs
                help and guidance. It should be lessened in quantum. Whenever new techniques are applied,
                supervision will have to be more thorough and wholly guidance oriented. Supervision of
                every lesson is not necessary. Only a few aspects should be taken up for improvement at a
                item, particularly in the beginning. A long list of weaknesses discourages and retards the
                total progress. Supervision should be done for supervision’s sake only.



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