There are assumptions made in education and about education everyday. Many times these assumptions can hinder the educational progress for schools, teachers, and students alike, because not everyone has the same views about education and all of its components. Therefore, in order to fully understand my personal supervisory platform, one first needs to understand the assumptions that influence my own perspectives on supervision and evaluation.
For example, in regards to education, I believe that an equal education should be provided to every child, regardless of location, socioeconomic status, gender, ethnicity, or age. I also believe that education is about more than just making sure children gain the knowledge and skills they need to
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I believe that effective teaching should focus on implementing higher-order thinking skills, project-based learning opportunities, collaborative experiences, open-ended explorations, technology-embedded activities, and even flipped classrooms. Teachers need to be constantly reflective and flexible, while using a variety of teaching strategies, so they can adjust their teaching and be able to make a plan that will to meet the diverse needs of all students and encourage students to be active partners in the process.
In addition, I think many people often underestimate students because they see them as “just kids”, so they set low expectations. But I believe that all students are capable of being problem-solvers and successful independent thinkers. Therefore, students should be provided tools at their disposal to assist them in this. Students need classrooms where higher-order thinking is encouraged and provided. In regards to learning, many people have the assumption that the answer to a problem is more important that the process itself. But I strongly support learning to involve as much hands-on and first-hand experience as possible for all ages of students. Teachers need to provoke learning though problem solving, interacting with others, and encouraging students to ask and answer their own questions. Those, in a nutshell, are the major assumptions that influence my perspective on supervision and
The theoretical thoughts around supervision come from the student and teacher, the supervisee learning from the supervisor. The apprentice learning from the master of the trade.
In educational supervision the primary issue for Kadushin is the counsellor knowing how to perform their job well and to be accountable for work performed, and developing skills through learning and feedback. The object is to increase understanding and improve skill levels by encouraging reflection on, and exploration of the work (Tsui, 2005).
As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on
Equality – all individuals should be treated equally, morally, by law, and in their political voice.
Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.
Morrison (2005)suggests that there should be underpinning beliefs to supervision, some of which are that:
Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.
Effective teachers are aware of different learning theories that influence classroom practice on a daily basis. According to Pritchard (2014), teachers must have an understanding
This year I am working with students in a Junior High school, offering support services. The ages range from 11 to 15 years. When working with this population, you are faced with many challenges. Some students are open to the experience while others are apprehensive. My experience thus far has had several revealing moments where excellent supervision had an impact on my internship. Shulman (2008), states that supervision of students and practitioners is central to social work. He also states that central to the process is the idea of one professional with more knowledge, skill, and experience guiding practice and development of another with less. I am greatly appreciative of having a supervisor that listens, guides and challenges me to explore.
In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in
My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.
I shall also discuss my learning outcomes and the process of supervision. The theoretical knowledge
Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to
In earlier days, the supervisor was the person in charge of a group of towrope pullers or ditch diggers. That person was literally the “fore man,” since he was up forward of the work crew. His authority consisted mainly of chanting the “one, two, three, up” that set the pace for the rest of the workers. In Germany, the supervisor is still called a vorarbeiter (“fore worker”); in England, the term charge hand is used. Both terms suggest the lead-person origin. The term supervisor has its roots in Latin, where it means “looks over.” It was originally applied to the master of a group of artisans. Today, the supervisor’s job combines some of the talents of the “foreman” (or leader) and those of the “master” (skilled
“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”