Summarized by Racheli Professorski - 033493974 Supervision- Models of supervision: choices Gebhard, G. Jerry (1990). Models of supervision: choices. In Richards. J. C& Numan.D (Eds.), Second Language Teacher Education (156-166) Cambridge University Press. Summarized by Racheli Professorski - 033493974 Many ESL teachers have experienced teacher supervision throughout their teaching. What is the role of supervisorsin ESL? This chapter offers six different models of supervisionand tries to demonstrate several ways teachers may perceive their supervisors.
The first kind of supervision is "The Directive Supervision". This model describes the supervisor as the one who directs and helps the teacher and eventually approves the teacher according to his performance in class. However, who is to say that the supervisor's method is the best way? Is the supervisor's way more effective or simply different? Years of researches have failed to answer this question and therefore, it is hard to determine the best way for teaching in class. In addition, some teachers see themselves as inferior to the supervisor and this may cause teachers to become defensive towards the supervisor's judgment. The second kind of supervision is – "The Alternative Supervision". This model directs teachers without telling them what they should do. The role of the supervisor is to propose alternatives as to what the teacher may do in class. Teachers who have a number of choices can decide what to use in class, they feel less pressure and do not feel as if they are under any kind of threat. The main goal is to try different teaching behaviors and act differently according to prior results. The supervisor listens and the teacher is the one who reflects and makes the final decision. The third kind of model is – "The Collaborative Supervision". In this model the supervisor's role is to work in collaboration with the teachers and direct them. The supervisor and the teacher work together, share decisions and try to reach the right solutions to the problems in class. The fourth model is – "Nondirective Supervision". In this model the role of the supervisor is to listen and understand and not to judge or make any kind of critical statements. The supervisor tries to facilitate a feeling of security by recognizing the teacher's description of her own experience and ideas. However, this model can have the opposite result as the teacher may feel at times as if they are on their own since they do not receive any kind of input. The supervisor does not direct them and tell them how to deal with different situations in class.
"Creative Supervision" - This model gives an opportunity to use autonomy and creativity both for teacher and supervisor. It allows a mixture of the different models, a mixture of supervisory behaviors.
One can also replace the supervisor's responsibilities with other well informed and knowledgeable sources such as teacher's centers where teachers can share experiences and ideas. In this approach, working according to one model may not be enough therefore a combination of different models is required. According to Freeman (1982) choosing a specific supervisory approach offers an opportunity to suit the method in accordance with the teacher's needs. "Self- help- explorative supervision" - In this approach the supervisor and teacher's goal is to raise their awareness of teaching behaviors by finding various ways to teach. The aim is for both the teacher and supervisor (which is called here – "a more experienced teacher") to observe their own and other's teaching and by this to learn and better themselves. In other words, this method suggests self-exploration and individual self-awareness. In conclusion, all the models can be effective it depends on the teachers themselves what they believe in and how they think their supervisiors should direct their teaching. Suprevision should be a menigful procees that will contribute to teachers' experience and self- confidence. In addition, one of the most important thing supervisiors need to adapt is the sense of accountability; they should make sure that the approach they use suits the teachers personalities .There has to be a positive balance betweeen the supervisors' support and their alternatives suggestions on how to improve teaching. All in all the various choices of supervisory behaviors gives both teachers and supervisors the opportunity to acknowledge the various teaching styles that are excited in the field of education. My reflectionIn my own experience as a teacher i agree with my colleagues' opinion, supervisiors should approach their teachers positively. They shouldn't impose their opinions on other teachers; they need to share their ideas and work with teachers in collaboration.Teachers and supervisors should have a variety of methods and models to choose from in order to be able to find the approach that suits them. The fact that there are several models that can be used provides the possibility to combine and benefit from each approach which can lead to a significant teacher's development.
Supervision- Models of supervision: choices
Gebhard, G. Jerry (1990). Models of supervision: choices. In Richards. J. C& Numan.D (Eds.), Second Language Teacher Education (156-166) Cambridge University Press.
Summarized by Racheli Professorski - 033493974
Many ESL teachers have experienced teacher supervision throughout their teaching. What is the role of supervisorsin ESL?
This chapter offers six different models of supervisionand tries to demonstrate several ways teachers may perceive their supervisors.
The first kind of supervision is "The Directive Supervision". This model describes the supervisor as the one who directs and helps the teacher and eventually approves the teacher according to his performance in class. However, who is to say that the supervisor's method is the best way?
Is the supervisor's way more effective or simply different? Years of researches have failed to answer this question and therefore, it is hard to determine the best way for teaching in class. In addition, some teachers see themselves as inferior to the supervisor and this may cause teachers to become defensive towards the supervisor's judgment.
The second kind of supervision is – "The Alternative Supervision". This model directs teachers without telling them what they should do. The role of the supervisor is to propose alternatives as to what the teacher may do in class. Teachers who have a number of choices can decide what to use in class, they feel less pressure and do not feel as if they are under any kind of threat. The main goal is to try different teaching behaviors and act differently according to prior results. The supervisor listens and the teacher is the one who reflects and makes the final decision.
The third kind of model is – "The Collaborative Supervision". In this model the supervisor's role is to work in collaboration with the teachers and direct them. The supervisor and the teacher work together, share decisions and try to reach the right solutions to the problems in class.
The fourth model is – "Nondirective Supervision". In this model the role of the supervisor is to listen and understand and not to judge or make any kind of critical statements. The supervisor tries to facilitate a feeling of security by recognizing the teacher's description of her own experience and ideas. However, this model can have the opposite result as the teacher may feel at times as if they are on their own since they do not receive any kind of input. The supervisor does not direct them and tell them how to deal with different situations in class.
"Creative Supervision" - This model gives an opportunity to use autonomy and creativity both for teacher and supervisor. It allows a mixture of the different models, a mixture of supervisory behaviors.
One can also replace the supervisor's responsibilities with other well informed and knowledgeable sources such as teacher's centers where teachers can share experiences and ideas. In this approach, working according to one model may not be enough therefore a combination of different models is required. According to Freeman (1982) choosing a specific supervisory approach offers an opportunity to suit the method in accordance with the teacher's needs.
"Self- help- explorative supervision" - In this approach the supervisor and teacher's goal is to raise their awareness of teaching behaviors by finding various ways to teach. The aim is for both the teacher and supervisor (which is called here – "a more experienced teacher") to observe their own and other's teaching and by this to learn and better themselves. In other words, this method suggests self-exploration and individual self-awareness.
In conclusion, all the models can be effective it depends on the teachers themselves what they believe in and how they think their supervisiors should direct their teaching. Suprevision should be a menigful procees that will contribute to teachers' experience and self- confidence. In addition, one of the most important thing supervisiors need to adapt is the sense of accountability; they should make sure that the approach they use suits the teachers personalities .There has to be a positive balance betweeen the supervisors' support and their alternatives suggestions on how to improve teaching. All in all the various choices of supervisory behaviors gives both teachers and supervisors the opportunity to acknowledge the various teaching styles that are excited in the field of education.
My reflection In my own experience as a teacher i agree with my colleagues' opinion, supervisiors should approach their teachers positively. They shouldn't impose their opinions on other teachers; they need to share their ideas and work with teachers in collaboration.Teachers and supervisors should have a variety of methods and models to choose from in order to be able to find the approach that suits them. The fact that there are several models that can be used provides the possibility to combine and benefit from each approach which can lead to a significant teacher's development.