Dr.-Villasis_1714166426503.pptx to give awareness to teachers and supervisors

Great

1. Classroom Visits and observing the teaching learning situation

2. Classroom visitation considered as an essential part of supervisory process. The New Trend Of Classroom Visitation

3. Modern visitation calls for a democratic classroom visitation

4. Authoritative visitation Aim seems to be to analyze the personality of the teacher and to check on his method and technique in teaching, or to tell the teacher for his/her weak points and how to remedy them. Democratic visitation Aim primarily to help the teacher solve the pedagogical problems and to help him grow, and thereby also help the pupil grow

5. The role of the supervisor should be that of a co-worker rather than a judge. Democratic supervisor evaluates teachers only incidentally, as he concentrates on helping them to help the pupils grow.

6. Types and lengths of visit

7. Types and lengths of visit Scheduled Unscheduled Invitational

8. Scheduled visit Too formal The teacher generally knows well in advance of the scheduled visit and purposes It tends to disrupt the regular schedule of the school creating an irregular situation

9. UNSCHEDULED TYPE The supervisor come to the classroom unannounced It is very doubtful if the unannounced visit which checks unwholesome attitudes and lack of preparation is desirable. This type of visitation will create an atmosphere of confusion and put the teacher in emotional tension.

10. INVITATIONAL TYPE It is one wherein the supervisor is given a definite invitation to see a classroom or an entire school for certain purposes. The supervisor is evidently wanted for the purpose of analyzing practices and results. It shows a wholesome administrative condition, and directs supervision where it is needed.

11. LENGTH OF VISIT The length of the visit most often determine by the aim or purpose of the supervisor, the grade to be observed, the size of the school to be visited, the educational qualification and experience of the teacher, and the physical and mental maturity of the pupils to be observed.

12. The number of visits to be made by the principal or supervisor is conditioned by his teaching load and administrative duties. The minimum length of time of the principal should be at least forty minutes

13. SAMPLE PRINCIPAL’S DAILY PROGRAM Min. Activity 7:30 – 8:00 30 Going over classroom preparation and cleanliness of the school site 8:00 – 9:00 60 Office work 9:00 – 11:00 120 Supervision 11:00 – 11:30 30 Conference Period 1:30 – 2:00 30 Going over classroom preparation and cleanliness of the school site 2:00 – 4:00 120 Supervision 4:00 – 4:30 30 Office work 4:30 – 5:00 30 Conference Period

14. Classroom visitation to be effective, must be made more frequent so that his presence I the classroom would be felt as a routinely one, and an everyday activity of the class.

15. GUIDING Principles Supervisory plan should be formulated cooperatively The teacher in particular will not be indifferent to supervision when they assist in setting up the objectives and in carrying out the plan or program. An organized plan is always tentative; it will be revised freely as it progresses.

16. Supervisory plan must be flexible A supervisory plan must be readjusted; re-planned as the situation changes. Flexibility is enhanced when all have participated in the cooperative formulation of the plan. The group thus understands the aims and purposes set up.

17. Types of SUPERVISORY PLAN Short tem plan Weekly or monthly plan Includes such varieties as daily lesson plan, weekly, monthly and term planning Involves more specific objectives but are related to the general supervisory aims Long term or yearly plan Involves general problems or objectives which cannot be accomplished in a short period of time.

18. CONTENTS OF SUPERVISORY PLAN

19. 1. Supervisory Aims The plan must contain general and specific supervisory aims and purposes The aims must be based on the problems discovered in the classroom through the use of survey, actual classroom observation, recorded reports of the past supervisors, and questionnaires

20. 2. Supervisory procedure Should indicate special procedure as to the methods of time schedule, and personnel involved, but sufficiently flexible to permit readjustments and replanning as the situation may change

21. 3. Criteria for evaluation Supervisory planning should make provision for its own evaluation The effectiveness of the procedure utilized can be measured by the use of criteria based on the principles of good teaching and learning

22. The effectiveness of both teaching and learning can also be estimated through the measurement of the qualities commonly associated with success in teaching and learning.

23. 4. Follow-up work The provision should be made for follow-up work Follow-up visit to aid in effecting instructional improvement Follow-up work can be accomplished through conference, informal letter, circular, and memorandum

24. Bases of Classroom observation

25. 1. The Philippine education aims The aims of education serve as guideposts for the educative process

26. 2. Child growth Child development is the most important objective of supervision Teachers and supervisors must study children to determine their difficulties as well as their potentialities

27. 3. Good teaching and learning The true function of teaching is to provide the best stimuli so that the best learning may take place. Teaching is a process of stimulating, directing, guiding, and evaluating the learning. Learning, is on the other hand, a process of growth and development through experiencing.

28. Some cautions about classroom observation

29. 1. Importance of constructive approach The result of classroom observation should be positive, preventive, and constructive.

30. 2. Danger of premature evaluation Evaluation should not be done or given right away. It should be given only after sufficient and careful reflection. Comments should be based an actual facts.

31. 3. Observation is not an isolation Classroom observation should not be used as the only measure of evaluating teaching and learning. Observation is the only one of the activities of improving teaching-learning situation.

32. 4. Too much expectation The supervisor should not expect too much from a single observation.

33. Characteristics of a Good Supervisor

34. What is a supervisor? is a manager who closely oversees a small group or department of employees. Being a supervisor means overseeing the daily activities of those employees and helping guide them through their responsibilities. Supervisors usually perform the following duties

35. Characteristic of a Good Supervisor Strong Verbal and Written Communication. For teams to function effectively, supervisors must have strong communication skills. Emotional Intelligence. Ability to Delegate. Being Flexible. Maintaining a Positive Attitude. Passion for the Organization. Diversity Awareness. Problem Solving.

36. Resourceful and determined Values each member of their team equally Shows respect and consideration to both management and employees Capable of giving employees both  positive feedback  and  constructive criticism Handles in-office conflict quickly and fairly

37. Principles that are useful in improving the Teaching-Learning Situation

38. Learning Principles Students’ prior knowledge can help or hinder learning. How students organize knowledge influences how they learn and apply what they know. Students’ motivation determines, directs, and sustains what they do to learn. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.

39. 5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. 6.Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. 7.T o become self-directed learners, students must learn to monitor and adjust their approaches to learning.

40. TEACHING PRINCIPLES Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching. 2. Effective teaching involves aligning the three major components of instruction: learning objectives, assessments, and instructional activities. 3. Effective teaching involves articulating explicit expectations regarding learning objectives and policies.

41. 4. Effective teaching involves prioritizing the knowledge and skills we choose to focus on. 5. Effective teaching involves recognizing and overcoming our expert blind spots. 6.Effective teaching involves adopting appropriate teaching roles to support our learning goals. 7.Effective teaching involves progressively refining our courses based on reflection and feedback.

42. Encourage contact between students and faculty. Develop reciprocity and cooperation among students. Encourage active learning. Give prompt feedback. Emphasize time on task. Communicate high expectations. Respect diverse talents and ways of learning. Principles that are useful in improving the Teaching-Learning Situation

43. Thank you Prepared by: Bernard Mae Lasan Joanny Allison- Macarse Julie Ann N. Bibliotica Lynley Lerado