12. WAGNER, Charles A., "Supervision of Instruction," Educational Review, Vol. 59, February, 1920, pp. 137-141.

helpful discussion of the proper attitude to be maintained by the supervisor and the teacher in the criticism of teaching,

CHAPTER VI

COMPOSITE CASE STUDIES OF TEACHING

Composite case studies of teaching. In the preceding chapters we considered: (1) methods of studying the teacher at work; (2) methods of conferring with the teacher about her work, and (3) routine matters pertaining to classroom visitation. The purpose of this and the succeeding chapter is to continue, through the study of concrete cases, the discussion of supervisory methods of analyzing and commenting upon the teaching. The materials used are similar to those reproduced in the preceding chapter, with the exception that the cases cited are composite studies rather than individual reports. The aim of the discussion is to portray as concretely as possible the supervisor in action.

As stated in the preceding chapters, the supervisor must know the teacher as well as teaching-her prejudices, her personal peculiarities, and her emotional traits. It is not possible, however, in such case studies as are here presented, to take all of these factors into consideration. To state the situation completely would be an enormously complicated matter. The actual procedure has been to limit the analysis to a study of the teacher at work.

It is difficult to obtain exact information about the teacher at work. It is not a difficult task for the average supervisor to find out, in a general way, what he is to do, but just how he is to do it is an entirely different problem. As in many other phases of educational

service, practice is far behind theory) The work of the

supervisor is to improve teaching. He must carry on his work through the instrumentality of the teacher. The teacher cannot be helped unless the supervisor working with her is sympathetic and capable of analyzing correctly the recitation observed. To do this he must see the underlying principles of teaching, must be able to offer suggestions applicable to the particular case, and must not deceive himself or the teacher by commenting on the lesson in high-sounding, pedagogical terms. Neither must he be led astray by trade devices. He must have "super-vision." He must see each recitation as a cross section of the particular teacher's skill, and he must regard it as the physician regards his X-ray plate: a basis for active remedial treatment, if necessary, and for generous commendation, if deserved.

In most recitations, as has been already stated, there are one or two outstanding features to which the attention of the teacher should be directed. The great merit of the third-grade recitation in reading reported on the pages following is undoubtedly its recognition of the differing needs of two groups. The teacher knew, apparently, to what weaknesses the attention of the small group should be directed. She had not, however, developed a technique that would enable her to keep two groups productively employed at the same time. She failed to provide for the small group practice exercises that were stimulating and interesting, as well as effective.

These two points, that is, the recognition of individual needs, and provision of suitable group work, may well engage the attention of supervisor and teacher for some time. Through skillful questions and suggestions by the supervisor, the teacher should be led to formulate a statement of worthwhile results to accrue from this type of reading. She should then be led to convert these de

sired results into clearly defined aims or purposes, one or more for each group. With the desired results well in mind and aims clearly stated, the teacher and supervisor should search for materials and tools through which these aims are to be realized. This involves finding for the one group interesting reading materials with the vocabulary difficulties which are to be remedied, and discovering productive reading exercises to engage the attention of the other group. It means also a discussion of effective types of drills, advisability of working out questions and study suggestions, and organization of the suggestions for blackboard or flash card use. The teacher should be led to see the necessity of knowing and taking into account the interests and experiences of children of that particular age group. Finally, she should be directed in the development of suitable exercises with which to determine the degree of success she has attained in accomplishing desired results. Such definite, clear-cut, practical suggestions are the only ones that justify the overhead now being incurred through "supervision." Unless the supervisor can do this type of diagnosis, and supply remedial measures that can be carried out, the time and effort of both teacher and supervisor are wasted.

AN ORAL AND SILENT READING LESSON, GRADE 3B

How the case in reading was analyzed. In order to determine how supervisors would treat this lesson unit in reading, it was submitted to a number of persons interested in elementary-school supervision. Some of these persons were field supervisors in a state department of public instruction. There were also in the group supervising teachers, city grade supervisors, and graduate students of university classes in elementary supervision.

Each supervisor was asked to assume that he had observed the lesson described, check it on the points indi

cated in the score sheet, reproduced on page 117, using such descriptive words as necessary to give a brief evaluation of the procedures, and formulate what he would say to the teacher in assisting her to improvement. For the most part, the several supervisors attacked this task seriously, and the results should be typical of the kind of classroom supervision that teachers receive.

1. Kind of school: City school in a community above the average in culture.

2. Teacher: High-school graduate who has taken county examinations, attended institutes, and attended one university summer session. She has no other professional training except that gained by several years' experience of a varied nature and through professional reading. She is energetic and has a fair insight into modern standards of teaching. She would be considered an exceptionally stimulating teacher from many viewpoints.

3. Learning conditions: The morning session of a typical grade room. The room was comfortably heated and lighted. There was a slate blackboard with writing upon it, well placed and easily seen. Seats were non-adjustable, but well suited to children. The discipline was natural, coöperative, and generally favorable to learning.

4. Class activity: A review lesson in reading taught for the purpose of ascertaining whether the majority of class had mastered the selection, and to give needed individual help to a group of pupils who had been absent when the lesson was studied earlier in the year.

5. Children: No one was below normal. About 25 per cent were somewhat above normal. There were thirty-five pupils in all, of whom the following were to receive special help:

6. Previous work and day's assignment: About two months previous to the lesson the children had read this selection