subject matter. Divisions give way to classifications on the basis of activities. There is complete acceptance by the children of purposes as their own, of responsibility for direction of activity, and of the teacher as a cooperating member of the group. Almost perfect freedom of expression is the rule, and pupils appeal for assistance to the teacher as to an equal.
1. KELLEY, G. K., "Types of Supervisors I Have Known," The School Board Journal, June, 1924, p. 54.
2. MORGAN, Catherine, "Manual of Directions for Making Efficiency Card Ratings," Detroit Public Schools, 1923, pp. 10-12.
3. TAYLOR, Joseph S., "Some Desirable Traits of the Supervisor," Educational Administration, Vol. 9, January, 1923, pp. 1-8.
Ability to analyze recitation, 5. Abstract or general meanings, program for developing better procedure for teaching of, 231- 234. Achievement, pupils' levels of, 7. Activity, outline on evidences of
purposeful activity upon the part of the pupils, 24-25; types of, 25-32.
Analysis, of reading lesson, eval- uation sheet for, 117; of su- pervisor's evaluation of teach- ing, 158-193. Arithmetic, Grade 2, problem in supervision, 218-220; lesson setting, 218-219; stenographic report of lesson, 219-220. Arithmetic, Grade 3A, problem in supervision, 194-198; lesson setting, 194; stenographic re- port of lesson, 194-198. Arithmetic, Grade 8A, problem in supervision, 207-212; lesson setting, 207-208; stenographic report of lesson, 208-212. Arithmetic plan illustrating the learning of a rule, 276-279. Art, eighth-grade class, case study in, 80-85; lesson setting, 80; stenographic report of les- son, 80-82; supervisor's in- structional diagnosis, 82-83; supervisor's interview, 83; teacher's reaction to inter- view, 84; critical analysis of, 84-85.
Associative learning, activities involving, 26-27.
Comprehension, training in, 136. Concentration, participation, and attention of pupils, evidences of, 32.
Conference, Burton's plan for, 50-51; how to close, 49; im- provement in teaching as ob- jective of, 223; on specific les- sons, 261; on specific tech- niques, 260; planning follow-up conferences, 222-259; prepara- tion for, 37-38; preteaching conferences, 260-294; purpose of, 38; should be forward- looking, 43; should be out- growth of definite instructional policy, 222; should encourage teacher, 44; should help teach- ers to analyze and evaluate their own recitations, 44; should not be considered as iso- lated interview, 222; summary for supervisor, 50-54; super- visor should have facts prior to, 38; teacher's reaction to, 39; value of preteaching con- ferences for student teachers and inexperienced teachers, 260.
Cooking, 6A class, case study in, 85-99; lesson setting, 85; steno- graphic report of lesson, 86-92; supervisor's instructional di- agnosis, 92-93; supervisor's in- terview, 93-97; teacher's reac- tion to interview, 97-98; critical analysis of interview, 98-99; supervisor's check list, 98-99. Critical analysis of supervisor's evaluation of teaching, 158-193. Criticism of teaching, difficulties
of, 39; establishing proper at- titudes, 52; getting the facts, 51; how to make criticisms, 53; kinds to make, 52; McMurry on characteristics of good criti-
cism, 48; must be constructive, 46; must be discriminating, 46; must be of a professional nature, 47; problems in, 349- 366; results desired from, 54; technique of, 51-54.
Cubberley, E. P., on common su- pervisory mistakes, 40; on value of carefully planned visits, 60-61.
Diagnosis, importance of in remedial measures, 331-332. Directing the teacher at work,
Disciplinary method of teaching, 370.
Economy of time in classroom management, program for, 234-
Efficiency in teaching, scorecard used for determining, 33-35. English, grade 8B, case study in, 183-193; lesson setting, 183- 184; stenographic report of lesson, 184-187; critical study of supervisor's evaluation of lesson, 187-193.
English, lesson plan for a seventh-
grade project, 288-292. Evaluation sheet for analysis of reading, 117.
Evaluation of teaching, critical
analysis of, 158-193; super- visors often fail to evaluate critically, 158-193.
Failure, causes of in teaching, Lettler's table, 332. Failure, types of, 335-348; lack of ability to carry on, 344-345; lack of ability to maintain or-
der and discipline, 335-338; lack of adaptability, 342-343; lack of common sense, 343- 344; lack of control over tech- nique of teaching, 325; lack of effort, 340-342; lack of initia- tive, 342; lack of intelligence, 339-340; lack of knowledge of what pupils can do, 347; lack of mastery of subject matter, 339; lack of moral standards, 348; lack of personality, 347- 348; lack of physical ability, 344; lack of singleness of pur- pose, 345; lack of social back- ground, 346-347; lack of stand- ards, 344; lack of sympathetic understanding of pupils, 345-
Failures and successes, 295-330;
value of study of, 295-296. See also Supervisory cases. Follow-up conferences, case stud- ies of, 238-259; as basis for improvement of teaching, 223- 224; Gray on, 225; planning of, 222-259; should have clearly defined objectives, 223. Follow-up programs, 225-238; for developing better procedure for teaching abstract and general meanings, 231-234; for study of economy of time in class- room management, 234-238; with teacher new to school system, 226-230.
Free expression of thought in class discussions, 152.
General meaning, activities in-
volving the acquisition of, 29. Geography, grade 5B, case study
in, 145-157; lesson setting, 145- 146; stenographic report of recitation, 147-151; evaluation
of procedure, 151; remedial suggestions, 152-156. Geography, grade 6, problem in supervision, 215-218; lesson setting, 215-216; stenographic report of lesson, 216-218. Geography, grade 7B, problem in supervision, 201-207; lesson set- ting, 201-202; stenographic re- port of lesson, 202-207. Geography lesson plan illustrat- ing the problem-solving pro- cess, 282-288.
Gilbert, C. B., on visitation and conference, 45.
Grant, Julia, outline for items to observe in sewing, 11. Gray, Olive, on follow-up work
after visiting, 225; on number of visits, 59; on preparation for the visit, 63.
Gray, W. S., on developing self- criticism in teaching, 44.
Habit formation, interest and at- tention of pupils necessary for,
Habits of enjoyment, activities for developing, 30. Handwriting, 4A class, case study of follow-up conference in, 239- 258; lesson setting, 239; les- son observed, 239-242; super- visor's instructional diagnoses and interviews, 242-258; items to be emphasized, 253-258; teacher's reaction to inter- views, 258; critical analysis of supervision procedure, 258. Handwriting, 6A class, case study in, 99-106; lesson setting, 99-100; stenographic report of lesson, 100-103; supervisor's instructional diagnosis, 103- 104; supervisor's interview,
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