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6. Follow-up conferences: a discussion of how to plan conferences with unity of purpose and continuity of action.

7. Failures and successes: case studies of how experienced supervisors have turned failure into success.

8. Remedial measures for types of failures other than poor teaching technique.

9. Problems in the criticism of teaching: a list of concrete situations from the reports of experienced supervisors of the "What would you do?" type.

10. Supervising types: a supervisor's mirror.

In general, it is the purpose of this book to present to all those who are interested in the critical study of teaching, definite plans for such study, to direct them in the processes of arriving at conclusions that can be used as a basis for constructive policies leading to improved teaching, and to offer guidance in effective ways of making these policies function in actual everyday classroom practice.

CHAPTER II

STUDYING THE TEACHER AT WORK

The purpose of supervision. The recitation period is the agency through which the leadership of the teacher functions. Her purpose is to enable the child to come into full possession of desirable race experiences. In the recitation the child and the subject matter are both present and the teacher aims to furnish favorable activities for bringing these two together. Scientific study of the materials of the curriculum has done much to improve the selection and organization of subject matter. Likewise, the study of how children learn has added much to our knowledge of better teaching. It is the purpose of the supervisor, working through the teacher, to surround the child with those conditions most favorable to learning.

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Supervision must grow out of a knowledge of the work of the teacher. Before any considerable assistance can be given by superintendents, principals, grade and departmental supervisors, and critic teachers in creating better conditions for learning and in helping the teacher master more productive teaching procedures, attention must be given to the study of the teacher at work. The criticism of teaching must be based upon a careful study of the work of the teacher. Too many supervisors observe teaching superficially and offer advice abundantly. Many teachers have had the experience of being admonished by some supervisor who did not appear to be possessed of the facts in the case. To look into the classroom for a few moments now and then, and to arrive at some gen

eral notions concerning the failure or success of a teacher, is not enough.) Unfortunately, some supervisors do nothing more than this and hand down decisions about professional ability, personal fitness, and intellectual capacity, with little thought of the consequences. Teachers are rather naïvely directed to do this and to do that. Before at.(] attempting to offer much advice it is necessary to have more than a general notion of what is wrong. It is not enough to know that the teacher is ill pedagogically. The supervisors must diagnose the work of the teacher just as the present-day physician studies the symptoms of disease. The physician sets about to get exact information. Once he knows the facts he applies a very specific remedy. And supervisors, too, must study teachers and teaching carefully to be genuinely helpful. The purpose of this chapter is to discuss, as far as the space will permit, specific suggestions on how to obtain information about a teaching situation-the pupils, the teacher, and the teaching upon which a remedial program may be based.

The ability to analyze a recitation critically comes only with training. Teaching is a complex situation. To some individuals teaching is "one big booming buzzing confusion." Teaching must be seen not en masse but in detail. To what extent is the average individual able to comprehend teaching situations clearly and elementally? What does the average principal see when he visits the classroom? To some supervisors, if the teacher is attractive, the pupils orderly, and if parents do not complain, the teaching is good; or, as one teacher expressed it, “If the children are neat and clean, on time, sing their songs well, and sit quietly in their seats, I am doing acceptable work." The correct analysis of the recitation demands on the part of the supervisor a peculiar skill which can best be attained by repeated practice in evaluating reci

tations under the leadership of those who, through years of experience, have demonstrated unusual ability in this field.

What to see in the recitation. The usual approach to an analysis and an evaluation of a lesson in practice consists in determining, first of all, its major strength and its chief weakness. The trend of this analysis is determined largely by the nature of the conference that follows. The conference must usually, except in training institutions, occupy only a limited amount of time. This means that only a very few points can be considered. Although the supervisor must be conscious of the many elements of the lesson, his skill in the conference will be shown by his ability to select the most vital elements for discussion with the teacher. But back of the points to be considered, there must be a very fundamental analysis, first, of the pupils with whom the teacher must work; second, of the teacher who guides the process; third, of the teaching which weaves together the many elements of the recitation.

I. STUDYING THE PUPIL

The supervisor must observe the types of children taught. One supervisor states that he always asks the teacher during his first conference with her to describe the types of children in the room. He does this because he feels that this information helps him to understand the teacher's viewpoint. Often it is the supervisor's task, by means of standard intelligence or achievement tests, to correct the teacher's judgment of her pupils. One feature to be guarded against is the readiness of some teachers to acquaint the supervisor with the shortcomings of the pupils in the presence of the class by designating them as the "slow group" or the "C" group. "Miss S has the A's and B's, so of course you must not

expect much of me," said one teacher to a new supervisor as he entered the room.

Some items to note about the pupils. It is usually best to have at hand a simple outline of the information needed concerning the personnel of the class:

1. Note the pupils' general intelligence or ability to learn. If scores from intelligence tests are not available, the information can usually be obtained through a series of informal exercises.

2. Note evidences of individual levels of achievement and knowledge of subject matter. Two sources of information are available: scores on educational tests and school marks.

3. Note special learning abilities, such as command of English, general reading ability, ability to use the tools of learning readily, etc.

4. Note previous experience with the subject matter in the school environment and in the home environment. 5. Note special language difficulties, such as may appear in foreign communities.

6.

Note home conditions and home factors conditioning learning.

7. Note items of health, such as absences because of illness, physical defects, etc.

8. Note special interests of the pupils. In brief, get in mind the types of pupils with which the teacher has to work.

II. STUDYING THE TEACHER

The supervisor must know the teacher. The supervisor not only must know the different types of pupils under the teacher's direction but must know the mental characteristics of the teacher. Matters of health, home conditions, social obligations, and the like, reflect themselves in the classroom. Then, too, the method of teach

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