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Supervision Must Grow Out of a Knowledge of the
Work of the Teacher
The Ability to Analyze a Recitation Critically
Comes Only with Training
What to See in the Recitation .
Studying the Pupil
The Supervisor Must Observe the Types of Chil-
The Supervisor Should Single Out for Study the
Major Elements of the Recitation
9
An Outline for the Guidance of Supervisors in
14
Studying the Teacher
CHAPTER
Studying the Teaching
101
Paving the Way for Helpfulness
The Supervisor's Preparation for the Conference
The Conference with the Teacher
38
39
The Criticism of Teaching a Difficult Task
Many Supervisors Are Blind to the Reactions of
Teachers to Their Suggestions
Some Supervisors Do Not Seem to Know What to Do 40
The Supervisory Function Is Sometimes Exercised in
a Harsh, Severe, and Dictatorial Manner
Many Teachers Feel That Criticism Is Faultfinding
The Word "Criticism" Is an Unfortunate One
The Attitude of the Teacher Is Important
The Attitude of the Supervisor Is Reflected in the
Children
40
41
The Attitude of Some Supervisors toward Errors
in Teaching Is Wrong
42
Criticism
The Conference Should Be Forward-looking
Teachers Should Be Led to Analyze and Evaluate
Their Own Recitations
The Teacher Should Be Encouraged
The Supervisor Should Be Positive Without Being
Opinionated
The Criticism of Teaching Must Be Discriminating
The Criticism of Teaching Must Be Constructive
Criticism Must Be of a Professional Nature
The Marks of Good Supervision
43
235
48
49
50
The Technique of Criticism
IV. VISITING THE CLASSROOM
provement of Teaching
51
Routine Factors Pertaining to the Study and Im-
Units of Classroom Visitation
The Training and Experience of the Supervisor
Should Determine the Length of the Visits .
60
63
64
74
75
78
The Teacher and the Visit
Visits Announced and Unannounced
Entering and Leaving the Room
The Position of the Supervisor in the Classroom
Records of Visits
The Supervisor Should Not Become a Mere Keeper
of Records
Summary
Summary for the Supervisor
V. INDIVIDUAL CASE STUDIES OF TEACHING
The Nature of the Material to Follow
The Interviews Are Not Model Interviews.
Review the Principles Set Forth in the Preceding
Chapter before Undertaking a Study of These
Reports
How the Materials Are to Be Used
An Eighth-Grade Class in Art
A 6A Class in Cooking
It Is Difficult to Obtain Exact Information about
the Teacher at Work
An Oral and Silent Reading Lesson, Grade 3B
How the Case in Reading Was Analyzed
Suggestions Made by Supervisors to the Teacher 120
An Oral and Silent Reading Lesson, Grade 2A
A Geography Lesson, Grade 5B .
Remedial Suggestions by Supervisors
Chapter Summary
VII. COMPOSITE CASE STUDIES OF TEACHING (continued)
The Critical Analysis of Teaching
A Critical Analysis of the Supervisor's Evaluation
of Teaching.
Supervisors Often Fail to Evaluate Critically
A History Lesson, Grade 8B .
158
159
A Critical Study of the Supervisor's Evaluation
of This Lesson
166
of This Lesson .
187
Conferences to Be Effective Should Follow a Well-
Thought-Out Program for the Improvement of
Teaching
222
Follow-up Conferences Should Be the Outgrowth
of a Definite Instructional Policy
Follow-up Conferences Should Be Characterized by
Definiteness of Purpose
223
The Organization of Teachable Units
Conferences on Specific Lessons
Lesson-Planning as Antecedent Performance
Lesson-Planning Clarifies the Thinking of Begin-
ning Teachers
Daily and Weekly Lesson Plans
Teaching Lesson-Planning .
261
262
263
264
3. Report of a History-Civics Lesson Illustrating
Review
279
X. FAILURES AND SUCCESSES
The Study of the Experiences of Others Helpful
Adjusting the Misfit Teacher
The Teacher Who Failed Fifty Per Cent of the Class
The Teacher Who Was Assigned Too Much Work
306
307