this paper will help to understand the concept of supervision along with it the reader also will be able to differentiate between just supervision and supervising a practice lesson. It describe the characteristics of a good supervisor, role of the supervisor etc. It is work of Ghulam Ghaus-student of M.Ed. (2015-17) Department of Educational Studies, Jmaia MIllia Islamia, New Delhi.

1. [Year]
Submitted by
Ghulam Ghaus
M.Ed. (B) Sem 2nd
2015-16
Submitted to
Ms. Soni Tarannum
Dept. Educational Studies
Jamia Millia Islamia
Submitted by
Ghulam Ghaus
M.Ed. (B) Sem 2nd
2015-16
Submitted to
Ms. Soni Tarannum
Dept. Educational Studies
Jamia Millia Islamia
Supervision of Practice Lesson
4th
Mar 2016

2. Supervision of Practice Lesson Ghaus, Ghulam
Supervision of Practice Lesson
Introduction
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Outline
 Introduction
 Meaning of supervision
 Characteristics of supervisor
 Areas of Supervision
• Content Knowledge
• Teaching Methodology
• Dealing with Students
• Class Management
• Dressing
• Communication Skill
• Level of Confidence
• Active Participation
 Role of supervisor
 Conclusion
 References

3. Supervision of Practice Lesson Ghaus, Ghulam
The student teaching field experience is an essential component of learning to teach in
which student-teacher begins to apply his leanings from the college classrooms under the
helpful guidance of a well-educated, experienced, and successful teacher. Here supervision
plays an important role. Conant writes;
"…before being entrusted with complete control of a public school class room,
a teacher should have opportunities under close guidance and supervision
actually to teach."
Supervision is a very common term used in many fields so as in the field of education
too. In the field of education the task of supervision is done not only during the teaching
practice, but also in research and during actual teaching. A supervisor assists student-
teachers in developing effective classroom management and teaching techniques. So it
would be better to know the meaning of 'Supervision'.
Meaning of Supervision
The word 'supervision' is from 'supervise' which means
[1] To observe and direct the execution of (a task or activity)
[2] Observe and direct the work of (someone) from Latin word 'supervis- 'survayed,
supervised'.
[3] The act of watching a person or activity and making certain that everything is done
correctly, safely etc.
[4] The action or process of watching and directing what someone does or how something is
done.
Supervision is to observe and watch someone very keenly to guide and direct him to
perform the task in a better way and to strengthen the qualities of the supervisee so that he
not only learn the task but also get the command over that.
Characteristics of Supervisor
• Behavioral Quality of a good teacher: A good supervisor seems to have many of the
same qualities of good teachers and good practitioners. They are empathic, genuine, open,
and flexible. They respect their supervisees as persons and as developing professionals, and
are sensitive to individual differences such as gender, race, ethnicity, skin color and age of
supervisees.
• Professional skills of good teacher: Good supervisors also have the professional
skills of good teachers (e.g., applying learning theory, developing sequential short-term
goals, evaluating interventions and supervisee learning) and they are good consultants (e.g.,
objectively assessing problem situation, providing alternative interventions and/or
conceptualizations of a problem or client, facilitating supervisee brainstorming of
alternatives, collaboratively developing strategies for supervisee and client growth).
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4. Supervision of Practice Lesson Ghaus, Ghulam
• Clear thinking/understanding: Supervisor needs to have clear thinking and specific
idea on how one can support the individuals. Supervisors show high levels of conceptual
functioning, have a clear sense of their own strengths and limitations as a supervisor, and can
identify how their personal traits and interpersonal style may affect the conduct of
supervision. They appear to be calm, comfortable with strategic thinking, evaluative and
function intrinsically in the supervisor role, giving clear and frequent indications of their
evaluation of the counselor performance.
• Friendly relationship: Supervisors are expected to develop relationships and
environments that enable their supervisees to work together and respond to change. Both the
supervisor and supervisee must be committed to their performance, common goals, and
willingness to share knowledge and experiences in a respectful manner. In terms of
professional characteristics, roles and skills, good supervisors are knowledgeable and
competent practitioners and supervisors. They seek ongoing growth in counseling and
supervision through continuing education activities, self-evaluation, and feedback from
supervisees, clients, other supervisors, and colleagues
• Sense of humor: Finally, good supervisors have a sense of humor which helps both
the supervisor and supervisee get through rough spots in their work together and achieve a
healthy perspective on their work. Such personal traits and relationship factors are
considered as significant as technical prowess in supervision
In fact, good supervisors are able to function effectively in the roles of teacher,
practitioner, and consultant, making informed choices about which role to employ at any
given time with a particular supervisee.
Areas of Supervision
Here are the areas on the basis of which the supervisor supervises the supervisee.
• Content Knowledge: Content knowledge is one of the most important points; a
supervisor can't neglect it at any cost. Not only content knowledge but also a command over
it is also evaluated during supervision. This is the content knowledge the trainee-teacher
goes to deliver. So the supervisor must judge and evaluate the content knowledge.
• Teaching Methodology: A supervisor also eyes on the teaching methodology of the
supervisee. He will observe the pedagogical methodology: inductive or deductive,
approaches: global and analytical, child/teacher/text centered approach the supervisee is
applying during practice lesson.
• Dealing with Students: Only good content knowledge and different methodologies
are not enough, but supervisee's behavior with students, his attitude and dealing also are the
criteria to be a good teacher and this is why every supervisor focuses on this part too.
• Class Management: It may be described as the integration and the effective use of the
teacher's basic qualities. Good class management is the key to classroom success. When
there is good class management, there is a positive approach to classroom. It must be
emphasized that there is no classroom without its little problem no matter how well it is
managed. However, where good class management is lacking, there is chaos, and teaching
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5. Supervision of Practice Lesson Ghaus, Ghulam
and learning are distorted and the teacher is confronted, with any of the following problems:
absenteeism, disobedience, fighting, inattentiveness, noise, shuffling of feet, tapping pen or
pencil, sleeping, talking loud when one is expected to be quiet etc. A disciplined class is not
one where every student sits with his legs and hands crossed. It is a classroom where both
the learner and the teacher know what is right and do it, but without disrupting the class. A
disciplined class is more evident when the teacher leaves the class.
• Dressing: Though it is not basic teaching qualities, but the dress of teacher affect the
teaching learning environment particularly in school. If a teacher wears the dress of joker, or
royal personality, the students will focus on his dress rather than his teaching. Or any teacher
hiving lot of cosmetics wearing wedding dress comes in the class; it will destruct students'
mind and attention. This is the reason a teacher is requested to wear proper and formal dress
while s/he is in school/classroom.
• Communication Skill: All his qualities go vain, if a teacher doesn't have good
communication skill. In interviews most of the candidates are not selected because of lacking
communication skill. On the hand, those candidate who have good communication skill, not
only talk with interviewers but also convince them and hence they are selected. A good
supervisor always keeps this point in his mind and focuses on it during supervision.
• Level of Confidence: Confidence is as much important as content knowledge. This is
confidence which plays an important and dynamic role to make a trainee a future teacher.
• Active Participation of students: All the psychologist and educationist have focused
on this point. This is the duty as well as the quality of a good teacher to create such an
environment in which students take active participation and think and act within as well as
beyond the textbook. It gives students opportunity to bring their talents out in use and to
know their potential.
Apart from the above points, there some other points too.
Role of the Supervisor
• Giving Feedback to the supervisee: It is important that a candidate be provided the
opportunity to receive this type of feedback from the start. More importantly, feedback lays
the groundwork for the improvement of teaching skills. A supervisor who can provide
specific feedback helps a candidate reach his/her full potential.
• Recognize the need to give constructive feedback to the supervisee: Many
individuals view feedback only in negative terms, as criticism rather than a means for
improvement. Supervisees are no exception. If a positive relationship has been established
between the supervisor and the supervisee, then performance feedback will more likely be
viewed as constructive. Supervisor must provide feedback that is focused and constructive
rather than critical of the supervisee as a person.
• Feedback Based on observation: A supervisor’s feedback should be based on direct
observation of the supervisee. The observation and feedback needed varies greatly among
supervisees. Supervisors and supervisees benefit from frequent observations at the beginning
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6. Supervision of Practice Lesson Ghaus, Ghulam
of the experience. As the supervisee becomes more accustomed to the demands of the grade
level, and the college supervisor feels more confident in the supervisee’s ability, the number
of observations can gradually be reduced.
• Give honest appraisal of teaching performance: Many supervisors are hesitant to
give feedback or to say anything critical early in the assignment, fearing that the supervisee
will be discouraged. However, early feedback is important to correct habits or teaching
behaviors that can lead to failure. This is equally true throughout the student teaching
experience. The supervisor must be honest with the candidate and not hesitate to give a true
appraisal of the performance, even if it is negative. The supervisor should be diplomatic,
balancing negative feedback with positive feedback
• Target areas for growth that are closely associated with areas of strength: As
supervisees work to refine their skills, supervisors should identify one or two areas, based on
the learning outcomes outlined in the student teaching evaluation, to fine-tune. Skills closely
associated with the supervisee’s areas of strength should be targeted first. As each new skill
is acquired, the candidate should begin work on another.
• Provide a variety of feedback: Feedback should not be limited to specific times or
ways. It is important to be familiar with the evaluation form to address all areas. Formative
feedback—brief comments throughout the day—is valuable. Share feedback privately with
the supervisees.
CONCLUSION
Supervision can be helpful when both the supervisor and supervisee respect the time
dedicated to supervision and focus on the areas that the supervisee needs assistance or
support. Being a supervisor can be an enjoyable and challenge role, and the supervisor must
be prepared and bring useful skills from a variety of professional roles as well as knowing
how to and when to use those in different situations. The central focus of supervision is the
quality of practice offered by the supervisee to students.
References
1. James B. Conant. The Education of American Teachers, p. 59
2. Oxford Dictionary of English 2nd
Edition
3. Cambridge English Dictionary
4. Merriam-Webster
5. A. A, JEKAYINFA 'A Guide to Teaching Practice Textbook' Chp-11
6. www.ericdigests.org/1992-4/student.htm
7. www.sjfc.edu/academics/education/student-teaching/college/supervisors.dot
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7. Supervision of Practice Lesson Ghaus, Ghulam
of the experience. As the supervisee becomes more accustomed to the demands of the grade
level, and the college supervisor feels more confident in the supervisee’s ability, the number
of observations can gradually be reduced.
• Give honest appraisal of teaching performance: Many supervisors are hesitant to
give feedback or to say anything critical early in the assignment, fearing that the supervisee
will be discouraged. However, early feedback is important to correct habits or teaching
behaviors that can lead to failure. This is equally true throughout the student teaching
experience. The supervisor must be honest with the candidate and not hesitate to give a true
appraisal of the performance, even if it is negative. The supervisor should be diplomatic,
balancing negative feedback with positive feedback
• Target areas for growth that are closely associated with areas of strength: As
supervisees work to refine their skills, supervisors should identify one or two areas, based on
the learning outcomes outlined in the student teaching evaluation, to fine-tune. Skills closely
associated with the supervisee’s areas of strength should be targeted first. As each new skill
is acquired, the candidate should begin work on another.
• Provide a variety of feedback: Feedback should not be limited to specific times or
ways. It is important to be familiar with the evaluation form to address all areas. Formative
feedback—brief comments throughout the day—is valuable. Share feedback privately with
the supervisees.
CONCLUSION
Supervision can be helpful when both the supervisor and supervisee respect the time
dedicated to supervision and focus on the areas that the supervisee needs assistance or
support. Being a supervisor can be an enjoyable and challenge role, and the supervisor must
be prepared and bring useful skills from a variety of professional roles as well as knowing
how to and when to use those in different situations. The central focus of supervision is the
quality of practice offered by the supervisee to students.
References
1. James B. Conant. The Education of American Teachers, p. 59
2. Oxford Dictionary of English 2nd
Edition
3. Cambridge English Dictionary
4. Merriam-Webster
5. A. A, JEKAYINFA 'A Guide to Teaching Practice Textbook' Chp-11
6. www.ericdigests.org/1992-4/student.htm
7. www.sjfc.edu/academics/education/student-teaching/college/supervisors.dot
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