The term supervision is derived from word “Super video” meaning to oversee. It is an interaction between at least two persons for the improvement of an activity. It is also a combination or integration of processes, procedures and conditions that are consciously designed to advance the work effectiveness of individuals and group.
Adepoju (1998) defines school supervision as the process of bringing about improvement in instruction by working with people who are working with pupils. It has also been described as a process of stimulating growth and a means of helping teachers to achieve excellence in teaching. Supervision in school therefore is a vital process and combination of activities which is concerned with the teaching and improvement of the teaching in the school framework.
Supervision of any school ordinarily refers to the improvement of the total teaching-learning situation and the conditions that affect them. It is a socialized functions designs to improve instruction by working with the people who are working with the students/pupils
. Supervision can also be defined in terms of function and purposes for which it shall be used as
a) skills in leadership,
b) skills in human relation,
c) skill in group process,
d) skill in personnel administration and
e) skill in evaluation.
\Supervision is a way of stimulating, guiding, improving, refreshing and encouraging and overseeing certain group with the hope of seeking their cooperation in order for the supervisors to be successful in their task of supervision. Supervision is essentially the practice of monitoring the performance of school staff, noting the merit and demerits and using befitting and amicable techniques to improve the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals.
Scope of School Supervision
The major functions logically under school supervision can be cited as:
Inspection. This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists.
Research. This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers. Training. This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, professional classes or the use of bulletin board and circulars, and writing suggestions in BPS Form 178
. Guidance. Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices.
Evaluation. As an ultimate function of supervision, evaluation appraises the outcomes and the factors conditioning the outcomes of instructions and to improve the products and processes of instructions.
Activities of supervision.
The activities logically that are falling under supervision can be enumerated as:
1. survey of the school system;
2. improvement of classroom teaching;
3. in-service education of teachers;
4. selecting and organizing materials for instructions;
5. researching the problems of teaching;
6. determining the desirable physical condition of teaching and
7. performing semi-administrative duties.
Types of School Supervision: The types of school supervision that can be cited are in terms of: Laissez-faire type. This type of supervision utilizes inspectorial supervisory methods unaided by any objective control, in which the teachers are observed, but noting is done to help them improve the work they are doing. In other words. The teachers are left free; they are not to be imposed upon or directed.
Coercive type. This type of supervision is the opposite of the laissez-faire. The supervisor visits the teachers in order to observe them. The teachers acquired ready-made-procedure or standard prescribed by the supervisors.
Training and guidance type. This type of supervision emphasizes the improvements of teachers as well as her technique through direction, training and guidance
. Democratic leadership type. It consists of the teacher’s cooperation in the formulation of policies, plans and procedures. Supervisor observes teacher inside the classroom setting with the aim of improving the teaching-learning situation via cooperation process or group action. The teachers, supervisors and administrators are regarded as co-workers in a common task.
Adepoju (1998) defines school supervision as the process of bringing about improvement in instruction by working with people who are working with pupils. It has also been described as a process of stimulating growth and a means of helping teachers to achieve excellence in teaching. Supervision in school therefore is a vital process and combination of activities which is concerned with the teaching and improvement of the teaching in the school framework.
Supervision of any school ordinarily refers to the improvement of the total teaching-learning situation and the conditions that affect them. It is a socialized functions designs to improve instruction by working with the people who are working with the students/pupils
. Supervision can also be defined in terms of function and purposes for which it shall be used as
a) skills in leadership,
b) skills in human relation,
c) skill in group process,
d) skill in personnel administration and
e) skill in evaluation.
\Supervision is a way of stimulating, guiding, improving, refreshing and encouraging and overseeing certain group with the hope of seeking their cooperation in order for the supervisors to be successful in their task of supervision. Supervision is essentially the practice of monitoring the performance of school staff, noting the merit and demerits and using befitting and amicable techniques to improve the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals.
Scope of School Supervision
The major functions logically under school supervision can be cited as:
Inspection. This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists.
Research. This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers. Training. This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, professional classes or the use of bulletin board and circulars, and writing suggestions in BPS Form 178
. Guidance. Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices.
Evaluation. As an ultimate function of supervision, evaluation appraises the outcomes and the factors conditioning the outcomes of instructions and to improve the products and processes of instructions.
Activities of supervision.
The activities logically that are falling under supervision can be enumerated as:
1. survey of the school system;
2. improvement of classroom teaching;
3. in-service education of teachers;
4. selecting and organizing materials for instructions;
5. researching the problems of teaching;
6. determining the desirable physical condition of teaching and
7. performing semi-administrative duties.
Types of School Supervision: The types of school supervision that can be cited are in terms of: Laissez-faire type. This type of supervision utilizes inspectorial supervisory methods unaided by any objective control, in which the teachers are observed, but noting is done to help them improve the work they are doing. In other words. The teachers are left free; they are not to be imposed upon or directed.
Coercive type. This type of supervision is the opposite of the laissez-faire. The supervisor visits the teachers in order to observe them. The teachers acquired ready-made-procedure or standard prescribed by the supervisors.
Training and guidance type. This type of supervision emphasizes the improvements of teachers as well as her technique through direction, training and guidance
. Democratic leadership type. It consists of the teacher’s cooperation in the formulation of policies, plans and procedures. Supervisor observes teacher inside the classroom setting with the aim of improving the teaching-learning situation via cooperation process or group action. The teachers, supervisors and administrators are regarded as co-workers in a common task.
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