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    Supervisory Behavior Continuum Module

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    Ye
    This module discusses supervisory behaviors and interpersonal approaches in working with teachers. It outlines a continuum of behaviors from non-directive to directive, and categories behaviors like listening, clarifying, encouraging, etc. It also covers the Johari window model for understanding how behaviors are perceived by self and others. The concept of cognitive dissonance is explained, how inconsistent beliefs and behaviors can cause discomfort, and ways to resolve inconsistencies. The summary emphasizes comparing one's own perceptions of supervisory beliefs and behaviors to how others perceive them in order to refine practices.

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    Supervisory Behavior Continuum Module

    Uploaded by

    Ye
    867 views5 pages
    This module discusses supervisory behaviors and interpersonal approaches in working with teachers. It outlines a continuum of behaviors from non-directive to directive, and categories behaviors like listening, clarifying, encouraging, etc. It also covers the Johari window model for understanding how behaviors are perceived by self and others. The concept of cognitive dissonance is explained, how inconsistent beliefs and behaviors can cause discomfort, and ways to resolve inconsistencies. The summary emphasizes comparing one's own perceptions of supervisory beliefs and behaviors to how others perceive them in order to refine practices.

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    SUPERVISORY BEHAVIOR CONTINUUM MODULE.docx

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    This module discusses supervisory behaviors and interpersonal approaches in working with teachers. It outlines a continuum of behaviors from non-directive to directive, and categories behaviors like listening, clarifying, encouraging, etc. It also covers the Johari window model for understanding how behaviors are perceived by self and others. The concept of cognitive dissonance is explained, how inconsistent beliefs and behaviors can cause discomfort, and ways to resolve inconsistencies. The summary emphasizes comparing one's own perceptions of supervisory beliefs and behaviors to how others perceive them in order to refine practices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    867 views5 pages

    Supervisory Behavior Continuum Module

    Uploaded by

    Ye
    This module discusses supervisory behaviors and interpersonal approaches in working with teachers. It outlines a continuum of behaviors from non-directive to directive, and categories behaviors like listening, clarifying, encouraging, etc. It also covers the Johari window model for understanding how behaviors are perceived by self and others. The concept of cognitive dissonance is explained, how inconsistent beliefs and behaviors can cause discomfort, and ways to resolve inconsistencies. The summary emphasizes comparing one's own perceptions of supervisory beliefs and behaviors to how others perceive them in order to refine practices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    At a glance
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    The key takeaways are the different categories of supervisory behaviors, the concept of the Johari Window and how it relates to self-awareness, and cognitive dissonance theory and how inconsistencies can be resolved.

    The categories of supervisory behaviors described are listening, clarifying, encouraging, reflecting, presenting, problem solving, negotiating, directing, standardizing, and reinforcing.

    The Johari Window provides a graphic way to look at what we know and do not know about our own behavior, including our public self, blind self, private self, and unknown self.

    GRADUATE SCHOOL

    Course: MASTER OF ARTS IN EDUCATIONAL MANAGEMENT


    Subject: SUPERVISION OF INSTRUCTION
    Topic: SUERVISORY BEHAVIOR CONTINUUM

    Objectives:

    Describe the categories of supervisory behaviour.


    Explain the importance of Johari Window
    Discuss how cognitive dissonance work and how does it influence how we
    think and behave?

    Introduction

    This chapter looks at the range of interpersonal behaviors available to a


    supervisor who is working with individuals and groups of teachers. It will assess how
    supervisors typically behave with staff in school settings and then determine other
    behaviors that might be used skillfully and effectively.

    What are the categories of behavior? After many years of collecting, supervisors
    observations in meetings with individuals and groups of teachers for purposes of
    making classroom or school decisions, broad categories of supervisory behaviors have
    been derived (Glickman, 1981; Wolfgang and Glickman, 1980). These categories
    encompass almost all observed supervisor behaviors that are deemed purposeful. A
    purposeful behavior is defined as one that contributes to the decision being made at
    the conference or meeting. The derived categories of supervisory behaviors are
    listening, clarifying, encouraging, reflecting, presenting, problem solving, negotiating,
    directing, standardizing and reinforcing.
    Interpersonal Behaviors characterize the way people interact with others around
    them. In the professional world, purposeful behaviors, those that contribute to
    decisions being made, are often organized into categories.

    SUPERVISORY BEHAVIORS

    1. Listening- supervisor sits and looks at the speaker and nods his or her head to
    show understanding. Gutteral utterances(uh-huh, ummm) also indicates listening.

    2. Clarifying- supervisor asks questions and statements to clarify the speaker's point
    of view: Do you mean that? Would you explain this further

    3. Encouraging- supervisor provides acknowledgement responses that help the


    speaker continue to explain his or her positions: Yes Im following you,

    4. Reflecting- supervisor summarizes and paraphrases the speaker's message for


    verification of accuracy: I understand that you mean So the issue is this..

    5. Presenting- supervisor gives his or her own ideas about the issue being discussed:
    This is how I see it. What can be done is.. Id like us to consider..

    6. Problem Solving- the supervisor takes the initiative, usually after a preliminary
    discussion of the issue or problem in pressing all those involved to generate a list of
    possible solutions: Lets stop and write down what can be done..

    7. Negotiating- the supervisor moves the discussion from possible to probable


    solutions by discussing the consequences of each proposed action and narrowing
    down choices with questions: Where do we agree?

    8. Directing- the supervisor tells the participant(s) either what the choices are or what
    is to be done: Ah I see it, these are the alternatives.

    9. Standardizing- the supervisor sets the expected criteria and time for decision to be
    implemented, sets target objectives, and conveys expectations: By next monday
    we want to see..

    10. Reinforcing- the supervisor strengthens the directive and the criteria to be met by
    telling of possible consequences, either positive or negative: I know you can do it
    I have confidence in your ability.

    SUPERVISORY BEHAVIOR CONTINUUM


    The Supervisory Behavior Continuum above shows the movement from teacher-centered
    actions (big"T") to supervisor-centered actions (big"S"). It also further organizes supervisor
    behaviors into groups based on the amount of supervision each provides.

    Supervisory Behaviors

    1. Non- directive interpersonal approach The supervisor facilitates the teachers


    thinking in developing a self-plan.
    2. Collaborative interpersonal approach- both supervisor and teacher share
    information and possible practices as equals in arriving at a mutual plan.
    3. Directive informational interpersonal approach-The supervisor provides the focus
    and the parameters of possible actions, and the teacher is asked to choose
    within the superiors suggestions.
    4. Directive control interpersonal approach- the supervisor tells the teacher what is
    to be done.

    Approach Outcome

    Nondirective Teacher self-plan


    Collaborative Mutual plan
    Directive informational Supervisor-suggested plan
    Directive control Supervisor assigned plan

    Johari Window - Provides a graphic way to look at what we know and do


    not know about our behavior.

    Public self Blind Self


    -the supervisor knows that when he or behaviors the supervisor practices that
    she is anxious, speech indicates. are unknown to the self but are known
    to teachers.

    Private self Unknown self


    -behaviors the supervisor has -is unconscious to all: it becomes
    knowledge about but that teachers do private, blind, or public only by
    not know. circumstances that create a new
    awareness.
    Cognitive Dissonance

    - Psychologist Leon Festinger proposed a theory of cognitive dissonance


    centered on how people try to reach internal consistency. He suggested that
    people have an inner need to ensure that their beliefs and behaviors are
    consistent. Inconsistent r conflicting beliefs lead to disharmony which people
    strive to avoid.
    - The term cognitive dissonance is used to describe the feelings of discomfort
    that result from holding two conflicting beliefs. When there is a discrepancy
    between beliefs and behaviors, something must change in order to eliminate
    or reduce the dissonance.

    HOW TO ELIMINATE COGNITIVE DISSONANCE.

    1. We can dismiss the source of contrary evidence as biased and untrue.


    2. We can change our own self-perception to conform to the other source of
    information and can live with the new perception of ourselves.
    3. We can accept our original self- perception as how we wished to be
    perceived, use the other source of information as an indicator of how we are
    currently perceived, and then change our behaviors to be more similar to our
    wish.

    THREE DIFFERENT TYPES OF OF COGNITIVE DISSONANCE

    TypeI. Cognitive dissonance was experienced by the supervisor when her


    behaviors where inconsistent with her platform and has negative effects on her
    supervision.

    Type 2. Cognitive dissonance was experienced by the supervisor when her


    behaviors were inconsistent with her platform but nonetheless had positive
    effects on the supervisory process.

    Type 3. Cognitive dissonance was experienced by the supervisor when her


    behaviors were consistent with her platform but had negative effects on her
    supervision.
    SUMMARY

    This module outlined the supervisory behaviour continuum and the clustering of
    interpersonal behaviors into non directive, collaborative, directive informational, and
    directive control approaches. A discourse on the Johari window and cognitive
    dissonance was given so that we might check the perceptions of our beliefs and
    behaviors by those who are recipients of our behaviors. To compare our own
    supervisory beliefs and self-perceived interpersonal with teacher perceptions of our
    behaviour or with objective data is believed to be important in refining and changing
    behaviors.

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