UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATE STUDIES

Iriga City

EDUCATION 204
SUPERVISION OF INSTRUCTION
MIDTERM EXAMINATION
NOVEMBER 18, 2023

Name: VANESSA A. PAMPARO

Professor: JUDITH B. MAIGUE, ED. D
QUESTIONS:
1. What are the 3 types of schools? Explain each type.
 There are primarily three major types of education available for kids,
namely formal, informal, and non-formal.
 Formal Education - This is also known as formal learning which usually
takes place within the premises of the school. It refers to the basic
academic knowledge that a child learns formally. This continues from
elementary school to secondary school and further on to college.
Such an education is provided by specially qualified teachers who
are efficient enough with the art of instruction. The student and the
teacher are both aware of the facts and engage themselves
through education. Some examples of formal education are
classroom learning, Institute grading/certification, or planned
education of different subjects with a proper syllabus acquired by
attending an institution.
 Informal Education - This is the type of education wherein a parent is
teaching a child things that are beyond academics like preparing a
meal or riding a bicycle. People can also get informal education
through books or educational websites. This is an education that is
not derived in schools through a proper learning method. It is not pre-
 planned or deliberate. It is an experience that an individual garners
by undergoing regular practice and observing others. Some of the
examples may be teaching a child with some basic personality traits,
learning a mother tongue, and performing certain extracurricular
activities.
 Non-Formal Education - It refers to adult basic education, adult
literacy education, or skill development. It can take different forms of
learning, which is consistently and systematically provided to
develop a particular skill or ability in an individual. This type of
education is highly flexible and includes many activities. Some
examples may be fitness programs, community-based adult
education courses, and free courses on different platforms.

2. What are the prerequisites of a supervisor? Describe the importance of

each.
 A supervisor should have; communication as one of the most
important. As a supervisor, you should be able to communicate
processes, expectations, and goals to your team so they can do their
jobs effectively, which will also reflect positively on your performance.
 Knowledge
 Supervisors need to understand the exception, what teachers
and schools can be in contrast with the norm- what teachers
and schools typically are. They also need to understand how
knowledge of adults and teacher development and
alternative supervisory practices can help break the norm of
mediocrity found in typical schools.
 Interpersonal skills
 Supervisors must know how their interpersonal behaviors affect
individuals as well as groups of teachers and the study ranges
 of interpersonal behaviors that might be used to promote more
positive and change-oriented relationships.
 Technical skills
 These skills are needed in observing, planning, assessing, and
evaluating instructional improvement. Knowledge,
interpersonal skills, and technical skills are three
complementary aspects of supervision as a developmental
function. Conducting performance evaluations according to
established systems and policies

3. As a classroom teacher/ school head, what dilemma and frustration have

you encountered in the school? How did you overcome the situation?
Explain in 100 words or more.
 As a classroom teacher in my previous school at private school
dilemmas and frustration that I encountered were not easy because
of the new environment and the inner me was always asking if I was
capable of teaching in this institution because of the high standard
and expectations of the president and the directness of the school. I
always ask myself if I can do it. But all of these dilemmas and
frustration were changed because of the help of the teacher in
charge in our branch and with the help of my colleagues. Asking for
help and suggestions is the best thing to do if I feel struggling. Also, I
overcame all of these dilemmas and fractions with the help of
supportive parents of my pupils.
4. Differentiate an effective teacher from an efficient teacher. Cite an
example of each.
 Efficient teachers can make teaching as efficient as possible by
organizing and planning what needs to be done before teaching a
lesson. These teachers can get the most out of the learners in the
 shortest amount of time. Effective teachers are those who can teach
learners most productively.
 Example of being an efficient teacher, have procedures in place to
manage supplies such as pencils, paper, and other non-teaching
items. The efficient teacher keeps a neat and orderly work
environment. Teachers who are efficient set goals for the entire
school year, and plan their objectives for each lesson every week.
 Effective teachers are prepared, set clear and fair expectations,
have a positive attitude, are patient with students, and assess their
teaching regularly. They can adjust their teaching strategies to fit
both the students and the material, recognizing that different
students learn in different ways.

5. How can professional development be comfortable enough to be

attractive and challenging enough to be meaningful? Explain in 100 words.
 The professional development to be comfortable enough to be
attractive and challenging enough to be meaningful is always
learning and growing their craft. They are on an endless journey
where they are always looking for new ideas or teaching strategies,
ways to improve their skills, or new information that will help their
students to succeed.
 Also as an educator it is also important to promote student growth of
every learner, never forget to use every single time to be productive,
and optimize every time in doing an activity from instructing until the
activity is being done. Improving performance must be a thing that
a professional must consider because there is always room to
improve and to learn new strategies.
6. Differentiate Direct Control Behavior from Direct informational Behavior.
Enumerate and explain the different steps of each method of supervision.
 In directive control supervision, the faculty holds all power, and his or
her directives are to be carried out by the graduate student. In
directive informational supervision, the faculty provides the graduate
student with alternatives, and the graduate student evaluates and
selects what he/she can do.

7. What are the four types of Supervisory approach/Behavior? Explain each.

 Nondirective Approach/behavior
 The supervisor facilitates thinking in developing a self-plan.
 Collaborative Approach/ behavior
 Both supervisor and teacher share information and possible
practices as equals in arriving at a mutual plan.
 Directive Informational Approach
 The supervisor provides the focus and the parameters of
possible actions, and the teacher is asked to choose within the
supervisor's suggestions. The supervisors tell the teacher what is
to be done.
 Directive Approach
 Provides a teacher with maximum choices. Collaborative,
mutual choices, selected
choices.
8. How can you attain a positive classroom climate in your school? Explain
your answer.
 A positive classroom climate in school can be attained with some
pointers to be done in a classroom:
 Building positive relationships with your students helps them feel
as though they can come to you with questions on assignments
 or when they're facing a challenge. Many of them may
appreciate knowing they have someone they can trust and to
whom they can confide. You can build rapport with your
students by taking time to interact with them individually,
listening to their comments or concerns, and showing
enthusiasm when they come to you to share their experiences
and stories.
 Arranging the physical environment of a classroom provides a
structure for students, which can decrease stress levels and help
them feel more comfortable in class. Consider organizing your
classroom by assigning seats to students, establishing routines
for passing out and collecting work, and ensuring all desks face
the front of the room so they can see the board.
 Providing positive reinforcement helps to promote a strong
classroom culture. Providing students with public praise is also a
good extrinsic motivator. Compliment a student's behavior or
academic performance in front of their classmates or take the
time to contact their parents and let them know the positive
behaviors their child has been exhibiting.
9. Define Adult Learning Theory. Enumerate and describe Knowles’ 5
assumptions of Adult Learners.
 Adult Learning Theory is the concept or study of how adults learn and
how it differs from children. It aims to show how adult learning is
distinct and identify the learning styles that suit them best.
 Self-Concept
 As a person matures his/her self-concept moves from one of
being a dependent personality toward one of being a self-
directed human being.
 Adult Learner Experience
  As a person matures he/she accumulates a growing reservoir
of experience that becomes an increasing resource for
learning.
 Readiness to Learn
 As a person matures his/her readiness to learn becomes
oriented increasingly to the developmental tasks of his/her
social roles.
 Orientation to Learning
As a person matures his/her time perspective changes from
one of postponed application of knowledge to immediacy of
application. As a result, his/her orientation toward learning shifts
from one of subject-centeredness to one of problem-
centeredness.

10. What is adult development? How can this influence the attitude and
performance of the classroom teacher in the school?
 Adult development within the context of schools refers to the changes
that occur in an individual’s life as they progress through school and
beyond. It means achieving a more rational and more equitable
distribution of educational resources between young people and
adults, and between social groups, ensuring better understanding
and more effective collaboration between the generations, and
great political, social, and economic equality between social groups
and between the sexes.
 It can influence the attitude and performance of the classroom
teacher in the school by means of having more knowledge and the
approach of teaching will be in the level of the adult learners.