SUPERVISION OF INSTRUCTION AND ANALYSIS OF TEACHING

1. WHAT IS TEACHING

2. TEACHER IS THE FACILITATOR OF LEARNING

Teachers can facilitate learning by making the educational process easier for students. This does not mean
watering down the curriculum or lowering standards. Rather, facilitating learning involves teaching
students to think critically and understand how the learning process works. Students need to learn how to
go beyond the basic facts—who, what, where, and when—and question the world around them.

3. ELEMENTS OF TEACHING
Teaching and learning involves the process of transferring knowledge from the one who is giving to the
one who is receiving. Teaching process cannot be performed if there is one element that is missing among
the three of the teaching and learning elements.
There is what we called as elements of teaching and learning processes. These elements are necessary to
be able to make teaching and learning possible. Without one of these elements, there could be no real
teaching or learning process that will exist. It is so important that the presence of these elements is present
in the
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process of teaching, considering that all of them play an important role in the system
The elements of teaching and learning process are the teacher, the leaner as well as the good learning
environment. It is being considered that learning occur when there is established relationship among these
three elements. The teaching as well as the learning activity depends upon how these elements works
together.
The teacher is considered as the element that has the main role in the teaching-learning process. He/she is
considered as the so-called prime mover of the educational processes, thus he she directs the flow of the
whole process. The teacher is the one that facilitates the whole process of leaning. He or she directs its
flow
and serve as main control of the teaching learning process.
The learners are considered as the key participant in the teaching and learning process. They are
considered as the primary subject or the main reason why the process is implemented. The knowledge
that acquired by the learners will decide if the teaching and learning objectives are achieved. Learners
vary from one another in the aspects of learning. There are those learners that learn fast while there are
those learners that learn in average or slower.
The favorable environment, participates in the teaching-learning process by providing a place where there
is a smooth flow of communication, avoiding some common barriers between the teacher and the learner.
The presence of a good environment is so much important in the teaching and learning process. The good
environment provides a smooth flow of communication between the learners and the teachers, thus it
facilitates a well executed teaching and learning process. A good environment is necessary for learning.
The reason why we should make sure that we should have this kind of environment, as we teach or we
learn.

4. WHY IS THERE A NEED FOR A SUPERVISOR TO SUPERVISE THE TEACHING-LEARNING

PROCESS?

Instructional supervision is a constant process that aims at improving teaching by providing needed
services to teachers. Improving teaching is a complex process in which many elements should interact.
Teachers are at the center of this improvement process. Their acceptance of instructional supervision and
interaction with instructional supervisors provide the catalyst for any supervisory success. 
 Supervision has its origin from the Latin word “Super video” meaning “to oversee” (Adenaike
and Adebanjo, 2000). Therefore, “Supervision can be seen as a way of advising, guiding, refreshing,
encouraging, stimulating, improving and overseeing certain groups with the hope of persuading people to
desist from applying wrong procedures in carrying out certain functions on their jobs and at the same time
try to emphasize the importance of good human relations in an organization” (Akilaiya, 2001).
Supervision as a concept has diverse meanings and definitions on the individual’s needs, purposes and
experiences. The school supervisor perceives it as an indispensable force for improved productivity. The
teacher and or the taught being supervised might view supervision as an attempt to harass or threaten
because of the use of the traditional approach of supervision by supervisors whereas supervision is a
source of assistance and support needed in realizing the educational goals and objectives.
Educational supervision according to Akilaiya (2001) is the process or act of seeing to it that the
policies, principles, and methods established for achieving the objectives of education are properly and
successfully carried out. This process involves using expert knowledge and experience to oversee,
evaluate and cooperatively improve the conditions and methods of doing things connected with the
teaching-learning problems in schools.
The need to supervise the instructional process cannot be overemphasized; hence Ezeocha (2005)
is of the view that most of the school's activities and all the school programs require supervision.
Supervision of instruction is a process of assisting the teachers to improve themselves and their
instructional abilities so as to enhance effective teaching and learning. It is a service rendered to teachers
who are directed towards controlling the quality of their classroom instruction. Supervision of instruction
aims at identifying areas of work that need to be improved upon. Oraemesi (2007) asserted that
supervision of instruction is important for a number of reasons. To him; “the supervisee learns during
supervision since the supervisor is more knowledgeable, he corrects and advises the supervisee. This is
done through friendly interaction. It also enhances the personal professional growth of the teacher since
the interaction and greater knowledge gained at supervision promotes personal growth”.
Consequently, due to the high cost of education, stakeholders are becoming increasingly
interested in the school system. They monitor the teachers and their wards’ activities critically to ensure
that adequate teaching and learning activities take place. Thus Parents Teachers Association monitors the
activities within the school and constitutes part of the team involved directly in supervision. In the process
of teaching and learning, some variables sometimes interfere with the plans and patterns of operation
within the school that can be harmful to the attainment of set goals. Such variables include the teacher’s
personality, his attitude to work, motivation, discipline, student’s background and the environment which
will have either a positive or negative influence on the school system and education at large.
Instructional Supervision can be done either through internal supervisors who are Heads of
schools, their assistants, and the Heads of departments, or through External supervisors who are resource
persons and consultants like University professors, education researchers, curriculum consultants and
designated officials from the Primary School Management Board. If it is effective instructional
supervision there is a greater possibility of achieving the set goals. On the other hand defective
instructional supervision or poor instructional supervision will impede the successful implementation of
the school program. Instructional supervision is a great determinant of a school’s quality; it can affect it
either positively or negatively.
Effective instructional supervision of schools ensures the proper functioning and mutual
interaction of all persons and materials involved in the processing of a child and harmonizes the efforts of
all designated school personnel. When all resources (human, physical and material) are in place, the need
to monitor the operations within the school system by all interested groups would be an effective way of
getting the best out of the school system. Teaching and learning are the major activities going on within
the school; there is, therefore, the need to supervise these major activities for efficiency and effectiveness.
The positive influence of supervision of instruction brings about the actualization of the objectives of
education and a negative perception will stampede it.

HUMAN RELATIONS IN EDUCATIONAL MANAGEMENT

1. IMPORTANCE OF GOOD HUMAN RELATIONS IN ORGANIZATION
1. Improving employee creativity 

The importance of good relations in the workplace is that it will help in

improving employee creativity. The entire organization’s success is dependent
upon coming up with new and innovative ideas.

When you have a relaxed atmosphere in the workplace, employees can easily
share ideas and come up with something inventive and resourceful.

2. Motivated employees 

The workplace is made up of an innumerable number of workers belonging to

different cultures. It becomes imperative to link them together to a single work
culture so that they can rise above personal beliefs and adapt to the needs of
the organization.

Most of the employees need more than a paycheck. They cannot work in a
place where the relations with co-workers or managers are strained. This
hurts their level of efficiency and ultimately has a direct impact on the
productivity level of the organization.

The concept of improving human relationships becomes doubly important as it

helps to motivate employees to do better. When the relation between
everyone is smooth and fine, the atmosphere in the workplace will also be
upbeat and optimistic. This will keep the employees happy and motivated.

3. Employee engagement 

It is a fact that when the management is supportive and conscious of

employee’s needs and requirements, the employees will take pride in their
work and try to appease the management by working with more efficiency.

If the management is oppressive, then they will try to work for the sake of a
salary, and then it will just be a nine-to-five job where there is no need to give
their best. The quality of human relationships in an organization has an impact
on how the employees view their jobs.
Improving and maintaining healthy relations in the workplace will result in
employee engagement. It is a proven fact that organizations with a high level
of employee engagement have managed to grow at a faster rate than their
competitors in the market.

4. Healthy relationships 

The general atmosphere of an organization, the behavior of the numerous

social groups inside the company, and the attitude of the seniors have a direct
impact on the employees of an organization.

It is a sad day when colleagues are unable to communicate at work, and team
members’ are unable to trust each other to have their back. The importance of
improving relations in the workplace is that it will build healthy relationships
where the employees will stand united, communicate freely, and feel
connected.

There will be a common purpose that will help every stakeholder to give their
best. Healthy human relationships in a professional environment help the
organization to work at its functional best.

5. Improved productivity 

Relations in the workplace has a direct impact on the level of productivity. It is

essential to have a cordial and amicable human relationship in the workplace
on both a personal and professional level.

The factor that influences efficiency and productivity is good relations between
the various people present in the workplace. Employees are likely to be more
productive if their contribution and efforts are recognized.

This is why organizations that reward their employees for

good performances and acknowledge their efforts with praise and awards
have managed to create a special place for themselves in the industry.

6. Increased loyalty 
If you are looking for the importance of good human relationships in the
workplace, then the most obvious one is increased loyalty. Healthy relations
have a way of building trust through interactions and bonding with each other.

There is an increased chance of management listening to the woes of the

employees and working towards their betterment. When management is
employee-friendly, it will offer ample opportunities to the worker to enhance
their skills and know-how through proper training and learning methods.

The employees are more likely to work for an organization that offers them
an opportunity to improve their skills and learn through training. Better
understanding will lead to increased loyalty because employees want to stick
around in the organization that will help them to enhance their skills and assist
in professional growth

7. Mutual support 

If you are looking for the importance of good relations in the workplace, then
look no further than mutual support. When supervisors are sympathetic and
considerate, then it will automatically lead to healthy relations in the
workplace.

Mutual support and understanding will be the usual norm. Individuals will be in
sync with fellow employees and offer help when needed. The positive attitude
will rub on the whole organization and encourage the best possible outcomes

Advantages of Human relations

The numerous advantages are described below-

1. The human relations approach is considered advantageous for an

organization as it boosts workplace as well as employee morale
2. The program increases employee participation in the decision-making
process
3. An essential advantage of the program is to improve communication in
the workplace
4. The advantage of this program in the organization is to create less
impersonal working conditions
 5. The program is considered advantageous for an organization as it helps
to boost job satisfaction
6. It assists in improving customer satisfaction because the relationship
between the employees and customers tends to be healthy and
forthcoming
7. The program encourages employee empowerment, and this is why it
proves beneficial for an organization
8. The objective of the program is to eliminate employee dissatisfaction
and absenteeism in the workplace. It is considered advantageous as it
results in a lower rate of employee turnover and a higher rate of
employee retention
9. The program works towards providing training
and development opportunities

Conclusion

Developing relationship skills in humans is a necessity in these modern times

for a productive business relationship. It leads to sincere communication,
better understanding, and a positive working condition.

It is an integral process whose purpose is to satisfy personal needs and

organizational goals.

2. FORMAL ORGANIZATION VS INFORMAL ORGANIZATION

The Differences Between an Informal and Formal

Organization
There are key differences between formal and informal organizations. Formal
organizations are oriented toward reaching specific goals. Informal organizations are
more oriented toward human psychological needs.

Often, formal organizations are more publicly visible than informal organizations.
Informal organizations can form within formal organizations and also become formal
over time.

The primary differences between an informal and formal organization are levels of
structure and hierarchies that determine how members interact. Formal organizations
are more structured and rely on authority based upon chains of command. Informal
organizations do not require hierarchies of authority or structured internal processes.
They are not formed in order to reach specific goals like a formal organization.
Authority

Formal organizations have clear hierarchies of leadership. These hierarchies and

power relationships are clearly documented. Authority is appointed from upper levels
of the hierarchy, such as management. For example, only management usually holds
the authority to hire or fire employees.

Informal organizations typically do not follow hierarchies for authority. There is less
emphasis on established authorities or multiple levels of hierarchy. Rather, authority is
equal among all members. An example would be a book club where members are all
equal because they are not pursuing a goal that would require authority.

Structure

Formal organizations are very structured in order to reach stated goals. A formal
structure enables members to work together toward the same objectives. There are
established laws and rules that govern labor and norms within a formal organization.
An organizational chart would be an example of documented structure.

Informal organizations often are not very structured because their goals might be
temporary or entirely social. There is no need for the extensive requirements of a
formal organization. However, an informal organization may become formal over time.
A study group of students for a semester-long course would typically not need a
formal structure for organizing.

Influence

Formal organizations rely on status through predetermined authority roles for

influence. Members of a formal organization look to leadership roles to provide
guidance. There is a clear flow of influence through a formal organization. For
example, a subordinate employee would not hold the same influence as a manager
within a company.

Informal organizations tend to have more subtle norms that are expressed through
customs, morals or beliefs that are often not written. Members are not pressured to
perform by superiors. Members of an informal organization mostly have equal
influence. For example, a volunteer group might rotate leadership among members on
an ad hoc basis.

Members

Formal organizations possess involved rules and laws regarding behavior and the
outcomes of labor. There are also processes in place for hiring, firing and replacing
members. Expectations for each member are outlined and documented. A job
description is an example of a formal document describing the specific requirements
for the members of a formal organization.
Informal organizations provide a psychological or social benefit for members.
Relationships among members are more personal than role-related. Behavior is
determined by group consensus. For example, social groups will follow norms that are
not explicitly written.

Communications

Formal organizations may have rules regarding the flow of information and
communication. The chain of command will determine how members communicate.
Communication flow is determined by hierarchy. Often, information flows from
leadership down to other members.

Informal organizations do not have specific guidelines for communication. All

members are able to interact with each other without considering hierarchy. Members
of informal organizations communicate freely with one another. An example might be a
musical group where members do not need to inform a specific leader when they will
be absent from a performance.

Purpose

Formal organizations are formed to serve a specific purpose or meet set goals. There
is a constitution or plan and extensive guidelines directing the organization toward its
purpose. Leadership will regularly review how well goals are being met and plan
accordingly. A formal organization will exist even if specific members leave the
organization.

Informal organizations serve the needs of individuals and can be created

spontaneously with a purpose that is not well-defined. Goals are not always clear
because informal organizations primarily serve social requirements for members. An
informal organization might dissolve if certain members leave the organization.

What are the Benefits of Informal and Formal

Organizations?
Formal organizations are useful for reaching defined goals. The structure of a formal
organization makes it effective for realizing profit or conducting business. The
components and structure of a formal organization are necessary in order to efficiently
meet stated objectives.

Informal organizations can be more responsive to change due to the lack of rigid
structure. They are inherently more oriented around people rather than outcomes. An
example would be a company softball team that allows employees to interact socially
away from the formal hierarchies in order to build morale.
Both formal and informal organizations serve human needs and meet goals ranging
from financial to values-based. They allow people to build communities and achieve
goals that would not be possible alone.

3. HOW DOES SCHOOL AND COMMUNITY LINK WITH ONE ANOTHER?

Family-school-community partnerships are a shared responsibility and
reciprocal process whereby schools and other community agencies and
organizations engage families in meaningful and culturally appropriate
ways, and families take initiative to actively supporting their children’s
development and learning. Schools and community organizations also
make efforts to listen to parents, support them, and ensure that they have
the tools to be active partners in their children’s school experience.

Partnerships are essential for helping students achieve at their maximum

potential and, while parent and community involvement has always been a
cornerstone of public schools, greater recognition and support of the importance
of these collaborative efforts is needed.

Schools and community groups form partnerships to serve a shared goal of

helping students. Effective partnerships achieve that goal by creating programs
that expand a school’s presence in the community and giving students greater
access to resources outside of the classroom.

Advantages for Students

Community partnerships provide direct benefits to students:

 Creating or enhancing learning opportunities. Programs often focus on

areas such as professional development that schools have limited
resources to address.
 Providing safe environments with adult supervision. Having a safe
place to go outside of school can be particularly beneficial for students
whose parents are away from home for long periods due to job
responsibilities.
 Offering opportunities or resources that students might not access
on their own. Programs might provide opportunities to visit museums or
utilize fitness centers, for example.
 Providing bilingual resources, education support programs, and
staff. Schools often lack adequate resources to help immigrant or non-
English-speaking families.
 Giving students additional opportunities to excel in an area of
interest. A community organization might offer a music program that its
partner school cannot, for example.
Advantages for Schools

Schools use partnerships to gain resources that expand their capabilities and
enhance students’ learning opportunities:

 Extending the learning day or year. After-school programs provide

additional opportunities for students to do homework or receive tutoring,
and summer programs provide a smoother transition to the full academic
year.
 Providing bridges to local governments, businesses, and
universities. Nonprofit community organizations often draw upon private
and public sector resources that are beneficial to K-12 schools.
 Generating engagement and excitement. Community programs and
schools can codevelop programs and activities that supplement and
reinforce school lessons but take place in an environment that is more
social and relaxed than the classroom.
 Creating opportunities for further instruction. Teachers can enlist the
help of program workers to extend specific academic lessons or address
behavioral issues.
 Building bridges between schools and families. Community program
workers sometimes act as liaisons, providing families with an introduction
to school educators, administrators, and staff that can be less intimidating
for a parent than initiating direct communication with a teacher or principal.
 Raising the school’s profile in the community. Community organization
events that are cosponsored by the school can open new lines of
communication between educators and parents and build goodwill in the
community.

The benefits of school-community partnerships are not limited to students and

schools. By partnering with schools, community groups gain access to the young
people they want to help. Partnerships also provide professional development
opportunities for community organization workers by giving them opportunities to
learn from experienced professional educators.

4. MANAGERIAL SKILLS A SCHOOL MANAGER SHOULD DEVELOP