EM 505

SUPERVISION
IN
INSTRUCTION
TOPICS COVERED:
 TEACHING FUNCTIONS
 TIME MANAGEMENT
 ACADEMIC MENTORING
 TEACHING STYLES
 CLASSROOM MANAGEMENT AND DISCIPLINE
 INNOVATIVE TEACHING STRATEGIES
AND TECHNIQUES
Teaching Functions
refers to classroom
experiences that serve to
move students from a
lack of mastery to mastery
in an academic content
area.
The major components in systematic
teaching include:
teaching in small steps

guiding students during

initial practice
providing all students with a
high level of successful practice
Teaching Functions Concepts
1. Daily Reviews and Prerequisite Checks

2. Presentation of New Content

3. Guided Student Practice

4. Independent Student Practice

5. Weekly and Monthly reviews

 Daily Reviews and Prereq
Skills
The effective teacher will initiate a
lesson with a series of related activities
that will serve to:
(a) review the material covered in the
previous lesson,
(b) check on homework, and
(c) check on the prerequisite skills
needed for the new content that will be
covered in the lesson.
Presentation of New Content
These are following guidelines for
presenting new material:

 Clarity of goals and main points

 Step-by-step presentations.
 Specific and concrete procedures.
 Checking for students’
understanding
 Guided Student Practice
 serves as a bridge between
activities designed to
present new material and
independent student
practice.
"New learning is like wet
cement; it is easily damaged.”
~ Hunter (1984)
 Independent Practice
Samuels (1981) identified two levels of
independent practice:

Unitization Automaticity
Level Level

o integrating skills o performing skills

with previous successfully
knowledge
o make few o skill has been
errors overlearned.
 Weekly and Monthly Review
There are two types of reviews:
Daily Reviews
 facilitate the introduction of
new content.

Weekly and Monthly Reviews

 are designed to ensure that
content previously mastered is
not forgotten.
Humorous Time
Management
Graphics to
Brighten Your
Week!
Type #guilty if you can
relate.
 #Tomorrow
How many times have you said that word when
you didn’t manage to do all your tasks?
#coffee-lover
 #all the things we have to do
Sometimes it can be extremely difficult to start
doing the things you’re supposed to, and so you
procrastinate!
What is Time Management?

is a concept that deals with the

effective management of time.

it allows people to make the most

of the least and it enhances ones
knowledge about how to spend the
time in a constructive manner.
Time Management Methods
1. Plan

2. Organize

3. Staff

4. Direct

5. Evaluate
 Plan
An individual should plan his
goals, objectives and functions
that he has to put into service in
a particular time limit.

A schedule plan will enable a

person to set priorities and work
hard towards the most important
area.
 Organize
Being organized allows you
to quickly find anything that
you need, whether it's a
contract you signed
yesterday or an email you
received two years ago. 
 Staff
Effective communication and
seeking support, help or
assistance from the superiors,
subordinates or colleagues also
certainly helps in implementation
of functions and responsibilities.
 Direct
be positive toward yourself

reward yourself by getting

indulged in some kind of
pleasurable activities

 always work hard and be

motivated
 Evaluate
An individual should
evaluate himself; his
performance, attitude and
behavior.
In this way, he comes to
know his weaknesses and
can adopt measures to
improve them.
Mentoring mentee mentor

is a general term used to

describe a relationship
between a less experienced
person, called a mentee or
protégé and a more
experienced person known
as a mentor.
Academic Mentoring

 is to support the professional

growth of the individual who is in
the early stage of their career
and to promote excellence in
teaching and learning, research
and academic leadership.
 2 Types of Mentoring Relationship

Informal mentoring
 develops on its own between the mentor and
the mentee. It usually occurs spontaneously
and is largely psychosocial in nature.

Formal mentoring
 relationship involves assigned relationship,
usually associated with organizational mentoring
program designed to promote mentee’s
development or protect at risk children and
youths.
Mentoring relationship has four phases that build on one
another to form sequence of development, namely:
preparing

negotiating

enabling

coming to closure
 Preparing
Preparing for the mentoring
relationship involves building a
solid foundation for an effective
mentoring relationship.

Here, the mentor should have a

clear understanding of their own
personal journeys.
 Negotiating
In the negotiating phase in mentoring relationship, the
partners come to agreement on learning goals and
define the contents and the processes of the
mentoring relationship.

At the end of this phase, the mentoring partners

might have reached a compromise on the following:

 Desired learning outcome

 Criteria for measuring success
 Protocols for addressing problems; and
action plan for achieving the learning goals.
 Enabling
Enabling the mentoring relationship
involves the mentor being disposed to
opening himself or herself to the
mentees.

Mentors should be willing to express

care, love and concern about the
personal and professional welfare of
their mentees.
 Coming to Closure
The process of coming to closure can be
situated with a focused conversation
about the specific learning which has
taken place as a result of the mentoring
relationship.
At this phase, the mentor usually
initiates a conversation which includes such
approaches as:
 Acknowledge the difficulty without casting blame.
 Considering what went right with the
relationship as well as what went wrong.
 Expressing appreciation.
What is Teaching Style?
Teaching style is defined as “an identifiable set of
classroom behaviors associated with and carried out
by the instructor” (Galbraith & Sanders,1987 p.169)
Learning Style vs Teaching Style

Learning Style Teaching Style

Learning style consider how Teaching style consider how
learner learns. teacher teaches.
(i.e. Learning behavior) (i.e. Teaching behavior)
5 Types of Teaching Styles
Anthony F. Grasha

Expert

Formal Authority
Personal Model

Facilitator

Delegator
 Expert
Experts share knowledge,
demonstrate their expertise, advise
students, and provide feedback to
improve understanding and
promote learning.
 Formal Authority
Teachers who have a formal
authority teaching style tend to
focus on content.
This style is generally teacher-
centered, where the teacher feels
responsible for providing and
controlling the flow of the content
and the student is expected to
receive the content.
 Personal Model
A teacher who oversees, guides,
and directs by showing how to do
things and who encourages students
to observe and emulate the
teacher’s approach is said to utilize
a personal model.
 Facilitator
Overall goal is to develop
in students the capacity for
independent action and
responsibility. Works with
students on projects in a
consultative fashion and
provides much support and
encouragement.
 Delegator
Concerned with developing
students' capacity to function
autonomously.
Students work independently on
projects or as part of autonomous
teams.
The teacher is available at the
request of the student resource
person.
Classroom Management

actions taken by teachers to create and maintain

learning environment conducive for successful
instruction.
Classroom Discipline
 business of enforcing classroom standards and
building patterns of cooperation in order to
minimize disruptions and maximize learning.
Difference between Classroom
Management and Discipline?

Classroom Management Classroom Discipline

• deals with how things • deals with how students

are done behave
• has to do with procedures, • Has to do with rules,
routines, and structure consequences and rewards

• teacher’s responsibility • student’s responsibility

7 Approaches of Classroom Management
1. Assertive Approach
 teacher specify rules of behavior and
consequences for disobeying them and
communicate these rules and
consequences clearly.
2. Business Academic Approach
 emphasizes the organization and
management of students as they
engage in academic work.
3. Behavior Modification Approach
 Behavior is shaped by own consequences; it is
strengthened by immediate reinforcement.
 Positive reinforcements are praise or rewards.
 Negative reinforcements take away or stop
something that the student doesn’t like.

4. Group Managerial Approach

 Teacher should respond immediately towards
the student’s behavior. If a student misbehaves
and the teacher stops the misbehavior
immediately then students realize and do not
make a problem..
5. Group Guidance Approach
 the teacher must understand the needs,
interest of a group and be able to manipulate
the surface behavior of that group.

6. Acceptance Approach
 maintains that every individual needs to feel
acceptance and belongingness. Student will
strive to behave appropriately because they
want to be accepted and to belong to the group
7. Success Approach
Teachers need to change whatever
negative behavior exist and improve
conditions so they lead to student
success.
This implies that teacher must show
care and are positive and persistent.
 3 Types Of Discipline

 Preventative Discipline

 Supportive Discipline

 Corrective Discipline
 Preventative Supportive Corrective
Discipline Discipline Discipline
Establishing Measures taken Measures taken when
classroom rules to when classroom supportive discipline
prevent disruptions. rules are broken. doesn’t help.

   Removing the
Guidelines might Verbal and
include rules nonverbal disruptive student
regarding talking, warnings. from the
homework or  Redirecting the classroom.
 Informing the
language use in disruptive
the classroom. student’s behavior. parents of the
student’s bad
behavior.
Innovative Teaching is…
 where good teachers are
inventive and creative -
where they continue to
discover and devise new
methods and content to
ensure that students always
get the best learning
experiences.
Some of Innovative Teaching Strategies and Techniques.

Flipped Classroom
 the classroom and home
activities are flipped or
interchanged.

a. lectures are recorded and video links are sent to the students
b. students listen to the videos from home at their own pace
c. In the classroom, they perform several exercises and activities related
to the lesson
 Project-Based Learning
 a project is synonymous with a
practical approach. With
projects comes real-life
experience.

Problem-Based Learning
 this is student-based learning in
which you provide relevant
problems to students and have
them solve in stipulated time.
 Blended Learning
 approach to education that
combines online educational
materials and opportunities for
interaction online with traditional
place-based classroom methods.
Gamification
 refers to making learning
game-oriented.
 games help students learn in a
playful manner, yet keeping the
learning flame on.
Technology
 Technology allows teachers to
engage with their students,
remind them about upcoming
assignments, supplement
learning through online videos,
and encourage student
collaboration.