GRADUATE SCHOOL. INSTRUCTIONAL SUPERVISION AND ANALYSIS OF EACHING

1. UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH
Ms. Ma. Francia N. Bulacan
Discussant

2. Moehlman
believes that of the various
activities for which school
administration is responsible,
instruction is of greatest
importance since it is the end that
all other activities must serve

3. is intimately related to supervision because,
according to Good (1945), supervision refers to all
efforts of designated school officials toward providing
leadership for teachers and other educational workers in
the improvement of instruction
The selection and revision of educational objectives,
instructional materials and methods of teaching
The evaluation of growth and development of
teachers

4. Me Nemey, 1951
is the process of giving direction to and providing critical
evaluation of the instructional process and that the end
result of supervision should be to give pupils better
educational service
Barr, Burton and Brueeker, 1947
is an “expert technical service” primarily concerned with
studying and improving the conditions that surround
learning and pupils/student growth

5. Melchior, 1950
is concerned with the growth and development
not only of the pupil and the teacher but also of
the supervisory staff itself as well as parents and
other laymen

7. The supervision of instruction
is by design a developmental
process with the main purpose of
improving the instructional
program, generally and teaching,
specifically. Only when this
process is carefully planned and
executed can success be assured.

8. Through the effective
supervision of instruction,
administrators can reinforce and
enhance teaching practices that
will contribute to improved student
learning.

9. By skillfully analyzing
performance and appropriate data,
administrators can provide
meaningful feedback and direction to
teachers that can have a profound
effect on the learning that occurs in
each classroom.

10. Because student learning is
the primary function of the
schools, the effective supervision
of instruction is one of the most
critical functions of the
administrator.

11. If schools are to provide equal
access to quality educational programs
for all students, administrators must
hold teachers accountable for
providing an appropriate and well-
planned program.

12. The supervisory function is best
utilized as a continuous process rather than
one that responds only to personnel
problems. Administrators with supervisory
responsibility have the opportunity to have
tremendous influence on the school
program and help ensure the benefits of a
strong program of instruction for children.

14. stimulates teachers to look for ideas and
resources as well as share these
encourages teachers to experiment to try
out new materials, facilitates
communication, and recommends
appropriate material, technology and
resources needed for teaching

15. Certain members of social staff are labeled
supervisors. Although they do not do the
supervising, they have a great part in
determining whether the supervision is good.
They are expediters. They help people hear
each other. They serve as liaison officers to get
person into contact who have other with similar
problem or with resource people who can help.

16. stimulates staff member to look at the
extent to which ideas and resources are being
shared and the degree to which person are
encourage and supported as they try new
things
makes it easier to carry out the agreements
that emerge in evaluation session

17. brings to individual teachers whose
confidence they posses, appropriate suggestions
and materials they sense as far as they can able
listens to individuals discuss their problem
and recommend other resources that may help
in the search for solutions

18. provides expertness in group operation, and
provide the type of meeting place and structure
that facilitate communication
concentrates with helping people to accept each
other, because they know that when an
individual’s value each other, they will grow
through their instruction together and will provide
a better emotional climate for pupil’s growth

20. The most important job as a
supervisor officer;
He recognizes fully, of course that a
teacher’s actual classroom work as
the center of a educational pattern
and the other parts of the pattern are;

22. The improvement of teaching and learning
is the general purpose of supervision. A basic
premise of supervision is that a teacher’s
instructional behavior affects student learning.
The effective school research identifies
schooling practice and characteristics associated
with measurable improvements in student
achievement and excellence in student behavior.

23. Effective school practices include
elements of schooling :
oa clearly defined curriculum
ofocused classroom instruction and
management
o firm consistent discipline
o close monitoring of student
performance
o and strong instructional leadership

24. are useful tools in instructional
supervision
2 types of data involved:
•Descriptive data – gathered through
observation
•Judgmental data – formed as judgment
on the basis of descriptive data

25. Classroom interaction analysis:
Classroom interaction analysis
refers to a technique consisting of
objective and systematic observation of
the classroom events for the study of
the teacher’s classroom behavior and
the process of interaction going inside
the classroom.

26. designed to categorize the types and
quantity of verbal dialogue in the classroom
and then to plot the information on a matrix
so that it can be analyzed

27. is an observational tool used to classify
the verbal behavior of teachers, and pupils
as they interact in the classroom
the instrument was designed for
observing only the verbal communication
in the classroom and non-verbal gestures
are not taken into account

28. Basic theoretical
assumptions of Interaction
analysis:
•In a normal classroom situation, it is verbal
communication, which is predominant. (Flanders 1965)
•Even though the use of spoken language might be resort
to non-verbal gestures in classroom, verbal behavior can
be observed with higher reliability than most non-verbal
behavior and also it can reasonably serve as an adequate
sample of the total behavior in classroom.

29. •We can normally assume that verbal statements of a
teacher are consistent with his non-verbal gestures and,
in fact, his total behavior. This assumption was sustained
in terms of experience in Minnesota studies.
(Flanders,1966)
•The teacher-classroom verbal behavior can be observed
objectively by the use of observational technique
designed to ‘catch’ the natural modes of behavior, which
will also permit the process of measurement with a
minimum disturbance of normal activities of the group of
individuals. (Wrightstone J. Wayne, 1958)

30. The Flander’s system attempts to
categories all the verbal behavior to be
found in the classroom. It has two main
categories: teacher talk and pupil’s talk. A
third category covers other verbal behavior,
i.e., silence or confusion.

31. Teacher
talk
*Indirect
influence
Category
number
Activity
Respons
e
1. Accepts feeling: Accepts and clarifies an attitude or the
feeling tone of a pupil in a non-threatening manner.
Feeling may be positive or negative. Predicting and
recalling feelings are included.
2. Praises or encourages: Praises or encourages pupil
action or behavior. Jokes that release tension, but not at
the expense of another individual; nodding head, or
saying “Um hm?” or “go on” and included.
3. Accepts or uses ideas of pupils: Clarifying or building or
developing ideas suggested by a pupil. Teacher
extensions of pupil ideas are included but as the teacher
brings more of his own ideas into play, shift to category
five.
4. Asks questions: Asking question about content to
procedure, based on teacher ideas, with the intent that a
pupil will answer.

32. *Direct
influence
Initiation
5. Lecturing: Giving facts or opinions about content or procedures;
expressing his own ideas, giving his own explanation, or citing
an authority other than a pupil.
6. Giving directions: Directions, commands or orders to which a
pupil is expected to comply.
7. Criticizing or justifying authority: Statements intended to
change pupil behavior from non-acceptable to acceptable
pattern; bawling someone out; stating why the teacher is doing
what he is during; extreme self-reliance.
Pupil talk Response
8. Pupil-talk response: Talk by pupils in response to teacher.
Teacher initiates the contact or solicits pupil statement or
structures the situation. Freedom to express own ideas is
limited.
Initiation
9. Pupil-talk Initiation: Talk by pupils, which they initiate.
Expressing own ideas; initiating a new topic; freedom to develop
opinions and a line of thought, kike asking thoughtful questions;
going beyond the existing structure.
Silence
10. Silence or confusion: Pauses, short periods of confusion in
which communication cannot be understood by the observer.

33. Step 1: Coding the Verbal Interaction
Rather than directly describing what is
happening in a classroom, observer the
observer translates the observed behavior
into a descriptive code
Step 2: Plotting the Coded Data Onto
a Matrix
The matrix consists of ten columns
and rows.

34. For example the observer has written down the
code numbers beginning with 6 as follows:
6,10,5,1,4,8,8,2,3,6,4,8,9,7.
To tabulate these observations in a 10 into 10
matrix, the first step is to make sure that the
entire series begins and ends with the same
number. The convention is to add 10 to the
beginning and end of the series, unless 10 is
already present. So our earlier series now
become 10,6,10,5,1,4,8,8,2,3,6,4,8,9,7,10

35. 10,6,10,5,1,4,8,8,2,3,6,4,8,

36. Step 3: Analyzing the Matrix
A heavy
concentration in Columns 4 and 5
indicates teacher dependence on
question and lectures
A concentration
of tallies in columns and rows 6 and
7 indicates extensive commands and
reprimands by the teacher

37. A heavy concentration of
tallies in rows and columns 1-3 indicates that
the teacher is reinforcing and encouraging
student contributions
A concentration
of tallies in Columns 8 and 9 reflects student
responses to the teacher behavior
Step 4: Analyzing Classroom Question
Research indicates that most teachers do
not use effective questioning techniques

38. Some based criticisms of classroom
questions
1.Teachers ask too many lower order
questions and too few higher order ones.
2.Teachers are unconsciously biased in the
manner which they distribute among their
students.

39. 3. Teachers provide insufficient ‘wait time’
(period of silence that elapses between
the end of a question and the ensuing
response or the end of a response and the
next spoken word) question when asking
or responding to questions.
4. Students ask few questions and those
that ask are usually of the lower order
variety.

40. 1. The system does not describe the totality of the
classroom activity. Some behavior is always over looked
and who is to say that the unrecorded aspects of the
teaching act are more important than those recorded.
2. Efforts to describe teaching are often interpreted as
evaluation of the teaching act and of the teacher. While
descriptions may be used as a basis of evaluation,
judgment can be made only after additional value
assumptions are identified and applied to the data.

41. 3. The system of interaction analysis is content-
free. It is concerned primarily, with social skills of
classroom management as expressed through
verbal communication.
4. It is costly and cumbersome and requires some
form of automation in collecting and analyzing
the raw data. It is not a finished research tool.

42. 5. Much of the inferential power of this system
of interaction analysis comes from tabulating the
data as sequence pairs in a 10 x 10 matrix. This is
a time consuming process.
6. Once the high cost of tedious tabulation
(electric computers) is under control but the
problem of training reliable observers and
maintaining their reliability will still remain.

43. 7. Its potential as a research tool for a wide
application to problems is to be explored.
The system devotes little attention to student
talk and focuses a great deal of attention on
direct/ indirect nature of Teachers
performance.
It is considered a great drawback of Flanders
system.

44. Thank You
