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Even before class had begun, my other supervisor discussed the materials I would be teaching and set clear goals for me, in terms of how the curriculum would be presented and what the students were supposed to assimilate. However, she also said that she was open to suggestions, given that every class was unique, and some students might have particular challenges or strengths that I should explore. Although she did watch me in class, she never told me what she thought of my teaching style right away, when we debriefed. "How did you think the class went today?" was her usual, first question. Then, we would go over the lesson in sections and discuss what I could have done differently or what worked.
This supervisor was a true instructor -- she knew how to convey a lesson plan to a class in an effective manner, and often gave me teaching tips that enabled me to get my desired point across. She made suggestions that made my efforts more fruitful. For example, when I was trying to teach students a concept that required memorization, and asked them to recite along with me, she pointed out that some students were shy, and simply mouthing along with their friends. Having individual conferences with students and asking them to recite enabled me to target which children were still having problems, and to work with them...
However, this supervisor's goal was to make my style as an instructor work, not to impose her style upon me. Her approach could be described as constructivist in nature, or encouraging me to learn as I experienced teaching, while she prompted me and encouraged me to realize my goals. In contrast, my first supervisor was highly directive.
A good supervisor has a sense of the challenges of his or her mentor's pupils: my first supervisor did not take into consideration the fact that the class I was teaching was supposed to be fun, and encompassed a mixture of students. While my second supervisor did take into consideration my youth and inexperience in terms of the way she suggested organizational skills and pedagogical techniques, she never patronized me and understood we both wanted to help the class learn. She put my needs before her own ego, unlike my first supervisor. She also seemed genuinely interested in my perceptions of the students I was teaching. From these experiences I have learned that in a positive supervisory relationship, both the instructor and the supervisor engage in a dialogue. The exchange between supervisor and teacher should be just as dynamic, fruitful, and mutually beneficial as the discourse that occurs between student and teacher in the classroom.
76). As automation increasingly assumes the more mundane and routine aspects of work of all types, Drucker was visionary in his assessment of how decisions would be made in the years to come. "In the future," said Drucker, "it was possible that all employment would be managerial in nature, and we would then have progressed from a society of labor to a society of management" (Witzel, p. 76). The
Media Artifact in American Culture Twitter: An Arising Media Artifact in American Culture In the course of an average year in viewing mainstream American culture, an innumerable amount of fads come and go, gaining their respective fifteen minutes of fame on the stage that is set by the American media industry. After spending what is often a brief time in the spotlight, these media trends tend to fade out nearly as abruptly
Good researchers tend to pull methods out of a tool kit as they are needed" (2006, p. 54). Notwithstanding these criticisms and constraints, though, most social researchers seem to agree that classification by some type of research paradigm is a useful approach based on the need to determine which approach is best suited for a given research enterprise. In this regard, Corby concludes that, "The contested nature of research
Superintendents must deal with student populations that change yearly as school choice options alter. These alterations will influence schools that have to present school choice, and schools that do not get Title 1 funds. The child who uses school choice does not have to attend another Title 1 school. They may decide to go to a school that does not get Title 1 funding (Whitney, 2011). Evaluation of the Effect
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
A in millions) Current in millions) Provided by Federal Bureau of Investigation as of September 18, 2006. www.whitehouse.gov/goodbye/3ae6b1ac94aa97e6650780f280890a7c81100e47.html" CHART: National Correctional Populations National Correctional Populations The number of adults in correctional population has been increasing. A in millions) Current million in millions) Provided by Bureau of Justice Statistics as of November 30, 2006. (Social Statistics Briefing Room, 2006) More Statistics Violence in the Media Huston and colleagues have estimated that the average 18-year-old will have viewed 200,000 acts of violence on