Directive Control Methods Have Become

Directive control methods have become more common within the district in recent years. Given the emphasis on standards-based measures of performance, when a class fails to perform to a certain benchmark, teachers are often told to raise students' scores using specific skill-building activities and techniques. For example, in the case of one low-performing class, the teacher was told to devote more class time to teaching students to take multiple choice tests and to write essays of the type featured on the state proficiency exam. Additionally, all teachers have been forced to devote less time to art, music, and other 'fun' activities and to focus more upon the basic '3Rs' in their classes. There is more control over assigned reading material on the teachers' approved syllabuses for different subjects. Teachers are frustrated because they feel they are losing their flexibility as educators and cannot use positive, reinforcing learning techniques that make students more enthusiastic about learning.

Directive Informational Method

Directional informational methods are commonly used with student teachers. In a mentoring relationship, directive informational methods can be helpful because the supervisor provides the teacher with a series of options, although the options are limited. For example, when a new teacher comes to a district and is still designing her classroom approach, when working with a supervisor the teacher may receive information about what needs to be taught for that grade level, such as the multiplication tables, but the new teacher can choose to have the class review a series of word problems and multiplication drills, but then let the student teacher decide if the children should break up into small groups to do the problems, or do the problems as a class. Some younger teachers are not yet comfortable with the chaos that can ensure with team-based assignments and prefer to lecture; others find it easier to work with smaller groups of students as they circulate around the room. They must teach specific content areas but their methods, although somewhat limited, still give them some choice in conveying the material.

Collaborative Method

One of the more effective methods for supervisors and teachers to work together is a collaborative method, where both groups work towards a common goal. In the school district, improving student nutrition is of great concern for both administrators and teachers. Teachers have worked to design a curriculum that reinforces messages of healthy eating in conjunction with supervisors. Administrators have agreed not to sell unhealthy food as a means of school fundraising, while teachers do not use food as reinforcement in class. There has been a mutual dialogue amongst teachers and supervisors about transmitting messages of healthy eating in science and health classes that is reinforced with school policies banning unhealthy foods in vending machines and for after-school activities.

Non-Directive Method