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GRADUATE SCHOOL

Course: MASTER OF ARTS IN EDUCATIONAL MANAGEMENT


Subject: SUPERVISION OF INSTRUCTION
Topic: SUERVISORY BEHAVIOR CONTINUUM

Objectives:

Describe the categories of supervisory behaviour.


Explain the importance of Johari Window
Discuss how cognitive dissonance work and how does it influence how we
think and behave?

Introduction

This chapter looks at the range of interpersonal behaviors available to a


supervisor who is working with individuals and groups of teachers. It will assess how
supervisors typically behave with staff in school settings and then determine other
behaviors that might be used skillfully and effectively.

What are the categories of behavior? After many years of collecting, supervisors
observations in meetings with individuals and groups of teachers for purposes of
making classroom or school decisions, broad categories of supervisory behaviors have
been derived (Glickman, 1981; Wolfgang and Glickman, 1980). These categories
encompass almost all observed supervisor behaviors that are deemed purposeful. A
purposeful behavior is defined as one that contributes to the decision being made at
the conference or meeting. The derived categories of supervisory behaviors are
listening, clarifying, encouraging, reflecting, presenting, problem solving, negotiating,
directing, standardizing and reinforcing.
Interpersonal Behaviors characterize the way people interact with others around
them. In the professional world, purposeful behaviors, those that contribute to
decisions being made, are often organized into categories.

SUPERVISORY BEHAVIORS

1. Listening- supervisor sits and looks at the speaker and nods his or her head to
show understanding. Gutteral utterances(uh-huh, ummm) also indicates listening.

2. Clarifying- supervisor asks questions and statements to clarify the speaker's point
of view: Do you mean that? Would you explain this further

3. Encouraging- supervisor provides acknowledgement responses that help the


speaker continue to explain his or her positions: Yes Im following you,

4. Reflecting- supervisor summarizes and paraphrases the speaker's message for


verification of accuracy: I understand that you mean So the issue is this..

5. Presenting- supervisor gives his or her own ideas about the issue being discussed:
This is how I see it. What can be done is.. Id like us to consider..

6. Problem Solving- the supervisor takes the initiative, usually after a preliminary
discussion of the issue or problem in pressing all those involved to generate a list of
possible solutions: Lets stop and write down what can be done..

7. Negotiating- the supervisor moves the discussion from possible to probable


solutions by discussing the consequences of each proposed action and narrowing
down choices with questions: Where do we agree?

8. Directing- the supervisor tells the participant(s) either what the choices are or what
is to be done: Ah I see it, these are the alternatives.

9. Standardizing- the supervisor sets the expected criteria and time for decision to be
implemented, sets target objectives, and conveys expectations: By next monday
we want to see..

10. Reinforcing- the supervisor strengthens the directive and the criteria to be met by
telling of possible consequences, either positive or negative: I know you can do it
I have confidence in your ability.

SUPERVISORY BEHAVIOR CONTINUUM


The Supervisory Behavior Continuum above shows the movement from teacher-centered
actions (big"T") to supervisor-centered actions (big"S"). It also further organizes supervisor
behaviors into groups based on the amount of supervision each provides.

Supervisory Behaviors

1. Non- directive interpersonal approach The supervisor facilitates the teachers


thinking in developing a self-plan.
2. Collaborative interpersonal approach- both supervisor and teacher share
information and possible practices as equals in arriving at a mutual plan.
3. Directive informational interpersonal approach-The supervisor provides the focus
and the parameters of possible actions, and the teacher is asked to choose
within the superiors suggestions.
4. Directive control interpersonal approach- the supervisor tells the teacher what is
to be done.

Approach Outcome

Nondirective Teacher self-plan


Collaborative Mutual plan
Directive informational Supervisor-suggested plan
Directive control Supervisor assigned plan

Johari Window - Provides a graphic way to look at what we know and do


not know about our behavior.

Public self Blind Self


-the supervisor knows that when he or behaviors the supervisor practices that
she is anxious, speech indicates. are unknown to the self but are known
to teachers.

Private self Unknown self


-behaviors the supervisor has -is unconscious to all: it becomes
knowledge about but that teachers do private, blind, or public only by
not know. circumstances that create a new
awareness.
Cognitive Dissonance

- Psychologist Leon Festinger proposed a theory of cognitive dissonance


centered on how people try to reach internal consistency. He suggested that
people have an inner need to ensure that their beliefs and behaviors are
consistent. Inconsistent r conflicting beliefs lead to disharmony which people
strive to avoid.
- The term cognitive dissonance is used to describe the feelings of discomfort
that result from holding two conflicting beliefs. When there is a discrepancy
between beliefs and behaviors, something must change in order to eliminate
or reduce the dissonance.

HOW TO ELIMINATE COGNITIVE DISSONANCE.

1. We can dismiss the source of contrary evidence as biased and untrue.


2. We can change our own self-perception to conform to the other source of
information and can live with the new perception of ourselves.
3. We can accept our original self- perception as how we wished to be
perceived, use the other source of information as an indicator of how we are
currently perceived, and then change our behaviors to be more similar to our
wish.

THREE DIFFERENT TYPES OF OF COGNITIVE DISSONANCE

TypeI. Cognitive dissonance was experienced by the supervisor when her


behaviors where inconsistent with her platform and has negative effects on her
supervision.

Type 2. Cognitive dissonance was experienced by the supervisor when her


behaviors were inconsistent with her platform but nonetheless had positive
effects on the supervisory process.

Type 3. Cognitive dissonance was experienced by the supervisor when her


behaviors were consistent with her platform but had negative effects on her
supervision.
SUMMARY

This module outlined the supervisory behaviour continuum and the clustering of
interpersonal behaviors into non directive, collaborative, directive informational, and
directive control approaches. A discourse on the Johari window and cognitive
dissonance was given so that we might check the perceptions of our beliefs and
behaviors by those who are recipients of our behaviors. To compare our own
supervisory beliefs and self-perceived interpersonal with teacher perceptions of our
behaviour or with objective data is believed to be important in refining and changing
behaviors.

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