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The role of the supervisor in improving the reading curriculum is more demanding than formerly, even as the teaching profession needs to make do with what there is in the public schools, be it class size, equipment, materials of instruction, or a hostile learning environment. The supervisor needs to look at two dimensions: personal lives of teachers and their professional growth in reading instruction. Reading teachers should make their needs known to the supervisor to strengthen the classroom environment, and conversely, the supervisor needs to be a good listener to problems in reading instruction as expressed by teachers. Reading supervisors need to be approachable; they should welcome teachers to identify reading problems faced in the classroom. The reading supervisor must realize that the community has expectations that pupils will become better readers. Parents should have the opportunity to meet with both teacher and supervisor. The supervisor may be chairperson and organizer of inservice education, workshops, and faculty meetings involving reading instruction. Supervisors and reading teachers need to guide students in developing an attitude of respect toward themselves and others, in an atmosphere of democracy. Students could make suggestions as to what to emphasize and study. The supervisor needs to be well versed in different kinds of software as well as in criteria to use in evaluating these products. (Contains 11 references.) (NKA)

Descriptors: Administrator Role, Classroom Environment, Instructional Effectiveness, Primary Education, Reading Instruction, Reading Teachers, Supervisor Supervisee Relationship, Supervisors, Supervisory Methods











Autor: Ediger, Marlow

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10751&id=ED432727







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