Summary:

The article discusses four key techniques of supervision:

Preventive Supervision: A proactive approach where supervisors anticipate and address challenges faced by new teachers, fostering self-correction and internal motivation.

Corrective Supervision: Focuses on addressing mistakes that hinder teaching objectives, ensuring necessary corrections are made without excessive criticism.

Constructive Supervision: Aims to prepare teachers for continuous improvement by instilling positive habits and providing guidance for long-term development.

Creative Supervision: Encourages creativity, innovation, and active participation, distinguishing it from constructive methods.

The article critiques current supervisory practices, highlighting excessive fault-finding and lack of encouragement. It emphasizes the need for qualified, understanding, and innovative supervisors to improve teaching effectiveness.

Effective Supervision Techniques Every Educator Should Know:

Different Techniques of Supervision:

1- Preventive:

A supervisor should be like a headmaster or external supervisor. Who can realize that every new teacher appointed in the school may face different problems and difficulties, so he should take countermeasures to save the teachers from these difficulties. This technique allows teachers to correct their own mistakes. And they get motivation from within themselves for professional development.

2- Corrective:

If a supervisor goes into the classroom with the intention of finding fault with the teachers, he will never get satisfaction and the teachers will also be unhappy. But it would also be wrong to think that correctional supervision is completely unimportant. Rather, many teachers want the same type of supervision, the supervisor must keep an eye on mistakes, but he must give every mistake a legitimate place, many mistakes are so minor that they can be ignored.

However, the mistake that is hindering the achievement of the objectives should be corrected. There are some mistakes that require immediate correction, if not done, the effectiveness of teachers will be affected, so they should be given special attention.

3- Constructive:

The supervision process should be constructive and timely. Whether the mistake is small or big, it should not remain until correction. Instead of just removing the mistake, the effort should be to prepare the teachers in such a way that they will not repeat that mistake in the future even unknowingly, it means, it is necessary to establish that thing in their minds. The teachers gradual development is given full attention during constructive supervision. Which makes the performance of teachers better.

A good supervisor always tells teachers what good teaching really is, and doing this he adopts a way that makes teachers feel empowered and they get a motivation to improve teaching.

4- Creative:

Creative supervision requires that the supervisor encourage multiple creativity and free trial, providing opportunities for full participation in an independent manner is the quality of creative supervision that distinguishes it from constructive supervision.

Comment:

Most of our supervisors use critical techniques. Criticism and finding flaws in others work is their favourite hobby, and words of encouragement or approval are rarely heard from their mouths. Even good suggestions from subordinates are sometimes ignored under the influence of a sense of superiority, the main reason being that the duties of supervision sometimes assigned to the people who are not eligible for this.

On the other hand, mere seniority or long service is also considered as qualification for supervision. Whereas for the supervisor some very important qualities based on innovation and understanding are neglected.