A brief course in the teaching process

by George D. Strayer

Illustrative drawings.

Maps showing coal and iron regions, course of rivers.

Related language work.

Reference reading.

CHAPTER XVII
THE TEACHER IN RELATION TO SUPERVISION

Teachers are generally responsible in some measure to one or more supervisory officers. Those who control the schools believe that better work will be done because of the supervision which is provided. It may not be out of place, therefore, in a book devoted to the problems of the teacher to consider the relation to supervision and to those who supervise her work.

The fundamental purpose of supervision, whether of schools or of other activities, is increased efficiency of all who participate in the work. Supervisors are worthy of the name only when they do their best to increase the efficiency of every teacher with whom they come in contact. Happily, this attitude of helpfulness characterizes most of those who are known as principals, primary or grammar-grade supervisors, subject supervisors, assistant and associate superintendents, and superintendents of schools. It may be that because of the great number of teachers employed in a system of schools some of these officers can have little direct relationship with individual teachers; but in the organization of the schools, by means of regulations, courses of study and the like, or through those who come directly in contact with teachers, these men and women seek to help each teacher to do better work. It is important that all teachers realize clearly the significance of the supervisor’s work, and that she avail herself of the help and coöperation which is thus provided.

One of the functions of the supervisor is to criticize the work which is being done by individual teachers. It is especially difficult for some teachers to appreciate the purpose of such criticism, or to avail themselves of the aid which is offered in this form. Let us examine the different kinds of criticism which one may expect to receive, and try to discover how to get the most out of this instrument of supervision.

There are supervisors whose criticism is occasionally purely negative. They come into the room, observe some of the work, and remark, either at the time or later, that the work was good, or that it was poor. It does not help one much, except in a feeling of good will toward the supervisor, when told that work is well done; nor is it very significant for future work that one’s efforts have been condemned. When the supervisor indulges in this type of criticism, the teacher has a right to ask him for the reasons which lead him to praise or to condemn. If excellent work is to be repeated, then the elements which have made for success should be pointed out. One may try to repeat good work and fail miserably because the elements in the excellent work which made for success have been overlooked in the second effort. Likewise failure may occur, even though it has been stamped as poor work, because the teacher fails to see the essential weakness of her effort.