Self Assessment
I think that the teaching beliefs emerge through different sources, from personal life experience to the literature you read dedicated to education. Moreover, I think that the mixture of these two domains will make you a good educator, as it is important to take into account your own experience and interpersonal skills when implementing the knowledge provided by theories. It is considered that the teacher has to involve the strategies including “listening, clarifying, encouraging, reflecting, presenting, problem solving, negotiating, directing, standardizing, and reinforcing” (Glickman et al. 89). However, I can tell that these approaches can be faulty if applied incorrectly and without required practice. I think that the interpersonal skills obtained or developed by a person play essential role in refining the teaching approaches and using them within a framework of individual approach to every student.
I have strength in analyzing the behavior of others, which gives me an advantage to assess the students and create an individual approach to each of them. I think it is one of the most important qualities of the teacher, which is being able to see what every student needs. For example, some of them have a talent in technical field, the others are proficient in humanitarian subjects. The main aim of the teacher is to match the talents with the necessary foundation of knowledge that will benefit every child in the class. This believe originated from my own experience of being a student. During my school years, I encountered with both effective and ineffective approaches in teaching. For example, one of the educators in my school believed that excellent knowledge in Chemistry overvalues the importance of other subjects and was prone to advance the curriculum. In this case, some of the students benefited from it due to the interest and talents in this subject, while the others were overwhelmed with the complicated curriculum, which deprived them from learning the other subjects. However, a math teacher believed that it is rational to provide advanced and challenging exercises only to those who had ability in this subject.
Also, I consider that problem-solving skills are essential for children of all ages, which can be developed by making the students question the subject, provide arguments and counterarguments, as well as to teach them how to distinguish between the logical decisions. This belief was proved by the educational literature as well as was backed up by practice. During my entire life I notice certain patterns that emerge from the cause and effect during the processes, which is the basis of knowledge and understanding of the world. By learning this phenomenon, the students will be able to obtain the knowledge quicker and to be applied in practice more effectively.
Questions
I used directive supervision with the new students who required more guidance comparing to the other children by introducing them to the class and providing information on the subject. I think that directive informational supervision was provided to the same students throughout certain period of time to make their knowledge match with the other children. Collaborative supervision was applied together with the other teachers by meeting with each other and resolving an issue presented in several classes. In my case, it was disruptive behavior manifested by a group of students. Nondirective supervision was applied in the case of very talented students by encouraging them to question provided knowledge and create their own experience. Quality supervision is difficult especially in terms of nondirective type, where one mistake can ruin the relationship between students, colleagues, and management.
Works Cited
Glickman, Carl D., Gordon, Stephen P., Ross-Gordon, Jovita M. Basic Guide to SuperVision and Instructional Leadership. New York, NY: Pearson, 2012.
