1.1 Supervision Of Trainee
i.
The
meaning of trainee supervision
a.
The
process whereby a person (administrator) assists another person (class teacher)
for the purpose of improving the teacher’s teaching and trainee’s learning in
class.
b.
Supervision
in the context of teacher education, is the supervision of the trainee teacher
while he is undergoing teacher training in institution. The supervisor in the
form of an instructor, will observe, evaluate the trainee’s performance and
give feedback to improve his teaching.
c.
Experienced
instructors are selected to observe and evaluate the performance of the
trainee, placed in their institution. Following that, the instructor will give
feedback and suggestions to improve the trainee’s performance. This is a
collaborative effort between the institution and the instructor.
d.
Supervision
focuses on improving the quality of work. It assists instructors and other
professionals in carrying out their tasks as well as possible, through
observation and interview sessions for feedback.
ii.
Methods
of conducting supervision
a.
Before
supervision is carried out, both instructor and trainee agree to the
supervision at an agreed time.
b.
Supervision
begins with a pre-conference session. At this session, the trainee has the
opportunity to state his needs, trainee problems and aspirations. During the
meeting, the supervisor and the trainee discuss new techniques to be applied by
the trainee in class.
c.
After
observing the trainee’s performance, the supervisor has to analyze it.
d.
In
the last phase of supervision, trainee and supervisor discuss the performance
that has been observed. Weaknesses noticed during the observation are analyzed
and suggestions for improvement are discussed.
1.2.
Techniques Of Trainee Motivation
(a)
Trainee’s
involvement (Reward method)
¨
Be
active.
¨
Give
prepared task.
¨
Offer
encouragement.
¨
Instill
a culture of industry, desire for knowledge and inquiring mind.
(b)
Feeling
of curiosity
¨ Emphasize
on intrinsic motives such as interest, feeling of curiosity, involvement and
mind exploration.
¨
Arouse
the feeling of curiosity before introducing the topic.
¨
Create
of the element of surprise.
¨
Provide
concrete and clear ideas.
(c)
Training
room environment
¨
Comfortable,
orderly, and clean.
¨ Avoid
pressure, confusion, embarrassment, fear, personal criticism, disappointment in
the room.
(d)
Consolidation
and feedback
¨
Encourage
the development of positive motive.
¨
Assist
to attain realistic goal.
¨
Ensure
reward – offer encouragement: ‘good’, ‘very good’ ‘excellent’
¨ Positive
consolidation – encouragement, praise, appreciation and adulation
¨
Offer
inspiring compliment, give advise and constructive comments.
¨
Sometimes
warning can be given in diverse situations.
(e)
Collaborative
and cooperative learning
¨
Encouragement
of cooperation
¨
Exchange
of ideas
¨
Discussion
¨
Competition
among groups, to be encouraged to increase performance.
(f)
Level
of aspiration
¨
Level
of aspiration corresponds with trainee’s capability.
¨
Trainee
is high achiever. Level of aspiration must be high compared to trainees who are
low achievers
¨
Give
compliment and encouragement and not just give grades.
1.3
Mentoring
Activities
·
Create
mentor – protégé relationship based on voluntary interaction, not force.
·
This
mentor – protégé relationship covers a cycle made up of:
o
Identification
o
Mutual
trust-building
o
Teaching
of risk-taking
o
Communication
o
Professional
skills
o
Transfer
of professional standards
o
Dissolution
· Mentor
encourages protégé to develop and arrive at short term and long term goals.
· Mentor
provides professional guidance. He teaches protégé day-to-day survival skills
and how to increase career scopes.
· Mentor
protects protégé from committing major errors by not burdening him with to much
responsibility.
· Mentor
provides opportunity for protégé to observe and participate in a particular
activity.
· The
institution provides information on rules but the mentor teaches the necessary
skills on how to handle and observe the rules concerned.
· Mentor
provides protégé the opportunity for development of his professional skills,
through the activities of observation, assessment and practice. This cycle enables
communication and feedback to be acquired continuously.
COUNSELING COACHING AND FACILITATING TRAINEE
2.1 Counseling
Skills
1.
Establishing counselor-client rapport
a.
Must be presentable and credible.
b.
Invites
trust of client through body language and facial expressions.
c.
Be
prepared to listen.
d.
Encourage
client to reveal personal matters.
e.
Be
involved.
2.
Exploration of client
a.
Explore
current situation (experience).
b.
Explore
current meaning (ideas).
c.
Explore
current feeling (feeling).
d.
Explore
reason for such feeling (behavior).
3.
Client’s self realization
a. Leading client to self-realization.
b.
Understanding
client personal problem.
c.
Understanding
personal feeling.
d.
Understanding
personal goal.
4.
Alternative to solutions
a.
Interpretation
of goal.
b.
Choosing
method.
c.
Taking
steps.
d.
Construct
action.
e.
Take
action.
FRAMEWORK OF THE COUNSELING PROCESS, ADAPTED FROM EGAN
THE COUNSELING PROCESS (BETWEEN THE COUNSELOR AND CLIENT)
(EGAN MODEL, 1990)
COUNSELOR: _____________________________
CLIENT: _____________________________
|
PRE -STAGE
|
BUILDING RELATIONSHIP
|
1.
EARLY INVOLVMENT
2.
PROVIDE ATTENTION
3.
LISTEN
|
STAGE 1
|
IDENTIFY PROBLEM
LEVEL 1
|
PROBLEM SITUATION
At this early
stage, the client is asked to state the issue that he is facing or the
environment which prevents him from functioning .Counselor invites client to
voluntarily relate his problem while counselor leads him on. (At this stage
client needs the support and direction of the counselor). Client has the
tendency to tell a story.
The counselor’s role is to listen to all
issues and important events which will be the theme of the client’s story.
Avoid listening to or exploring the theme of client’s story. The counselor
needs only to listen to main and significant events.
|
|
|
LEVEL 2
|
FOCUSSING ON PROBLEM.
At this stage, counselor
guides client to focus on individual event, story or issue explained earlier.
There might be
several issues or a significant event discussed. The counselor will use his
skill and capability to direct the client to the issue to be explored. Choose
whichever issue client regards as most important which needs to be resolved
immediately
|
|
|
LEVEL 3
|
ANALYZE PROBLEM
Apart from the
shared story or issue to be explored, the client is invited by the counselor
to search for new perspectives related to the issue mentioned by the client.
The counselor takes the client to look at the perspective from a different
angle. Application of various counseling theories will help the counselor to
bring a new perspective to the client
|
|
PRE -STAGE
|
BUILDING RELATIONSHIP
|
1.
EARLY INVOLVMENT
2.
PROVIDE ATTENTION
3.
LISTEN
|
STAGE 2
|
EXPLORE ALTERNATIVE
LEVEL 1
|
NEW SCENARIOS
At this stage, the
counselor leads client to understand the whole issue that needs to be shared.
The counselor brings the client to various new scenarios which the client
might think of. The counselor helps the client to create the new vision and
insight that he wishes for.
|
|
|
LEVEL 2
|
SELF CRITIQUE
The counselor leads
the client to criticize or analyze every aspect of the ideas or scenario that
he has presented.
|
|
.
|
LEVEL 3
|
CHOICE
AND COMMITMENT
Counselor
guides client to search for and choose a suitable and realistic objective.
Counselor guides client to give commitment
to his choice.
|
STAGE 3
|
SUMING UP
LEVEL 1
|
BRAINSTORMING STRATEGY
This action stage
is carried out by counselor to invite the client to brainstorm strategies
that a client can adopt realistically.
|
|
|
LEVEL 2
|
FORMULATING A PLAN
Counselor invites
client to think of tactic or specific steps that he can take to make his
action plan a success
Action and method
of implementation will be discussed in detail with client.
|
|
|
LEVEL 3
|
FOLLOW UP
Counselor invites
client to take realistic action. Counselor will provide support and if
necessary, carry out monitoring activity. If it is successful, counseling
will be terminated. Otherwise, counselor can invite client to revert to the
stage of exploring other issues involving the client.
|
2.2
Coaching
Strategies
i. At
pre-coaching stage, before coaching begins, the instructor must think of the
role that he is going to play. Is the instructor going to be a friend, leader,
teacher, counselor, manager, disciplinarian or a role model?
a.
List
out the goals of coaching.
b. Plan
coaching strategies to be applied and expressions/words that you want to use.
ii.
Develop
a close relationship with trainee
a.
Use
the skill of listening to trainee’s views and problem
b. Have
a face-to-face meeting to develop a relationship and an understanding over a
certain issue.
c.
Do
not compare the performance of another person with that of the trainee.
d.
Start
coaching after relationship with trainee or client is established.
e.
During
coaching, instructor relates his own experiences
f.
State
clearly your high expectation of the trainee and your confidence in his
capability.
iii.
Conversation
during coaching
a. Avoid
sitting on opposite sides of the table as this will portray a confrontational
atmosphere. A suitable position is beside him, without a table in between.
b.
On
receiving the topic or problem, the instructor must ask for the trainee’s view.
Pay attention and listen to his views carefully. Give your opinion after he has
expressed his.
c.
Value
and respect the trainees views.
d. Avoid
giving advice. Provide information that the trainee can apply for future
action.
i.
At
the end of coaching activity
a.
What
is important at the end of the coaching is not who is right, or that the
project is completed, but the desire of the trainee to come for further
coaching from the instructor.
b.
Conclude
the coaching session by asking the trainee to list out 2 or 3 important things
that he has learnt.
c.
After
a particular coaching session has ended, the instructor has to cooperate with
the trainee to construct an action plan for his professional development.
ii.
Handling
the problem of rejection, non-cooperation or defensiveness.
a.
Do
not suppose that the trainee’s statement is a sign of rejection,
non-cooperation or defensiveness, on the basis of difference of opinion.
iii. Show
yourself as a role model for any behavior. Demonstrate to the trainee too, how
a certain knowledge or information to arrive at a certain achievement can be
learnt.
iv. Give
feedback to trainee. If the trainee is found to do something ineffectively, the
instructor must inform him and ask him to analyze the situation and find a
solution.
2.3
Identifying
Aspects Of Facilitate Trainee
i.
Principle of learning
Having knowledge of basic learning principles will help a
teacher or instructor to enhance teaching and learning. Here are some
principles proven to be effective in teaching and learning.
a.
Begin
with what the trainee knows.
Learning will more faster when it
builds on what the trainee already knows.
b.
More
from simple to complex
The trainee will find more rewarding
if he has the opportunity to master simple concepts first, and then apply these
concepts to more complex ones.
c.
Make
material meaningful
Another way to facilitate learning is
to relate material to the trainee’s lifestyle. The more meaningful material is
to a trainee, the quicker and easier it will be learned.
d.
Allow
immediate application of knowledge
Giving the trainee the opportunity to
apply his knowledge and skills reinforces learning and builds confidence.
e.
Reward
desired learning with praise
Praise will improve the chances that
the trainees will retain the material or repeat the behavior. Praising your
trainee’s success associates the desired learning goal with a sense of growing
and accepted competence. Reassuring them that they have learned the desired
material or technique can help them retain and refine it.
f.
Use
of teaching aids such as photograph, graph, charts and etc.
i.
Senses and how people learn.
We learn about the world through our five senses, see,
hear, feel, taste and smell. The sense of sight help us to recognise each other
and learn about colour, motion and distance. The sense of hearing helps us
learn from each other through communication. Various sounds can be identified
from our surrounding with the help of sense of hearing.
The sense of touch helps us learn
about our world by feeling it and learning the size, texture and shape of
things. The sense of smell helps us to enjoy life and helps us learn about
unsafe conditions such as smell of dangerous chemicals. Lastly, the sense of
taste which helps us among other things to select and enjoy food. The sense of
taste helps us to differentiate sweet or sour from salty or bitter.
How people learn
In terms of learning, usually we use
three primary senses visual, auditory and kinesthetic-tactile-our eyes, ears
and large and small muscles. By the time an individual has reached adulthood,
we can say that the typical adult has learned:
1% through his/her sense of taste
1 ½% through his/her sense of touch
3 ½% through his/her sense of smell
11% through his/her sense of hearing
83% through his/her sense of sight
In 1983, Howard Gardner (Gage, 1991)
discovered Multiple intelligence amongst peoples. His scholarship led him to
theorize that there are at least seven distinct kinds of intelligence and that
these are only slightly correlated, or interdependent.
a.
Linguistic
intelligence.
This kind of intelligence is seen in its extreme forms in
the nuance of the poet or the writer, or in the inability of an aphasic to use
language. It is refer to as verbal intelligence. It includes the abilities to
use vocabulary, do verbal analysis, comprehend complex verbal material, and
understand metaphors.
b.
Musical
intelligence
This intelligence shows up in people like Mozart or in
Lennon. Every individual has a capacity and potential to appreciate music.
c.
Logical
–mathematical intelligence
This appears in its extremes in mathematical genius, and
in the long chains of reasoning seen in theorizing in high-energy physics or
molecular biology. Arithmethic and algebra also demand this form of
intelligence.
d.
Spatial
intelligence
This is seen clearly in the work of architects and
engineers, who demonstrate unique spatial ability.
e.
Bodily
kinesthetic intelligence.
This kind of intelligence is shown by athletes, dancers,
and jugglers. It is an almost perfect awareness of and control of their bodies.
f.
Intrapersonal
intelligence
This is the form of self-knowledge often seen in
religious people, or in people with special knowledge of their feelings and
control of their bodily functions.
g.
Interpersonal
intelligence
This is called social intelligence, which is has to do
with the ability to make use of subtile cues in our complex social
environment-our families, frienships, schools, clubs and neighbourhoods.
i.
Individual Differences
What Is ‘Individual Differences’?
Individual
Differences is a branch of psychology that studies how and why
individuals differ. Its main sub-branches are the study of cognitive abilities,
motivation, personality, and temperament (including both mood and emotion).
The focus of investigation in
individual differences research is on the variables that form the basis for
manifest differences in behavior and performance among individuals and between
groups. For example, it is commonly observed that individuals differ in
personality, motivation, and intellectual ability.
In sum, people differ in the ways they
perceive, think, feel, and behave. Researchers have identified many specific
examples of these differences, as summarized in the chart which follows.
Equally important, the personal and professional experiences of educators
provide constant evidence that style differences exist and that they affect
many aspects of learning and teaching each day.
To provide an equal opportunity for
all trainees to be successful in school, educators must first develop a deep
understanding of individual differences in learning. The research and theories
on culture and learning style adequately document learning differences among
individuals. While these theories are familiar to many educators, and generally
accepted, their application is relatively shallow. For example, many teachers
know that it is important to provide a
Many teachers know that the active,
kinesthetic learner needs hands-on experiences. A deeper understanding of these
learners tells us that the experiences should come early in the process while
the initial understanding of the concepts and skills are being developed, not
just during practice time. Yet many times these learners are asked to
“understand” first, the “do” later. The kinesthetic learner needs to manipulate
the science equipment to understand the concepts, and she will learn abstract
math concepts while doing the measurement project or even after it’s completed.
The kinesthetic learners’ impatience to get started sometimes causes teachers
to demand that they explain what they will do before they start. This is
difficult for these students, since the doing leads to the understanding and
then explaining.
Question
1
Explain
the meaning of trainee briefly and to the point.
Question
2
What
is the difference between supervision and mentoring?
- Supervision focuses on
- Mentoring focuses on
Question
3
What
is the supervisor’s first step before he starts to supervise?
REFERENCES:
1.
Robert.
F. Bickler, Jack Snowman , Psychology Applied to Teaching, Hughton, Mifflin Company, Boston, 1999.
2.
Kathryn
Harwell-Lee, Journal of Staff Development,
Vol 20, no 3, 1999
3.
Matt
M. Starcevich and Fred L Friend , Attributes of Effective Mentoring
Relationship Partner Perspective, 1998
4.
David
C. Berlimer, Educational Psychology, Hueyhter, Mifflin Lo. 1, 1992
5.
James
P. Sarpser , Career Counseling and Services, Thomson and Books / Cole,
U.S.S, 2004
6.
Pager
Buckley and Jim Caple, The Theory and Practice of Training, Stylus
Publishing, U.S.S, 2000
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