Q1: What is supervision? As a teacher, how 7Cs of question based approach to supervision helps you to ensure the implementation of reflective practices in educational environment?
Answer:
Part A)
Supervision is the
act or function of overseeing something or somebody. It is the process by which
a trained senior professional helps another person to learn and develop
professionally through engaging in a process of review of and reflection on
their work.
Supervision in
education is made up of collaborative observation and feedback. And both of
these aspects important and relevant to varying degrees in supervision,
depending on the context in which it conducted. It can be helpful to think
about supervision both in terms of development (which is related to ongoing
professional learning) of an individual the focus person as well as improving
performance (which is related to clinical governance and standard setting) of
an individual in an organization.
Part B)
Educational
supervision may sometimes require a more directive and guidance- based approach
than open approach. Tomm (1988)
suggest asking different kinds of question which can help people from new
angles. These
techniques and ways of asking questions have been formulated into some core
concepts, the seven Cs (adapted from Launer,
2006b), which illustrate how to put supervision into practice. As a teacher, 7Cs of question based approach to
supervision helps me to ensure the implementation of reflective practices in educational
environment. There reason behind is that:
1.
As the first “C” as an approach
supervision is code conversations. Within question-based approach supervision, conversation implies that language,
conversation itself is the working tool for reflection. As, the effective
conversations can create the new understanding both, for the focus person and
for the supervisor, therefor it help me to understanding, unpacking reality and
getting much more clarity about the components of reality. And help me to
thinking, rethinking and reconstructing the experiencing in order to make sense
of them being a teacher.
2.
The second “C” of supervision is
curiosity. It’s important as a part of this process that both the supervisor
and the focused person a using process as way to develop an interest curiosity
about teaching and learning the experiences that students having, the
experiencing teacher and other teachers having with in the school in a way to
create a story a narrative which describe the whole process. It’s therefore
about paying close attention to detail and look at the details and the may be
components of these which are more physical rather than verbal. This aspect the
approach the supervision is useful because it is very holistic.
3.
The third “C” in supervision is the
contexts. This develops an understanding
of the RP’s networks, their sense of culture, faith, beliefs, community,
values, history and geography, and how these affect teaching. As the reflective
practitioner working in a particular environment and therefore both the
supervisor and reflective practitioner should understand the networks and the
culture around the particular environment. Like what of the beliefs, the faith
in teaching, the understanding of the community, the cohesiveness of the
community. All of these can play a significant part in unpacking their
experiences.
4.
As the forth part of this 7C’s is
about having interest in the interactions and enjoying the process of the
supervision, and benefiting from the process in a very personal way by
exploring stories. Therefore this will
be also helpful for me to ensure
the implementation of reflective practices in educational environment
5.
The fifth of this process the
supervision is code creativity. Part of the cycler supervision must lead to
some exploration how it can be changed. And it may need both the focused person
and the supervisor to explore jointly different ways of dealing with things. Perhaps
inviting looking very creatively around solution to problems. So it will be
also helpful to ensure the
implementation of reflective practices in educational environment
6.
As the six C is caution, looking for
cues from teaching involves working at level which is very challenging for the
focused person. And so in order to conduct effective supervision. It’s
important the a lot of care taken so the level of challenge is not too much, their
challenge should be there, but too much challenge actually become stress.
7.
And as the final “C” of the
supervision is care. This encompasses being respectful, considerate and
attentive. it means ensuring that reflective practice is carried out within in
an ethical framework. As this encompasses the idea respectfulness and the
consideration of the process and of the person reflective practitioner the
supervision is the around. Therefore the whole supervision cycle uncertainly
the work of the supervisor need to be conduct in a way which is very ethical
and consider it and understanding conditionality. So seven “C” also be helpful
to ensure the
implementation of reflective practices in educational environment.
Q2: What is a theory? Explain the aims of theory building. As a
reflective practitioner, what could be the issues you have to face in
developing your own personal theory?
Answer:
Part A)
Definition: Theory
is a coherent a meaning full set of general concept, propositions use as
principles of explanation of the apparent relationships of certain observed
phenomena. This word is a noun and comes from the Greek theoria, which means "contemplation
or speculation."
“A theory is a contemplative and rational type of
abstract or generalizing thinking, or the results of such thinking. Depending
on the context, the results might, for example, include generalized
explanations of how nature works.” (Wikipedia)
Part B)
Aims
of building theory:
·
Building theory from and for practice
for the reflective practitioner is a process of personal theory building. The
aims of theory building are essentially about explanation and prediction,
explaining things which experiences, which occurring in the classroom. For example what produce bad behavior in a
classroom? And making prediction in relation to the teaching they are engage
with, (if we do action “A” what will be the result “B”).
·
Theory building for reflective
practitioner is an attempt to construct and also evaluate explanatory
statements about what were they experiencing, what is going on around us.
·
And we can think of some very simple
perhaps common sense examples of this: like punishments deter bad behavior. This
is an example of explanatory expression which we’re attempting to define. Or
for-example improved teaching increases student achievement, again another
common sense example which helps us understand the process of personal theory
building. Yes we can say this improve teaching increase students achievement.
But the question for individual reflective practitioner is how they do improve
the teaching in order to improve achievement.
·
For the reflective practitioner then theory
building can be occur one or two different levels. And it can be very abstract
level, where the ideas are abstracted in order to comes terms to them where
working with concepts around understanding. But theory building can also occur
at the empirical level in other words experience of reality. And these two
levels interact with one another for the reflective practitioner as the part of
theory building process.
Part C)
A
process for personal theory building and issues in developing your personal
theory:
·
There is off-course issues can consider
in terms of personal theory development. The most significant is that people will
tend not to change their beliefs very easily unless there are opportunities to
really critical reflect on them and understand how they need to change, why they
needs to change. We tend to hold on to valuism belief very strongly until we are
forced by common sense, by knowledge in order to change them.
·
Another issue around personal theory
building is that the intention to learn for the reflective practitioner comes
from particular problems, or issues which being experienced and it’s a desire
to change practice to deal with that problem or experience or remain up to date
in terms of knowledge and skill, which is significant in terms of theory
building.
·
And the intention to learn is essential
to this process because it is a recurring process recursive and it is not
something which is just happen one time and then stop. For the reflective
practitioner theory building is ongoing, ever changing, evolving and therefore
an issue for the reflective practitioner is that they should always be an
intention to learn and develop, so that theory can actually be build.
Reference:
·
EDU 406 lecture, handouts, VULMS
important links
·
Google, Yahoo, Wikipedia search
·
And
https://www.google.com.pk/search?rlz=1C1CHBF_enPK777PK777&ei=pXtpW4KFCcSAabWpl5AD&q=7c%27s+and+reflective+practice+as+teacher+in+school&oq=7c%27s+and+reflective+practice+as+teacher+in+school&gs_l=psy-ab.3..33i160k1.18981.30384.0.31280.21.21.0.0.0.0.517.4153.2-2j9j0j1.12.0....0...1c.1.64.psy-ab..9.9.3117...33i21k1.0.NRAazgmwfHY
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