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://latrobe.libguides.com/reflectivepractice/models
https://faculty.londondeanery.ac.uk/e-learning/supervision/a-question-based-approach-to-supervision
http://www.ascd.org/publications/educational-leadership/sept16/vol74/num01/Seven-Cs-for-Effective-Teaching.aspx
https://www.google.com.pk/search?q=A+Question-Based+Approach+to+Supervision%3A+The+7+C%E2%80%9Fs+as+teacher+reflective+practice&rlz=1C1CHBF_enPK777PK777&oq=A+Question-Based+Approach+to+Supervision%3A+The+7+C%E2%80%9Fs+as+teacher+reflective+practice+&aqs=chrome..69i57j69i64l3.28646j0j4&sourceid=chrome&ie=UTF-8
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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