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They respect their supervisees as persons and as developing professionals, and are sensitive to individual differences (e.g., gender, race, ethnicity) of supervisees. Slide 3: Even more, good supervisors really enjoy supervision, are committed to helping the counselor grow have a clear sense of their own strengths and limitations as a supervisor, and can identify how their personal traits and interpersonal style may affect the conduct of supervision. Slide 4: Finally, good supervisors have a sense of humor which helps both the supervisor and supervisee get through rough spots in their work together and achieve a healthy perspective on their work. Slide 5: good supervisors are knowledgeable and competent counselors and supervisors. They have extensive training and wide experience in counseling, which have helped them achieve a broad perspective of the field. Slide 6: They seek ongoing growth in counseling and supervision through continuing education activities, self-evaluation, and feedback from supervisees, clients, other supervisors, and colleagues. Slide 7: Good supervisors also have the professional skills of good teachers (e.g., applying learning theory, developing sequential short-term goals, evaluating interventions and supervisee learning) and good consultants Nurturing Your Student : Nurturing Your Student *Take care of new student. *Student need to feel valued and appreciated. . *Empowerment - allow students to make decisions. * DELEGATE - Are you delegating a lot of tasks but no real authority or responsibility? *Take advantage of their skills and abilities Slide 9: Take advantage of their skills and abilities Do nice things. Don’t be a control freak Ask students……. What can I do for you? What am I not doing? Ask yourself….. how do I make my students feel? Always be FAIR…….. Don’t show favoritism. Slide 10: Show trust and confidence Recognize accomplishments Remember………..There’s a fine line between being friendly, supportive, and still clearly in charge AND trying to be friends and not being taken seriously. : Supervisory techniques: The Golden Rule: Do Unto Others As you Would Have Them Do Unto You. Effective supervisors always consider the importance of student morale. (Stressful conditions create a poor self-image and low morale. Low morale permeates the students performance which affects the quality of the teaching-learning process. Slide 12: Treat people as individuals (use different modes of learning) Clearly establish the role as leader/supervisor in a positive manner. Being “the Boss”, means being “bossy” stunts creativity and productivity. Be a coach, a mentor to your staff. Help staff be successful and feel good about themselves. Delegate authority when appropriate and necessary. Slide 13: Give directions and assignments that are clear and easy to follow. Encourage teamwork. We’re in this together. Students don’t want to take orders, they want to take part. Slide 14: Motivation * You have a huge impact on how your staff feels and how your staff feels has a large impact on how they perform *They won’t be motivated if they don’t feel good about themselves *Show and encourage optimism *Take “How are you?” seriously; show sincere concern *High expectations lead to success (such as Accreditation) Slide 15: *Communicate enthusiasm *Praise students – give feedback; clear and consistent *Small incentives and rewards *When you see something wrong, focus on behavior – not the person. Reprimand behavior. End discussion positively *Be consistent and fair * Inject some fun Slide 16: * Get to know your students so that you know exactly what motivates them personally. Remember: you can not change another person. But, you can sometimes influence them and motivate them to change. Don’t make the mistake of assuming that everyone should be like you. Diversity makes a great team. Value differences. Slide 17: Qualities of a good supervisor: 1. 2 3. 4. 5. 6. 7. 8. 9. 10. LEAD BY EXAMPLE Principles and Practices of good supervision : Principles and Practices of good supervision The principles of good supervision and supervisory practices are binding on both the supervisors and postgraduate students. At least one supervisor is appointed to each student preparing his/her dissertation. The postgraduate student can influence the selection of supervisors. Slide 19: Supervisory relations can be revised and changed as the research proceeds. If the postgraduate student has more than one supervisor, it is a good idea to appoint one of them as the main supervisor, who takes responsibility for overall supervision and postgraduate studies. Supervision must adjust to the postgraduate's research. Slide 20: Good supervision requires that the supervisors know and communicate with one another. Good supervision practices also include the continuity and regularity of supervision. Both the supervisor and the student shall comply with the rules of research ethics. A Framework for Analyzing School Functioning : A Framework for Analyzing School Functioning Administration Relation with the administration Relations within school CLASSROOM Teaching – Learning Process Results Characteristics of Teachers Material Teaching- Learning Conditions Pedagogical Conditions Characteristics of The Learners Relations with Parents Community SCHOOL ENVIRONMENT Slide 22: In school relations: manifestly the most important element here is the role played by the head teacher. Relations with parents: naturally, parents are supposed to be the most direct partners of the teachers in educating their children. Relations with the administration: although school functioning is greatly influenced by its immediate local environment, a school is also part of an overall system. SOURCES : SOURCES http://www.unesco.org/iiep/PDF/TR_Mods/SUP_Mod1.pdf?class=IIEP_PDF_pubs&page=SUP_Mod1&estat_url=http://www.unesco.org/iiep/PDF/TR_Mods/SUP_Mod1.pdf http://www.iiep.unesco.org/index.php?id=111 Slide 24: THE END You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.