Common Sense In Teaching And Supervising

Excerpt from Common Sense in School Supervision These chapters on Supervision of Instruction have grown out of classroom experience and out of supervisory experiences of all kinds; routine supervision, conferences of teachers and supervisors; conferences of supervisors and superintendent; public lectures and private discussions of the principles of supervision; actual experimentation with the supervisory practices herein recommended. If speaking from experience be regarded a valid reason for speaking at all on a subject, then these chapters have the fullest possible warrant; thirty years of practicing, of speaking, and of writing the ideas presented. The order of presentation has been determined by. experiment. Following the discussion of a topic different groups of persons were asked to tell, "What question about Supervision of Instruction arises from the discussion just ended?" Either a unanimous or a majority opinion would then choose the topic which i is next treated in the text. Thus the order of the I chapters is entirely a psychological order. A closely consecutive reading of the chapters may arouse the feeling that certain ideas have been stated more than once. Usually the restatement seemed necessary to complete the discussion of the topic under consideration and was, therefore, made unhesitatingly. Usually, too, the desire to make a lasting impression of the ideas repeated was part of the actuating motive. Moreover, the restatement is always a new statement. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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This updated bestseller offers more than 70 easy-to-implement classroom strategies with new tips for handling standardized testing, Internet safety, classroom hygiene, parent-teacher relationships, and more!

Revised, updated, and expanded, this practical hands-on book is packed full of step-by-step guidelines and suggestions for carrying out a multitude of leadership tasks and responsibilities focused on a changing workforce that serves an equally changing and complex society. While emphasizing the real value of common sense in good leadership practices, the author furnishes the aspiring novice or veteran police supervisor with specific advice on how to train, counsel, inspect, discipline, and assess the performance of his or her subordinates. He strives to help the supervisor with the vital obligations of being a planner, a problem resolution officer, and effective communicator within as well as outside the law enforcement organization. Major topics include: (1) what supervision means and what you need to know; (2) supervisory ethics, professional responsibilities as a teacher, inspector, advocate, and role model; (3) the key qualities of true leadership; (4) the vital job as an evaluator of employee performance, discipline in the correction process, oral and written communication skills; (5) the skills needed when dealing with the news media; (6) assistance in planning a career as a first-line leader in supervision; (7) the skills necessary for effective counseling; (8) managing external and internal complaints; (9) an effective role in community policing and customer service; and (10) effective leadership of different generations. Each chapter concludes with a brief “Points to Remember” that provides a quickly-read and easily remembered checklist of the chapter’s salient points. The seventh edition furnishes many more practical, helpful, and real-life examples pertaining to leadership issues. In addition, a new chapter, “Working for Someone,” offers insight into this all-important topic of what your supervisor expects, some pitfalls to avoid, addressing the boss’s problems, and learning the boss’s job. This new edition offers a realistic approach to the challenging task of providing strong, effective leadership to front-line employees in a dynamic, demanding profession.

Special help for special education teachers means special success for students! Do you have too many IEPs on your desk? Is it five o’clock and do you still need to contact parents, social workers, and general education co-teachers? Teachers new to special education often feel overwhelmed at the amount of additional planning and information management required. This practical guide shows you how to shape the structure of the teaching day to ensure that learners with special needs experience success. It includes simple teacher-tested, easy-to-implement strategies needing 5 steps or fewer to: • Organize students to make the most of the time you have with them • Use incentive programs and meaningful consequences to achieve desired behaviors • Coordinate with co-teachers, general education teachers, and staff to maximize your efforts Special Education teachers face different challenges, paperwork shouldn’t be one of them. When the key paperwork is at your fingertips, the lesson plan is prepared, and the to-do list is written, you will find more time in your day for what’s most important-your students!

Today's diverse classrooms challenge even the most experienced teachers. Using an easy-to-read format, this resource offers tools and techniques that teachers can use to reach all learners, particularly those with more significant disabilities, and give them the support they need to succeed.