First Homewrok

1. Southern Philippines Agri-Business and Marine and Aquatic School of Technology
Graduate School
Mati, Digos City
EDEM 510:
Administration and Supervision of Educational Programs
Submitted to:
Dr. Susan F. Labutap
Submitted by:
Mary Grace O. Pagas
(MaEd – EM - I)

2. 1. It is a common expressed opinion that the “image” of the public school has
become “tarnished” in recent years.
*List what you consider to be the greatest causes of this decline in
public esteem and briefly discuss what you as a principal/teacher
would propose to reverse this trend and enhance the prestige of your
school.
The greatest causes of the decline in public regard towards the image of the
public schools include the following:
 Behavior problems of some students. Some schools are
considered grounds for the formation of gangs among students. These
gangs are sometimes involved in feuds among other gangs that often
result to violence. If not outside campus, these disputes sometimes
occur during school hours inside the campus, which causes
disturbances to ongoing classes and sometimes can involve those
students which don’t have any part of it. As a teacher of a school
which has a problem similar to this, I would address this by promoting
activities inside the classroom that would minimize the involvement of
the students to gangs. Activities that would help students focus to the
development of their well-being, instead of diverting their time to
gangs which brings no good to them.
 Support from parents are lacking in Public Schools. Participation
of parents to the education of their children is a must. A child should
be encouraged and guided through his/her learning process. A child
that receives adequate support and guidance, often, excel in school
activities. If one knows that he/she is not alone in the process, one can
gain confidence in everything that you do. Parent Teacher Associations
in public schools sometimes are not that active in promoting projects
that would help the learners. As a teacher, I will try to strengthen the
PTA by encouraging parents to get engaged in the process of learning
of the students. That even if their children are outside school premises,
they are still focused to school work and studying. Also with the PTA,
come up with projects that would definitely facilitate in the learning
process of the students.
 Student discipline is definitely an issue in the public school
system. Often, people think that if students are from public school,
they are not well-mannered and disciplined. Being a teacher, I would
extend this concern to the parents of the students. Having an
established discipline at home will make students very effective
learners.

3. 2. List and discuss three sources of conflict in a school organization and tell what
the principal/supervisor can do to reduce each.
Conflict resolution is an important area that calls for professional development
among the participants. Lacked negotiation and mediation skills when conflict
situations arose are common. Principals and teachers may experience conflict due
to unclear 1.parameters of their roles in a collaborative-based system,
2.presence of competing responsibilities (for example, instruction of class vs.
making time for team planning), and 3.overload of tasks due to inadequate
time, energy or resources.
The following can be done to reduce each: (in order)
 The “right” school culture is crucial in any school if it was to deal with
conflict effectively. Effective school principals would set an atmosphere of
collegiality where conflict is managed to the benefit of all in the
organization. School principals and their management teams should foster
a culture that would be susceptible to change. Usually it is change
initiatives that are a source of many conflicts in schools.
 Practicing school principals need an ongoing formal professional
development because education practices constantly change all the time.
 School principals should not only refine their own professional
development but should build more teacher leaders in their schools. This
would equip the school with a team of “expert educators” who will know
what to do during the times of conflict.
 Developing people-enabling teachers to do their jobs effectively, offering
intellectual support and stimulation to improve the work and providing
models of practice and support.
 Setting directions for the organization developing shared goals, monitoring
organizational performance and promoting effective communication.

4. 3. Indicate three reasons teachers fail to achieve maximum effectiveness in the
classroom and the actions a principal/supervisor may take to help teachers’
effectiveness in these areas.
1. Lack of motivation from the Teachers
 Use behavioral techniques to help students exert themselves and work
toward remote goals.
 Make sure that students know what they are to do, how to proceed, and
how to determine when they have achieved goals.
 Do everything possible to satisfy deficiency needs -- physiological, safety,
belongingness, and esteem.
 Enhance the attractions and minimize the dangers of growth choices.
 Direct learning experiences toward feelings of success in an effort to
encourage an orientation toward achievement, a positive self-concept, and
a strong sense of self-efficacy.
 Try to encourage the development of need achievement, self-confidence,
and self-direction in students who need these qualities.
 Try to make learning interesting by emphasizing activity, investigation,
adventure, social interaction, and usefulness.
2. Non-effective Classroom Management
 Create a classroom environment that provides structure and support and
reinforces positive behavior. Set your standards high; be clear and realistic
in your explanations.
3. Lack of Varying Creative Teaching Strategies
 Effective instruction is achieved through creative teaching strategies.
Effective instruction is:
 Eclectic – there is no single “best” way to plan instruction
 Flexible – the teacher’s judgment allows for adaptation to
instruction based on needs of students
 Interactive – students are assumed to be assumed to be active
participants in learning constructed through understanding of an
instructional cycle
 Collaborative – the development, implementation and
adaptation of instruction that occurs through reflection with
colleagues based on positive, reciprocal relationships between
the teacher and the student informed by research knowledge
but also by the personal, local experiences of teachers and
students.

5. 4. Developmental supervision of teachers calls for the use of different
supervisory approaches be the supervisor
*Describe three (3) different approaches that might be used and the rationale
for each.
Nondirective, Collaborative, and Directive Supervision Styles
Nondirective
The communication behaviors of active listening, paraphrasing, questioning,
clarifying, and reflecting are used to extract the teacher candidates' own solutions
for improving their instructional performance in nondirective supervision. The
supervisory role is to serve as a sounding board. University supervisors or
cooperating teachers withhold their own input, verify accuracy of the solutions, elicit
information without value judgment, and encourage student teachers' explanations
of their positions. They do this by listening actively for the purpose of understanding
not only what is said but also the perceptions of the student teachers. Active
listening includes making eye contact; nodding the head; summarizing the message
and the feelings that have been heard, as in, "I understand that you are saying...";
and encouraging and acknowledging responses such as, "Yes, I'm following. Tell me
more."
Collaborative Supervision
The communication behaviors of problem solving, sharing, brainstorming,
compromising, consensus, negotiating, teamwork, and mutual goal setting are
characteristic of collaborative supervision. The university supervisor's and
cooperating teacher's role in guiding the conference is to first actively listen to the
teacher candidates' reflections by asking how they felt about the lesson, what went
well, what they did not bring that about, and what was disappointing. Next the
university supervisors and/or cooperating teachers present their own position,
describing it in terms of its impact on themselves. "In my own experience..." and "It
is my belief..." are examples of "I" messages. This communication behavior is less
likely to be perceived as a complaint or a criticism of the teacher candidate. Once
both positions have been clarified, a list of possible solutions is generated by both
parties involved. The discussion is then moved to an examination of each other's
ideas, looking for commonalities as well as differences.
Directive Supervision
The communication behaviors of presenting, clarifying, controlling, directing,
standardizing, and reinforcing are characteristic of directive supervision. The
supervisory role in guiding the conference is to inform, direct, and assess the
student teacher's performance. This direct approach may include reinforcement or
direct instruction in skills or concepts. The university supervisors and/or cooperating
teachers are responsible for providing the direction and choices for the teacher
candidate. They begin by reviewing the data collected during the observation,
analyzing the results for the student teacher, and concluding with a plan of action.
They ask for input into the plan, listening to see if the student teacher understands.
Finally, they clarify the details of the plan along with the rationale, setting up the
expected criteria and the time frame for the plan to be implemented. Possible
consequences, either positive or negative, may need to be discussed.

6. 5. A supervisor can facilitate effective communication. Discuss three (3) skills
necessary to facilitate effective communication.
1. Learn to Listen
Listening is not the same as hearing; learn to listen not only to the words being
spoken but how they are being spoken and the non-verbal messages sent with
them. Use the techniques of clarification and reflection to confirm what the other
person has said and avoid any confusion. Try not to think about what to say next
whilst listening; instead clear your mind and focus on the message being received.
Your friends, colleagues and other acquaintances will appreciate good listening skills.
 Be Aware of Other People’s Emotions
 Empathize
 Encourage
2. Learn to Communicate Effectively
Do not say the first thing that comes into your head but instead take a moment and
pay close attention to what you say and how you say it.
Focus on the meaning of what you want to communicate. Aim to increase
understanding by considering how your message might be received by the other
person. By communicating clearly, you can help avoid misunderstandings and
potential conflict with others. By speaking eloquently you will come across as more
intelligent and mature.
Be aware of the messages you are sending via non-verbal channels: make eye
contact and avoid defensive body language. Present information in a way that its
meaning can be clearly understood. Pay particular attention to differences in culture,
past experiences, attitudes and abilities before conveying your message. Avoid
jargon and over-complicated language; explain things as simply as possible. Request
clarification if unclear about a message. Always avoid racist and sexist terms or any
language that may cause offence.
 Use humor
 Treat people equally
 Attempt to resolve conflict
 Maintain a positive attitude and smile
3. Minimize Stress
Some communication scenarios are, by their nature, stressful. Stress can however
be a major barrier to effective communication; all parties should try to remain calm
and focused.
For tips and advice about stress relief and avoidance see our pages: Avoiding
Stress and Tips for Relieving Stress. It is also important to learn how to relax we
have a series of pages covering Relaxation Techniques.
 Only Complain when Absolutely Necessary

7. References:
1. http://www.unilorin.edu.ng/journals/education/ije/june2003/Conflict%20Management%20i
n%20Educational%20Institutions.pdf
2. http://www.iijoe.org/IIJE_03_v1_i1_2012.pdf
3. http://novaexplore.com/NJHS/wp-content/uploads/sites/5/2014/02/Nova.JHS_.13-22.pdf
4. http://www.ulstergaa.ie/wp-content/uploads/coaching/team-management-2012/unit-
3/sources-of-conflict-and-methods-of-resolution.pdf
5. http://education.und.edu/field-placement/files/docs/supervision-styles.pdf
6. https://socialwork.byu.edu/SiteAssets/Field/Instructors/Toward%20a%20Common-14.
Factors%20Approach%20to%20Supervision.pdf
7. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198011_glickman.pdf
8. http://www.skillsyouneed.com/ips/improving-communication.html
9. http://www.livestrong.com/article/82418-examples-effective-communication-skills/
10. http://www.mindtools.com/pages/article/RoleofAFacilitator.htm
11. http://college.cengage.com/education/pbl/tc/motivate.html
12. http://www.newteachersnwt.ca/professional_advice3.html