SupervisoryBehaviorContinuum.pptVIP

Session 6: 21 slides Supervisory Behavior Continuum R. Martin Reardon’s summary of Chapter 6 Glickman, C. D., Gordon, S. P. Ross-Gordon, J. M. (2009), 93-102 Purposeful behaviors… …contribute to the decision being made at the conference or meeting Listening Looks at speaker; nods head to indicate understanding; says “uh-huh” etc. Clarifying “Do you mean that…” “Would you explain…” “I’m confused about…” Encouraging Help the speaker to continue to explain. “Continue on” “Tell me more” Reflecting Summarizes paraphrases speaker’s words. “So, the issue is…” Presenting S gives own ideas. “This is how I see it…” “What can be done is…” Problem Solving Pressing for a list of possible solutions. “Let’s each write down what could be done…” Purposeful behaviors (ii) Negotiating S moves from possible to probable. “How can we change that to be acceptable to all?” Directing S tells particpant(s) what the choices are (“These are the alternatives. Which will you choose?”) OR what to do “I want you to…” “The policy will be…” Standardizing S sets expected criteria time. “By next Monday, I want…” Reinforcing S hints at possible consequences Positive: “I know you can do it!” Negative: “If it’s not done on time…” Continuum of purposeful behaviors Who controls the final decision? Approach Nondirective Collaborative Directive Informational Directive Control “Know thyself…” Johari Window Why bother to think about myself? Needed to maximize effectiveness as Supervisor Choice to remain a private person creates an unhelpful distance Examples? Need to be aware of our stance whether we wish faculty to be so with us Can only improve what we know Inability to face shortcomings can lead to disaster Cognitive Dissonance Cognitive Dissonance (ii) E.G., 2004 3rd Presidential Debate Kerry: support for partial-birth abortion v membership of Roman Catholic Church Cog.Diss. especially relevant with teachers Conscious of “calling” to be teacher Supporting “cause beyond oneself” Motivated by achieving t