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Directive Control Behaviors. R. Martin Reardon’s summary of Chapter 8 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 114-122. Readers Theater. Read the dialogue on p. 114 Aim: To gain a sense of how this might sound in the real world of the emotions of teachers.

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Directive control behaviors l.jpg

Directive Control Behaviors

R. Martin Reardon’s summary of Chapter 8

Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 114-122


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Readers Theater

  • Read the dialogue on p. 114

  • Aim:

    • To gain a sense of how this might sound in the real world of the emotions of teachers

Session 8: 8 slides


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History of Over-Reliance on Control

  • Historically, control used as first instead of last resort

    • Tying supervision to summative evaluation

    • Forcing teachers into generic “research based” (oversimplified) teaching methods

    • Trying to manipulate teachers into “participation” in decision

  • DC not for all teachers in all situations

    • Not to be used indefinitely

    • Necessary with some teachers & groups in some situations

Session 8: 8 slides


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Issues in DC

  • Precision & frankness essential

    • Difficult to look in the eye & say “I want you to do….”

  • Connotes an adversarial relationship, but

    • Allows S to say what S is convinced will make a difference

    • Shows that S is willing to assume complete responsibility for outcome

  • Only appropriate for formal line authority

  • Time

    • Using DC judiciously saves time for decisions into which faculty input is too problematic

    • Response to “emergencies”

      • Irate parents, student defiance, graffiti removal, fire code violations

Session 8: 8 slides


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Indications

  • Teacher functioning at very low levels of development

  • When teachers have too little general awareness of complexities in situation

  • S will be held totally accountable

  • S is committed to resolution & T are not; or when T prefers S to make decision

  • Emergency

Session 8: 8 slides


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Key point…

“Directive control behaviors are useful in limited circumstances when teachers possess little expertise, involvement, or interest with respect to an instructional problem and[/or when] time is short” (p. 121)

Session 8: 8 slides


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DC Practice

  • Goal Identification Phase

    • Identify problem 2

    • Ask for teacher input

    • State goal, ask if goal is understood, clarify if necessary 3

    • Write goal 1

  • Plan Phase

    • State 3 expectations & rationale for each 3

    • Ask for s input into expectations 3

    • Modify if necessary, provide details 6

    • Review & write expectations 4

Session 8: 8 slides


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DC Practice (ii)

  • Critique Phase

    • “What feedback can you give me on how I conducted this conference?”

    • “What might we do next time to make these conferences more helpful?”

    • Summarize what you have learned & set date for next conference

Session 8: 8 slides


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