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Directive Control Behaviors

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

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  1. Directive Control Behaviors R. Martin Reardon’s summary of Chapter 8 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 114-122

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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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