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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

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
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

history of over reliance on control
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

issues in dc
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

indications
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

key point
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

dc practice
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

dc practice ii
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