Teacher Supervision Quotes

I picked up one of the books and flipped through it. Don't get me wrong, I like reading. But some books should come with warning labels: Caution: contains characters and plots guaranteed to induce sleepiness. Do not attempt to operate heavy machinery after ingesting more than one chapter. Has been known to cause blindness, seizures and a terminal loathing of literature. Should only be taken under the supervision of a highly trained English teacher. Preferably one who grades on the curve.

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'.

Even though we long for community-for places of common vision, shared purpose, cooperative effort, and personal fulfillment within collective commitment-we most often settle for institutions. That is, we generally find ourselves in impersonal places characterized by interchangeable parts, hierarchy, competition, and layers of supervision.

By not encouraging injuries, a mother avoids having to close wounds later on. Erika's mother prefers inflicting injuries herself, then supervising the therapy.

If teachers systematically attend to classroom strategies and behaviors (Domain 1), planning and preparing (Domain 2), reflecting on teaching (Domain 3), and collegiality and professionalism (Domain 4), they will surely enhance their professional status.

You are the TEACHER. Some people are so stuck on what you did in the past, that they don't realize that you forgave yourself, matured, and graduated from what happened. Yet here they are stuck on that memory..wondering how you were able to move on. Time waits for no one and life keeps going. When haters try to remind you of your past, starve their attention with silence..Just realize that you don't have time to supervise adults. You got things to do and individuals to mentor. What was designed to crush you just strengthened your walk, put confidence in your talk, and encouraged you to be content with You. Their presence or opinion is only entertainment in the bleachers, tolerated decorations on the wall, and the uncelebrated clown at your events. Remember you are the teacher and they are the student...take charge of your classroom!!

The pandemic further exposed the nation’s shameful mistreatment of teachers, which remains underaddressed. As school staff fled the profession, districts ordered teachers to take on additional roles, such as substituting for other educators during their lunch and planning periods or supervising students from other classes alongside their own. By 2022, when there were 567,000 fewer public school educators than before the pandemic, a National Education Association (NEA) survey found that three-quarters of its members were handling extra responsibilities and/or covering for coworkers.

For those teachers I have mentioned, and also for me, teaching is much more than a job. It is a responsibility to those under my supervision—a responsibility to teach them. And how can I tell if I’ve taught them, if I’ve been successful? Right. Only if they’ve learned. Therefore, I have learned to focus on studying people, especially young people. I study the way they react, the way they are motivated, the way they are frustrated, and the way they work. This will help me discover the way they learn and when I discover that, I’m half way there. The methods I learned, both for the classroom and for the court, were created from and for my students.” - John Wooden

Having a good time together is the essence of lovingness and the best means of increasing it. Boys and girls need chances to be around their father, to be enjoyed by him and if possible to do things with him. Better to play fifteen minutes enjoyably and then say, 'Now I'm going to read my paper' than to spend all day at the zoo crossly. Parental trust is extremely important in the guidance of adolescent children as they get further and further away from the direct supervision of their parents and teachers. I don't mean that trust without clear guidance is enough, but guidance without trust is worthless. Don't worry about trying to do a perfect job. There is no perfect job. There is no one way of raising your children.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

The aim of both little books, if you're interested," he said, " is supposedly to wake everybody up to the need and benefits of saying the Jesus Prayer incessantly. First under supervision of a qualified teacher - a sort of Christian guru - and then, after the person's mastered it to some extent, he's supposed to go on with it on his own. And the main idea is that it's not suppose to be just for pious bastards and breast-beaters. You can be busy robbing the goddam poor box, but you're to say the prayer while you rob it. Enlightenment's supposed to come with the prayer, not before it." Zooey frowned, but academically." The idea, really, is that sooner or later, completely on its own, the prayer moves from the lips and the head down to a center in the heart and becomes an automatic function in the person, right along with the heartbeat. And then, after a time, once the prayer is automatic in the heart, the person is supposed to enter into the so-called reality of things. The subject doesn't really come up in either of the books, but, in Eastern terms, there are seven subtle centers in the body, called chakras, and the one most closely connected with the heart is called anahata, which is supposed to be sensitive and powerful as hell, and when it's activated, it, in turn, activates another of these centers, between the eyebrows, called ajna - it's the pineal gland, really, or, rather, an aura around the pineal gland - and then, bingo, there's an opening of what mystics call the 'third eye'. It's nothing new, for God's sake. It didn't just start with the little pilgrim's crowd, I mean. In India, for God knows how many centuries, it's been known as japam. Japam is just the repetition of any of the human names of God. Or the names of his incarnations his avatars, if you want to get technical. The idea being that if you call out the name long enough and regularly enough and literally from the heart, sooner or later you'll get an answer. Not exactly an answer. A response.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

My mother worked as a saleslady at the well-known Five Corner bakery in Journal Square during the day. Her orders were that I do at least one page of homework for every one of my subjects before she came home. It didn’t matter what my teachers would assign, those were her rules and I didn’t dare to violate them! However, I usually allowed others to make the rules and then decide whether I would follow them. Turning on our small Bakelite radio, I would ignore my mother’s rules and listen to my favorite adventure shows. “Jack Armstrong, the All-American Boy, Superman, who could leap tall buildings in a single bound, and Tom Mix were my favorite daily half-hour radio programs during the week. Tom Mix was forever solving some mystery that I could help him with, since I had a decoder badge that cost only 10 cents, along with a box top from a Ralston Purina’s “Wheat Chex” cereal box. Since it tasted like straw, wanting to get a decoder badge was the only way I would eat this blah cereal for breakfast. The radio shows were way too exciting, and my homework always took second place. When my mother finally came home and saw that I had not done my work, she would get quite upset and make me do twice as much, seated at the kitchen table where she could keep her eye on me. Being under her direct supervision wasn’t much fun, but I would sit there until she was satisfied that I had finished my assignments. My mother showed no mercy! If my father found out about my being lax, there would be hell to pay! For whatever reason, I never seemed to learn…. Oh, woe is me, woe is me…. I was in trouble again… No, I was still in trouble!

The Cretan and Spartan laws were found to be faulty because they did not permit their subjects to taste the greatest pleasures. [...] The pleasures of banquets are drinking and singing. In order to justify banquets one must therefore discuss also singing, music, and hence education as a whole: the music pleasures are the greatest pleasures which people can enjoy in public and which they must learn to control by being exposed to them. The Spartan and Cretan laws suffer then from the great defect that they do not at all, or at least not sufficiently, expose their subjects to the music pleasures. The reason for this is that these two societies are not towns but armed camps, a kind of herd: in Sparta and Crete even those youths who are by nature fit to be educated as individuals by private teachers are brought up merely as members of a herd. In other words, the Spartans and Cretans know only how to sing in choruses: they do not know the most beautiful song, the most noble music. In the Republic the city of the armed camp, a greatly improved Sparta, was transcended by the City of Beauty, the city in which philosophy, the highest Muse, is duly honored. In the Laws, where the best possible regime is presented, this transcending does not take place. The city of the Laws is, however, not a city of the armed camp in any sense. Yet it has certain features in common with the city of the armed camp of the Republic. Just as in the Republic, music education proves to be education toward moderation, and such education proves to require the supervision of musicians and poets by the true statesman or legislator. Yet while in the Republic education to moderation proves to culminate in the love of the beautiful, in the Laws moderation rather takes on the colors of sense of shame or of reverence. Education is surely education to virtue, to the virtue of the citizen or to the virtue of man.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

He [Jake Bonner] hadn't encountered this degree of writerly approbation for a couple of years, and it was incredible how quickly all of the narcotically warm feelings came rushing back. This was what it was to be admired, and thoughtfully admired at that, by someone who knew exactly how hard it was to write a good and transcendent sentence of prose! He had once thought life would be crowded with encounters just like this, not just with fellow writers and devoted readers (of his ever-growing, ever-deepening -oeuvre-) but with students (perhaps, ultimately, at much better programs) thrilled to have been assigned Jacob Finch Bonner, the rising young novelist, as their supervising writer/instructor. The kind of teacher you could grab a beer with after the workshop ended! Not that Jake had ever grabbed a beer with one of his students.

By the fall of 2021, schools across the country had lost a staggering number of teachers, paraeducators, substitutes, bus drivers, and other staff who quit, retired early, got sick, or died because of the pandemic. In September 2021, 30,000 public school teachers gave notice. Florida had 67% more teacher vacancies than the previous year. California's largest school district had five times the number of teacher vacancies as in prior years; Fort Worth, Texas, was close behind with four and a half times the number of vacancies. A small Michigan district lost a quarter of its teaching staff, while statewide there was a 44% increase in midyear teacher retirements. Lacking enough staff to operate, some schools across the country temporarily closed; hired students to serve lunch during school hours; grouped classes together in the cafeteria, where building services workers or untrained parent volunteers supervised hundreds of students; and/or asked the National Guard to fill in as bus drivers and substitute teachers.

The problem goes further than Zuma. Ordinary citizens will have to get out of the slump of dependency that so many of us have fallen into. Trade unions will have to stomach the idea that things have to change, and that the unemployed are as important as the employed. Principals and teachers will have to accept that supervision of schools will be stepped up. Business will have to accept that, without ethical leadership and participation in South Africa as a corporate citizen, the profit motive alone is just not good enough. It is bitter medicine, but it is medicine that we have to take. Reading the NDP document, it is clear that we could become a prosperous country within a relatively short period of time. But we need resolve at leadership level, we need non-partisanship, and we need to understand that this is the crossroads.

and mine had been placed together for this activity, which was a perfect opportunity to talk more about our house swap. When the instructors arrived, and asked us to gather closer, I looked around for Casey once more. “Casey still hasn’t shown up,” I whispered in Brie’s ear and she glanced around worriedly. “I don’t know where she could be!” Brie exclaimed. “She was really looking forward to this activity, I can’t believe she’d miss it!” Making my way to Mr. Pavoni who was our supervising teacher that morning, I pointed out to him the fact that Casey still hadn’t arrived. “Miss Halliday just called me,” he said quietly in my ear, not wanting to interrupt the instructor’s spiel as she explained what we would all be doing. “Apparently, Ali is unwell and she’s resting in her cabin,” he continued. “Hopefully she’ll feel better later and can join in with a different group tomorrow.” Frowning with disappointment

NO FLYING EXCEPT IN THE FLYERS’ COURT OR THE YARD. NO ANIMAL FRIENDS IN SCHOOL WITHOUT WRITTEN PERMISSION. NO FLUXING WITHOUT TEACHER SUPERVISION. Today, Nory noticed a sign she had never bothered to read before. It read: DO NOT RIDE ON YOUR FELLOW STUDENTS.

student achievement in classes with highly skilled teachers is better than student achievement in classes with less skilled teachers.

the observer might note that the teacher completes the strategy, but does not seem to monitor to see if the strategy is actually helping students activate their prior knowledge relative to the topic being studied.

I believe effective leaders are, first and foremost, good teachers. We are in the education business. Whether in class or on the court, my job was the same: to effectively teach those under my supervision how they could perform to the best of their ability in ways that best served the goals of our team. I believe the same is true for productive leaders in any organization.

both are key components of what is commonly referred to as classroom management (Marzano et al., 2003). A case can be made that if strategies for these two elements are not in place, a teacher will have little control of the classroom.

first phase is referred to as the cognitive phase. During this phase, the teacher is attempting to understand the strategy, but not using it with any utility or effectiveness.

The second phase of skill development is the shaping phase. Here the teacher is experimenting with the strategy and trying different versions of it.

The third phase is referred to as the autonomous phase. During this phase, the teacher can perform the strategy with little conscious thought and can, therefore, attend to other issues while performing the strategy.

The only feedback teachers receive is whether they use the strategy. Such a process provides no feedback as to the level of skill a teacher exhibits relative to a particular strategy. This absence violates a basic principle of effective feedback

simply providing teachers with feedback that they either used a strategy or did not use a strategy does little to enhance teacher expertise.

The first step for any teacher who seeks to increase his or her pedagogical skills regarding the strategies and behaviors of Domain 1 is to identify and focus on specific areas of pedagogical strength and weakness.

Teacher Self-Assessment: A Mechanism for Facilitating Professional Growth.

When a lesson was observed by a supervisor and followed with a postconference, teachers talked less and were less reflective during the postconference than when engaged in a video-based reflection

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary