Instructional supervision should be a systematic process for im proving the quality of instruction and collecting data to support administrative decisions regarding the contractual status of teachers.
is an associate professor at the University of Dayton and RONALD WALKER is a professor at Ashland College, both in Ohio.As classroom managers, teachers can do many things to increase students' learning time, according to these writers, who outline here several methods that they say represent functional ideals.HY HAS IT taken educators so long to discover something so obvious ? The more time allocated to a task, the more engaged and successful the students, the greater the achievement gains. From a distance it seems so clean.Allocate more time, foster greater student engagement, and be rewarded with enhanced student learning.But translated into practice, time-ontask takes on a high level of complexity. It is with trepidation, therefore, that the authors seek to identify some principles that educators can use in making the concept real, for maximizing allocated learning time, for enhancing student engaged time, and for engendering heightened student success rates.Before beginning it is important to note that a teacher's time-on-task efficiency (or effectiveness) will never reach 100 percent. Some &dquo;down&dquo; time is endemic to teaching, as it is to all human endeavors. Writers, for example, spend hours each day at a desk, but how much of that time is spent daydreaming ? Similarly, fatigue would soon set in if students were continuously and totally engaged in assigned tasks.
Functional IdealsThe goal in schools is not necessarily to achieve a perfect correlation between engaged and allocated time; rather, it is to eliminate needless wasted time and to prevent interruptions that keep kids from learning. The following, therefore, represent functional ideals.
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