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Directive Control Behaviors

Directive Control Continuum. Presenting: Identifying the problem.Clarifying: Asking teacher for input into the problem.Listening: Understanding the teacher's point of view. Problem Solving: Mentally determining the best solution.Directing: Telling expectations to the teacher.Clarifying: Asking the teacher for input into the expectations.Standardizing: Detailing and modifying expectations.Reinforcing: Repeating and following up on expectations..

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Directive Control Behaviors

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    1. Directive Control Behaviors Chapter 8 Jamie Pearson EDCI 8960 June 27, 2005

    2. Directive Control Continuum Presenting: Identifying the problem. Clarifying: Asking teacher for input into the problem. Listening: Understanding the teacher�s point of view. Problem Solving: Mentally determining the best solution. Directing: Telling expectations to the teacher. Clarifying: Asking the teacher for input into the expectations. Standardizing: Detailing and modifying expectations. Reinforcing: Repeating and following up on expectations.

    3. Issues in Directive Control Forthrightness Source of authority Time considerations

    4. When to Use Directive Control When teachers are functioning at very low developmental levels. When teachers do not have an awareness, knowledge, or inclination to act on an issue that a supervisor does. When the supervisor will be held totally accountable and the teachers will not. When the supervisor is committed to resolving the issue and the teachers are not. In an emergency, when the supervisor does not have time to meet with teachers.

    5. Exercise Get into groups of 2-3. Use pages 162 and 163 in the text to create examples of the �When to Use Directive Control Behaviors.�

    6. Additional Resources http://www.nwlink.com/~donclark/leader/leadstl.html http://www.aasa.org/publications/sa/1997_06/brunner.htm

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