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Directive Informational Behaviors

Directive Informational Behaviors. R. Martin Reardon’s summary of Chapter 9 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 123-130. Readers Theater. Read the dialogue on p. 123 Aim: To gain a sense of how this might sound in the real world of the emotions of teachers.

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Directive Informational Behaviors

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  1. Directive Informational Behaviors R. Martin Reardon’s summary of Chapter 9 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 123-130

  2. Readers Theater • Read the dialogue on p. 123 • Aim: • To gain a sense of how this might sound in the real world of the emotions of teachers Session 8: 9 slides

  3. DI Continuum • P: S determines clear classroom goal • Directs s to appropriate activities • C: S remains information source • L, (internal) P: Asks for & considers s feedback • D: Provides a range of alternatives… • From which s chooses • S: S details what, when, how & sets criteria Session 8: 9 slides

  4. Comparison of DC & DI • Thin line • Precision leaves no room for doubt in DC: “It is essential…” “One of my expectations…” • Compare DC to judge or policeman • No doubt that direction is to be followed • Compare DI to physician or attorney • In your best interest, but… Session 8: 9 slides

  5. Issues in DI • S is till assuming primary decision-making responsibility • Difficult to provide in specific instances where S is unfamiliar with issue Session 8: 9 slides

  6. Indications • When s is at fairly low developmental level • When s does not possess knowledge • When s feels confused, inexperienced or at a loss • When S is willing to take responsibility • When s believes S is credible • When time is short, constraints are clear, & quick, concrete actions are needed Session 8: 9 slides

  7. Key point… “Directive informational supervision is used to direct teacher(s) to consider and choose from clearly delineated alternative actions…. Such an approach is useful when the expertise, confidence, and credibility of the supervisor clearly outweigh the teacher’s own information, experience, and capabilities” (p. 130) Session 8: 9 slides

  8. DI Practice • Goal Identification Phase • “Tell me about…(describe what you saw)” 3 • Ask for additional information 2 • Question s goal 2 • State goal & invite comment 1 • Write goal 1 • Plan Phase • “Based on my experience…” 3 actions 4 • “What do you think of the actions?” 2 • Modify/expand/revise, then ask for choice 4 • Write plan 4 Session 8: 9 slides

  9. DI 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: 9 slides

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