Chapter Nine Directive Informational Behaviors Directive Informational Behavioral

Chapter Nine: Directive Informational Behaviors Directive Informational Behavioral Continuum Critical Reflection

Case Study: Directive Informational �Amazing Amelia is a fourth year teacher who is training to be a school administrator. She has asked you to help coach her teaching behavior to improve the way she uses higher level critical thinking skills in her instruction.

Directive Informational Behaviors: � 1. Presenting: Identifying the goal. . "Involving all students. " � 2. Clarifying: Asking for teacher input into the goal. . . "What do you think of the goal? “

Directive Informational Behaviors � 3. Listening: Understanding the teacher's point of view. . . � 4. Problem solving: Mentally determining possible actions.

Directive Informational Control Supervisory Behaviors: � 5. Directing: Telling alternatives for teachers to consider. � 6. Listening: Asking the teacher for input into alternatives.

Directive Informational Control Supervisory Behaviors: � 7. Directing: Framing the final choices. . . "So, these are the actions you could take. . . " � 8. Clarifying: Asking the teacher to choose.

Directive Informational Control Supervisory Behaviors: � 9. Standardizing: Detailing the actions to be taken. � 10. Reinforcing: Repeating and following up on the plan. Sets follow-up time for next conference, etc.

Directive Informational Control Supervisory Behaviors: �How does Directive Informational Control Behaviors differ from Direct Control? �When would you use DI?

Directive Control Supervisory Behaviors: �When to use Directive Informational Control Behaviors: � 1. When teacher is functioning at fairly low developmental levels.

Directive Control Supervisory Behaviors: � 2. When teacher does not possess the knowledge about an issue that the supervisor possesses. �When teacher feels confused, or at a loss and supervisor knows successful practices.

Directive Control Supervisory Behaviors: �Critical Reflection: Directive Informational Supervision �Is my interaction w/ the teacher or group truly informational rather than controlling?

Directive Control Supervisory Behaviors: �What overall environment did I create? �Were alternative actions provided? �Was there a meaningful choice presented? �Would another approach work better?