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A CONTFXT FOR SUPERVISION I
Teaching Patterns and Incidental Learning
Ritualism and the Absence of Reasons
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analysis anxiety appropriate avoid become begin blocks classroom clinical supervision conceptual context criterion behaviors curriculum deal decide decisions deliberately develop directions educational effects emotional Empire State Building employ evaluation evaluation strategies examine example exist experience feel formulated frame of reference guess ideas incidental learnings initial inquiry intellectual interac issues kids learner least lesson Max Wertheimer mean methods Miss Smith motivated notes observation occur one's outcomes particularly patterns of teaching Pause perform planning possible postmortem practice Preobservation principal problems process goals profes professional psychological pupils question rationales reasons relation response result rewards saliency seems selected sense sequence of supervision significance simply sion sometimes specific stage strategy substantive supervi supervisees supervision conferences Supervisor supervisory behavior supervisory relationship talk Teacher teaching behavior teaching patterns technical technique tend things tion understand value judgments Yeah