While reading this chapter on mediation, I was most reflective on the section where Costa & Garmston (2002) explained the unproductive patterns of listening. In this chapter, the authors describe three types of listening that can hinder coaching. These are autobiographical listening, which causes the listener to compare the speakers experience to his/her own. Inquisitive listening occurs when we are interested in a part of what the speaker is saying and it isn’t relevant to the problem. Solution listening happens when we try to become the problem solver in the situation. I have been guilty of all of these types of listening. I am not sure how to overcome these listening habits. What are productive ways of listening? I am not sure how to train my brain to think differently when I am listening. This week, in all conversations, I have been very cognizant of my thinking while I am listening.
Garman (1982) describes the different frames of mind as well as the types of collaboration within clinical supervision. These frames of mind and the nature in which individual participate in an educational alliance can help the reader understand how people operate and why they operate the way they do within the supervision context.
Nolan and Hoover (2010) discussed the necessity of supervision and evaluation for preservice teachers. They argue that the time constraint of the field experience requires that the university supervisor also serve in the role of evaluator. They further suggest that the role is more of a teacher- student role as oppose to a evaluator-evaluatee role. In my experience as a university supervisor I have found that the teacher-student role occurs mostly with my first year residents. These residents are just starting their field experience and do require more of a teacher-student role. However, my final year residents (seniors) at some point in their final year make the transition from teacher-student to preservice teacher-mentor/coach. They have more experience in the classroom and are better able to self evaluate with support. This means that I often have to ask questions to help scaffold his/her thinking on his/her self-evaluation.
This week’s readings left me thinking about my own attitudes, values and beliefs about supervision. I wonder what I do as a supervisor that hinders/helps the growth of my students. What changes do I need to make in my behaviors and practices? In my role as supervisor, which practices fall under the role of supervisor and what practices fall under the role of evaluator?
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for
renaissance schools, (2nd ed.). Norwood, MA: Christopher-Gordon Publishers
Garman, N. B. (1982). The Clinical Approach to Supervision. In Supervision of Teaching
(pp. 35-52). ASCD.
Nolan, J., & Hoover, L.A. (2010). Teacher supervision and evaluation: Theory into
practice. Hoboken, NJ: Wiley. (3rd edition)