Types of Supervision
Chandrasekaran (1994 pp. 139-140) augmented about these types of supervision:
- Preventive
- Corrective
- Constructive
- Creative
Preventive Supervision
A supervisor needs to be an external supervisor, such as the inspector, or a preventative supervisor, such as the headmaster, who can foresee and, to the best of their ability, prevent the challenges that new teachers will inevitably face in the classroom. This supports the teacher’s career goals and assists him in self-correction.
Corrective Supervision
Any supervisor who walks into a classroom to figure out what’s wrong is almost guaranteed to succeed in doing so. Both he and the teacher are angry about it. Corrective oversight is not insignificant, and this must be understood. This is the sort that most instructors would want; the supervisor should be alert for errors first, but they should also constantly strive to understand each mistake and where it fits into the larger picture of the educational process. Sometimes, errors are so small and similar that they are missed. Some, however, demand quick care, or else they might irreversibly undermine a teacher’s efficacy.
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Constructive Supervision
While correcting small or severe instances of bad practice should be a part of constructive supervision, it shouldn’t end there. Inducing development is a healthier approach than eliminating flaws. The goal of constructive supervision is to gradually increase authority to carry out existing competent tasks even more effectively. Teachers become happier and stronger via healthy growth than they are when suffering from pedagogic amputations. The astute supervisor will always make an effort to communicate to the teachers his ideas about what excellent instruction should genuinely entail. In doing so, he will inspire, motivate, and guide their professional development to bring these ideas to life.
Creative Supervision
It is implied that creative supervision should promote diversity, uniqueness, and self-directed exploration. In contrast to constructive supervision, which aims to maximize instructors’ contributions via creativity, creative supervision aims to free up teachers. It serves as a tool to help education achieve its goal more successfully. All forms of monitoring are primarily intended to liberate instructors from rigid guidelines and prescribed practices, enabling them to become master educators for the educational system. The supervisor does not have to restrict freedom to provide guidance, counsel, and recommendations for a program that demonstrates, via testing and evaluation, what works.
The Creative Supervision is best for school management
Teachers under creative supervision are encouraged to use their judgment when it comes to goals, curricula, structure and content, teaching strategies, and assessment. The supervisor and coworkers are encouraged to hear the teachers’ points of view as they refine their methods. This gives the instructors the chance to develop by using their skills and abilities while receiving knowledgeable, competent advice and support.
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