Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III. The Supervisor. Consideration of actual and possible may as well begin at this point. Therefore, what shall be the qualities and qualifications of the supervisor of instruction at any level or of any branch? Misunderstanding is so likely to occur that it seems advisable to repeat that supervision of instruction is but one of the duties of the superintendent, therefore the supervisor may be the superintendent, or the principal, or the special teacher, or the special supervisor, or even the teacher herself or an associate teacher. The act of observing instruction for the purpose of commending what is praiseworthy and of suggesting improvement of what is improvable is supervision, and the teacher comparing her own work with that of a fellow teacher for the purpose of finding concurrence of procedure and encouragement, or of noting difference of procedure and of asking questions about the differences so as to find reasons for both forms of procedure and thence inferring the better, is really supervising her own work. The personal qualities of the supervisor strike us first, therefore let us consider them first. Merely to repeat the catalogued lists of teachers’ qualifications would but emphasize that the supervisor must have all the qualities of the good teacher, but must have them in a higher degree or in a more spontaneously active condition. As the teacher is a continual model for the children, so the supervisor must become a model not only for the children but for the teachers also. Kindliness of heart and courteousness of manner are a prime necessity MANNER OF CRITICISM 27 for the supervisor, so as to be in immediate sympathetic understanding of any condition which he may find in a school or in a schoolroom. There should also be the determina…