Nondirective Supervision

What is the primary goal of non-directive supervision?

• To instruct teachers on classroom strategies

• To evaluate teacher performance

• To provide strict supervision through observation

• To guide teachers in self-reflection and independent problem-solving

Which of the following best describes the supervisor’s role in non-directive supervision?

• Director of instruction

• Silent observer

• Active facilitator

• Evaluator of performance

Which behaviour is typically the first step in the 10-step non-directive model?

• Clarifying

• Listening

• Reflecting

• Presenting

What is the key difference between non-directive and laissez-faire supervision?

• Both give teachers complete freedom with no structure

• Non-directive supervision is structured and supportive, while laissez-faire is passive and disengaged

• Laissez-faire is more commonly used in reflective schools

• Non-directive supervision involves more evaluation

Which of the following is NOT one of the 10 steps in non-directive supervision?

• Clarifying

• Problem Solving (Ideas)

• Commanding

• Reflecting (Final)

What should a supervisor do when a teacher asks for direct advice during a non-directive session?

• Redirect the question back to the teacher

• Shift to directive supervision

• End the session

• Immediately provide the best solution

When is non-directive supervision most appropriate?

• With novice teachers who need step-by-step instructions

• With experienced, reflective teachers

• During teacher evaluations

• In situations requiring immediate change

What is one main challenge in implementing non-directive supervision?

• Teachers are too independent

• Supervisors find it hard to give instructions

• Supervisors may unintentionally influence decisions

• It does not require communication

Which of the following is an example of “standardizing” in the 10-step model?

• Helping the teacher set a timeline and action plan

• Asking the teacher to share their feelings

• Listening without speaking

• Ending the conversation

According to studies in Malaysia and China, what is a common limitation of non-directive supervision?

• Teachers find it too structured

• It is widely used in both countries

• Supervisors are overly trained in this method

• Teachers prefer directive or evaluative approaches