Language and Supervision
Informational & Controlling
Directive & Nondirective
Verbal & Nonverbal
EDCL 5348
Supervision
What does research say?
Pajak & Glickman (1989)
Informational and Controlling Language in
Simulated Supervisory Conferences
The researchers wanted to
find out…
What elements of a
supervisor’s conversation
contribute to teachers
utilizing the conference
information?
Literature Review
The supervision cycle of preconference, observation, and
post-conference have long been
advocated as a way to
improve instruction.
Cogan, (1973);
Goldhammer, (1969)
“Communication is central
to supervisory practice – yet
little research has been done
on how to communicate with
teachers about classroom
performance that results in
positive changes in behavior.”
Previous research found
teacher attitude is more likely to
change when the source of the
message is perceived as being
competent,
familiar,
attractive,
trustworthy
and powerful.
(Triandas, 1971)
Other Characteristics
under the 5 Broad Dimensions:
 Honesty,
 Strength,
 Open-mindedness,
 Training,
 Experience,
 Intelligence and,
 Expertise
Research Often Explains
The Obvious
Positive attitudes have been
found to result from
positive evaluation
information than from
negative evaluation
information.
Personality Characteristics
of the receivers, including
intelligence, self-esteem,
dogmatism and locus of
control have been found
to influence attitude change
(Ripley, 1983)
Receiver Characteristics:
Locus of CONTROL
External LoC:
• Give specific
recommendations
Internal LoC:
• Prefer to draw own
conclusions
•http://similarminds.com/locus.html
Context of Communication
Environment is
experienced as
Informational
 allow for
individual
choice
Controlling
 restrict choice
and externally
impose
Use of Simulation to Study
How the language used by the
supervisor in a conference
produced different effects
 Hired a professional actor
 3 different scripts
 Nonverbal language was kept
constant
 Videotaped the conference
Script A – Information Only
Included
criticism of
several
students’
performance.
Script B and Script C
Both were the same as Script A
with the following differences
 Script B including suggestions
concerning what the teacher
might do to improve student
performance and
 Script C with directives of what
the teacher must do to improve
student performance

Teacher Study – 30 teachers


12 males, 18 females
Imagine the conference is
to help you with
instructional practice, not
for evaluation
Two Hypotheses:
1.
2.
Teachers would perceive the
informational and controlling
conferences differently
Teachers would perceive
supervisory conferences with
informational language more
positively than the one with
controlling language
Supervisors - 133
62 males,
 70 females
 Mean age 45
yrs.

Two Hypotheses:
1. Supervisors will discriminate
between informational and
controlling language
2. Supervisors will perceive
informational language more
positively than controlling
language on the 5 dimensions
Direct Supervisory Style
Informational and
Controlling language are
subsets of a Direct
Supervisory Style:
Information, criticism,
suggestions & directives
Keys to Effective Communication
"Seek first to understand,
then to be understood,"
recommends Stephen
Covey (1990)
Listening is Critical to
Success
Covey observes, "the greatest
need of a human being is
psychological survival--to be
understood, to be affirmed, to
be validated, to be
appreciated."
Good Listeners…
•don't interrupt
•don't judge
•think before answering
•are aware of biases or values
that distort what they hear
Good Listeners…
•look for the feelings and basic
assumptions underlying remarks
•concentrate on what is being said
•avoid rehearsing answers while
the other person is talking; and
•don't insist on having the last word
(Richard Gemmet 1977).
"Giving Praise"
Communication experts
recommend using sincere
praise whenever possible to
create a more constructive
atmosphere. An indirect way of
giving praise is through telling
others stories about people at
your school who are doing
remarkable things.
"Using Humor"
Various researchers indicate
humor is the “seventh sense”
necessary for effective school
leadership.
Results of a study by Patricia
Pierson and Paul Bredeson (1993)
suggest that principals use
humor for four major
purposes:
4 Purposes for Humor:


creating and
improving school
climate
relating to teachers
the principal's
understanding of
the complexities
and demands of
their professional
work life
breaking
down the rigidity
of bureaucratic
structures

when
appropriate,
delivering sanctions
and other necessary
unpleasantries

Nonverbal Communication
How can
supervisors
improve the
nonverbal
components of
their
communication?
"Body orientation"
To indicate you like and respect
people, face them when
interacting.
"Posture"
Good posture is associated with
confidence and enthusiasm and
indicates our degree of tenseness
or relaxation.
"Facial expression"

Notice facial expressions. Some
people mask emotions by not using
facial expression; others exaggerate
facial expression to belie their real
feelings. If you sense contradictions
in verbal and nonverbal messages,
gently probe deeper.
"Eye contact"
Frequent eye contact
communicates interest and
confidence. Avoidance
communicates the opposite.
"Use of space"
The less distance, the more
intimate and informal the
relationship. Staying behind your
desk when someone comes to visit
gives the impression that you are
unapproachable.
"Personal appearance"
People tend to show more respect
and respond more positively to
individuals who are well-dressed,
but not overdressed.
Other Skills





Asking questions
Giving Feedback
Paraphrasing
Perception Checking
Describing Behavior
A Nonthreatening Request for
Behavior Change
1.
2.
3.
The "I"-message
includes three elements:
the problem or situation,
your feelings about the issue,
and
the reason for the concern.