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Chapter Eleven

Nondirective Behaviors:
Easier Said Than Done?
Not Laissez Faire!
Harking back to the Existentialist superphilosophy of Chaper Five, a supervisor's dream would be a staff who needs chiefly nondirective behavior. The difficulty is knowing which teachers need which behavior from the supervisor!
 
 
Directive control behaviors, directive informational behaviors, collaborative behaviors, and nondirective behaviors are all necessary tools that an effective supervisor must possess and be able to use in order to deal with staff members at their various stages of development.

 
 
Issues  with Nondirective Supervision
  1. Can a supervisor remain judgemental and not influence the teacher's or group's decision?
  2. What happens if the teacher or group desires the supervisor's input?
  3. What does a supervisor do with a teacher or group that is reluctant or not capable of generating solutions?
  4. How exact or variable is the sequence of nondirective behaviors?
  5. In what circumstances should nondirective behaviors be used?

Issues

The Continuum from the nondirective perspective:

(note the absence of negotiating, directing, and reinforcing)

See pp. 191-195 in the text for more details.

Considerations in Using Nondirective Behaviors:
 
1. Developmental level
2. Expertise
3. Responsibility
4. Commitment level

from pp. 196-198 of the text

Created by Lesa Ritter
All information cited from Glickman's SuperVision and Instructional Leadership, 6th ed.