sun_giving feedback to teachers

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Overview and Reflection

This report is mainly divided into three sections. Each section summarizes my post-

observation conferences with either Takako Kobayashi or Alice Chan, who are both Peace

Resource Center (PRC) ESL teachers. Moreover, for each section, I have analyzed the

conference using the following concepts:

- Job and psychological readiness in situational leadership (Hersey & Blanchard, 1982);- Connecting readiness and style using the situational leadership (Hersey, 1984);- Mitigation and the microanalysis of supervisory discourse (Bailey, 2006, ch. 8);-

Knowledge, attitude, skills, and awareness (KASA) model (Freeman, 1989); and

- Supervising nonnative-speaking teachers (Bailey, 2006, ch. 14)In the appendices, I have included my observation reports on three different occasions but

were all at PRC. I observed Takako twice and Alice once because I specifically wanted to

follow-up with Takakos progress on my second observation.

It was such a great opportunity for me to work on this language teacher supervision

project, because I was able to observe and provide feedback to two volunteer teachers at PRC.

Overall, I am grateful to Dr. Kathi Bailey for this course and her dedication to our

learning. I have grown so much and have gained more confidence as a language teacher and as a

language supervisor at PRC. I will definitely continue to use Freemans (1989) KASA model,

Hersey & Blanchards (1982) job and psychological readiness, as well as many important

concepts discussed in Baileys (2006) book. As a nonnative English language teacher, I am glad

that there is a chapter discussing the complex issues that nonnative teachers experience. Finally,

through the mitigation and microanalysis of supervisory discourse, I became aware of how I

speak and respond to others.


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Language Teacher Supervision Report 2 2

Section I: Post-Observation Conference I of Takako

Name of Teacher: Takako Kobayashi Date of Teaching: Sept. 27, 2012

Location of Teaching: Peace Resource Center (PRC) , Seaside, California

Description of the Lesson: 1-hour topic-based lesson: How to Order Food at the Restaurant; this

was a high-intermediate level English reading and writing class.

Description of the Students: There were 4 adult Hispanic female ESL students.

Name of Supervisor: Hala Sun Date of Post-Observation Conference: Oct. 4, 2012

Location of Post-Observation Conference: Monterey Institute of International Studies (MIIS)

Focus of Observation by the Supervisor: Teachers teaching style and confidence level

Focus of Analysis of the Report:Job and psychological readiness in situational leadership

(Hersey & Blanchard, 1982); Connecting readiness and style using the situational leadership

(Hersey, 1984)

Description

I conducted this post-observation conference with Takako, who is a first semester

TESOL student at MIIS. I first met Takako at the PRC teachers meeting in September. Since I

work as the Academic Supervisor at PRC, I thought this assignment was a perfect opportunity to

provide support and feedback to our volunteer teachers. When I asked Takako if I could observe

her class, she gladly said yes. Also, when I asked her if there was anything in particular that

she wanted me to focus, she told me that she was not sure. She explained to me that she had not

taught a class before in the United States and that she was nervous. At that time, I tried to

comfort her by telling her that she would be fine and that she could ask for my help during class

if she needed it. After observing Takakos lesson on September 27, 2012, we scheduled to meet a

week later. We wanted to meet earlier but we were unable to due to our conflicting schedules.

However, prior to our post-observation conference, I gave Takako her teaching video and asked

her to watch it and to write down few points that she wanted to discuss during the conference.

On October 4, 2012, Takako and I met for our post-observation conference at MIIS.

Because I did not want Takako to feel nervous or stressed about this meeting, I purposely met

her outside near the Holland Center and invited her to sit at one of the table benches. The


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atmosphere was pleasant because the weather was warm and beautiful.

To analyze our post-observation conference, I transcribed the first 10 minutes of our

conference conversation. During this conference, I used Hersey and Blanchards (1982)

Continua of job and psychological readiness in situational leadership model to guide Takako to

be self-aware as she reflected on her own lesson, as well as to know as a supervisor how Takako

thought of her own teaching. In the following post-observation conference Transcript 1, Sstands

for supervisor and Trepresents teacher. Nonverbal behaviors are expressed in brackets.

Post-Observation Conference Transcript 1

S: So how do you think your lesson went? Just your lesson. Just this one lesson.

T: Mm [3-second pause]. It wasless nervous? Than I expected?S: Mmhmm [with a smile].

T: Because I have only four people when I was teaching. And they- I- I already know twostudent [sic]. Two other student I knew, but their proficiency level was much higher? So, they5

understand why uh, explain, why uh, speak in English, so its much- theyre very nice?S: Yes!

T: Theyre very friendly soS: Uh huh

T: So, they- I kinda um, less nervous, than expected.10

S: Thats good.

T: But the problem is when I was teaching grammar, I realized that I dont have, uh, enough

confidence? To explain? The grammar portion well? So I tend to say maybe or its better. Irealized what Im saying when I watched it, its not good for students.S: Why-why do you think so?15

T: Um, because, if I were the student, and then you know, my teacher told me, oh its maybe,that means the teacher also didnt know? So it makes them confused.

S: Thats very- thats a very good point! Umm [opening a book], I wanted to show you thisbook. Its written by Dr. Kathi Bailey, and Im taking this Teacher Supervision class, as you

know, and a couple- I guess, yesterday, we learned something interesting. I want to show this to20

you [flipping the pages]. Alright, its called the relationship and task behavior. And so I wanted

to[surprised] Oh, not this one. I want to show you the psychological job readiness and thepsychological readiness, I mean, [saying it quickly] psychological readiness and job readiness.

So I want you to find out where- which window you are. And job readiness is basically um, itslike your ability, your capability of doing something. The definition here says [flipping through25

the pages, looking for the definition, 3-second pause], here, the readiness is ability andwillingness to take responsibility for their own behavior, and job readiness is the knowledge, the

ability, and experience to perform the task. So like your lesson planning, your communicativelanguage skills, those are some of the job readiness, your knowledge in grammar. But theres

also psychological readiness and thats your confidence level and your commitment. And so, the30

unable-able is your job readiness [pointing at the quadrants]. If you prepared really well and you


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feel competent, then you are in the high job readiness. Theres also the psychological readiness.If you felt insecure or less confident, then you would fall under this, the low psychological

readiness. So, where do you see yourself? From just based from this lesson.T: Mm.. maybe35

S: Yeah, take your time.

T: Mm[5-second pause]. Sorry, but can I ask you a question?S: Yeah!T: Do you think its connected? [pointing at Quadrant R1, low psychological and low job

readiness]40S: [agreeing] These are connected. The low job readiness and low psychological readiness

they could be connected, because if you feel insecure, then you might feel like you are unable.T: [smiling] Yeah

S: [smiles back] Yeah? Do you feel like youre in R1?T: [laughs]45

S: [laughs back]T: Its kind of, uh, affecting each other. Originally, I dont have much experience teaching, so

kind of lower confidence? Also, I have some experience of teaching, but that was, ah, when Iwas in Japan, so I can speak Japanese. Its different when Im using English to teach English.

S: Yeah, I see, its different. It is not your native language, right?50T: Yes! So, its- thats affect my job readiness? And also I think, I realize the- this class, even

though I thought I prepared well, I understand the class plan and what we can do? You know, I,um, we discuss with Alice. But um, the thing is, I um, [2-second pause] dont have enough

knowledge? To teach grammar point? I teach how I understand grammar.S: Uh huh [nodding]55

T: So um, thats why I dont have 100 percent confidence.S: I see, I see.

T: So its affecting each other, psychologically AND my job

S: Uh huh, you feel like your job readiness is low. But you know what? I think, um, you havequite HIGH job readiness, because I saw your lesson plan. I like how you use authentic60materials, the Dennys and the IHOP. It was very well-planned and it was right on time. You had

few students but it was perfect timing for your lesson plan.T: Mmhmm.

S: And students were participating. And one thing that I wanted to share with you is that, I toldAlice too that, because after your class, they went to Alices class, remember? And I observed65

her class, and you know, they were practicing some of the things that they learned from yourclass. For example, they used the word, fried egg, and the word the two sides, and cooked

all the way. They also used, like, without, and they kept using the word loaded potatoes.T: [silently laughs]

S: [smiles] And you know, in the beginning, they didnt know that word, right? And so, I70thought it was very effective. I think what we could work on more is your confidence.

T: Mmhmm.S: Because I think, you have really good lesson plan and stuff. You just need a little bit of

guidance of how to do it? And you know, once you do it, and youll be fine. Yeah? Well, do youthink, and I talked to Alice about this too, but do you set your goals in the beginning? Like today,75

I would like my students to be able to, um, use the word, loaded, in complex sentences.Something like that.


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T: Mmhmm.S: Maybe you could set at least two goals, minimum, that is related to your lesson plan. Yeah?

T: O.K.80S: So, in terms of your challenges, you said you dont feel confident. Do you feel nervous in

front of the class or is it just the grammatical competence? Or mixed?

T: I think it mostly comes from lack of knowledge? At the same time, there were couple newstudents? So if I stand up in front of them, I havent gotten used to it. But mostly, when I wasteaching grammar point last time, I noticed that I need more like um, even though we use85

authentic materials, its really hard to explain? [laughs] grammar point. It is not enough.S: HmmI see

(The supervisor gives more detailed suggestions on how to gain more confidence despite

the presence of grammar weaknesses. She recommends the teacher to create a detailed lessonplan, highlighting areas where grammar explanations are needed. By doing this, the teacher can

practice explaining that specific grammar point or lesson. She also suggests that the teacher toplace the lesson plan somewhere where she can see it. Finally, the supervisor tells her that it is

O.K. to not know. When a student asks a question that she does not know, the supervisorrecommends that her to write that question down and tell the students that she will look into this

question more and will get back to the student the following week. The supervisor ends thesession by telling the teacher that she will observe again within the next few weeks to see how

things are going in class).Analysis

Job and Psychological Readiness in Situational Leadership

As portrayed in Transcript 1, I started my post-observation conference by asking Takako

an open-ended question, How do you think your lesson went? I wanted her to self-reflect on

how she did on the day that I observed her. I was quite surprised when she immediately admitted

that she felt she did not have enough confidence, especially when she was teaching grammar

(line 12 to 14). Because I wanted her self-reflection to go on a deeper level, I introduced Takako

to Hersey and Blanchards (1982) four quadrants ofContinua of relationship and task behaviors

in situational leadership. By using this model, Takako tried to reflect and to further understand

why she did not feel confident.

Before pointing out that she might be in quadrant 1 (R1), it was interesting how she

explained to me that being in low job readiness was related to low psychological readiness and


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that these concepts affected one another (line 47). She told me that the reason why she seemed to

be in R1 was because she had never taught grammar in Englishonly in Japanese.

Based on the Connecting readiness and style using the situational leadership modelby

Hersey (1984), I believe I managed to perform part of the suggested leadership style for R1

teachersS1: high task, low relationship. As shown in the end of Transcript 1 (in a summary

format), I reflected a high task behavior by providing Takako with specific instructions on how

to increase her confidence. Although I did not specifically address concrete ways to increase

grammar knowledge, I suggested ways to help her be more prepared to discuss grammar in class,

such as by creating a detailed lesson plan and highlighting the part where Takako needs to

explain a grammar aspect. I purposely did not recommend her to study grammar because as a

language learner and teacher, I know that input does not necessarily lead to output. However, I

believe in the phrase, practice makes perfect; thus, I advised her to take more effort in

preparing her teaching. I also asked her to set specific goals in her lesson plan; I wanted her to

gain more confidence whenever she achieves her set goals.

In addition to high task behavior, I believe I tried to show high relationship instead of low

relationship; thus I was being more of an S2 than an S1 quadrant supervisor. When Takako

mentioned that she felt that she was not capable, I tried to motivate her by complementing her

and giving her concrete examples of her successes as a teacher (line 60 to 76). To increase self-

efficacy of language teachers, I strongly believe that supervisors should motivate them by saying

encouraging words and by highlighting their contributions.

Overall, the post-observation conference seemed to end well. Takako wrote down all the

specific tips that I gave her about what to do in class to help her increase her confidence. I also

told her that I would be visiting her again within few weeks.


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Section II: Post-Observation Conference of Alice

Name of Teacher: Alice Chan Date of Teaching: Sept. 27, 2012

Location of Teaching: Peace Resource Center, Seaside, California

Description of the Lesson: 1-hour topic-based lesson: How to Order Food at the Restaurant; this

was a high-intermediate level English speaking and listening class.

Description of the Students: There were 4 adult Hispanic female ESL students.


Location of Post-Observation Conference: Monterey Institute of International Studies

Focus of Observation by the Supervisor: Overall classroom management skills

Focus of Analysis of the Report:Mitigation and the microanalysis of supervisory discourse

(Bailey Ch. 8)

Description

For my second observation, I asked Alice, who is also a first semester TESOL student at

MIIS. Similar to Takako, she is a PRC teacher and she teaches on the same day with Takako

with the same group of students (low and intermediate level). However, Alice teaches the

speaking and listening class to low level students during the first hour while Takako teaches the

reading and writing class to intermediate level students. After teaching for an hour, they switch

students. When I asked Alice if there was anything in particular that she wanted me to focus, she

told me that she wanted me to observe her overall classroom management skills. It is worth

noting that although Alice and Takako teach the same group of students using the same lesson

topic, they may deal with different issues as language teachers, especially since Alice is a native

English-speaking teacher while Takako is a nonnative English-speaking teacher. After observing

On October 3, 2012, Alice and I met for our post-observation conference at MIIS. We sat

in one of the rooms in the library because Alice preferred a quiet place to discuss how the lesson

went. Prior to our conference, Alice had already watched her own teaching video. She also had

listed some points that she wanted to discuss with me during this conference.


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For my analysis purposes, I transcribed the first 5-minute portion of the post-observation

conference conversation. I conducted a microanalysis of this conference using Wajnrybs (1995)

mitigation patterns/devices in supervisory discourse. In the following post-observation

conference Transcript 2, Sstands for supervisor and Trepresents teacher. Nonverbal behaviors

are expressed in brackets. Bolded words are syntactic indicators and underlined words are

semantic indicators.

Post-Observation Transcript 2

S: So, you watched the video, and I think- I watched the video too. I thinkyou both did a good

job teaching. I was very, you know, very happy about your teaching. It was very authentic, Id90

say. It was IHOP and, whats the other one, isnt it Dennys, right?

T: Dennys? Yeah!S: Yeah! The loaded potato and bacon soup? [laughs]

T: [laughs]S: That was pretty good. Whose idea was this?95

T: Well, we both just talked about it because last weeks theme was community. We asked them[students] what does a community have and they came up with restaurants, hospitals, whatever.

S: Uh huh.T: So for the second week, we thought maybe we could just pick one place out of the

community to make as the theme that night. So maybe we thought about ordering at the100

restaurant? I mean, for some of them they understand what the waiter and the waitress is talking

about, but they do not have the courage to utter the words to order. So we thought maybe, just

having some a little practice-S: Practice, yeah.T: Yeah, they need to know varieties of ways to ask, like how waiters would ask them.105

S: Yeah, definitely. So based on what youve seen, what would you like me to, um, give youmore help on?

T: Possibly, um, my directions to the students.S: Mm [writing down words]. Directions, like giving directions?

T: Yeah. Uh, and then maybe more interaction.110

S: Mm. [writing down words] OK. What did you- OK, so what did you- from your video, tell

me what you really liked about your teaching, what you think that that went really wellaccording to your plan, and then, OK, lets start with that. What went really well?

T: I think it was um, to prompt them to speak up. And it worked well with the second group(high-intermediate level) because they were ready to speak up.115

S: Mmhmm.T: So when I gave them an idea to do this activity, they seemed to be pretty eager about trying

out words. And then, they changed their order (menu order) every time. They changed what theywant every time. So I could see that they were trying out new things.

S: Yeah.120

T: So thats what um, what made me feel like, OK, this is good because they are playing


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around with orders and words, so its good. They are trying.S: Yeah, theyre trying. Those girls were really chit-chatty! [laughter]

T: [laughter]

Analysis

To analyze our post-observation conference, I decided to focus on mitigation and conduct

a microanalysis of the supervisory discourse. According to Wajnryb (1995), mitigation is the

linguistic means by which a speaker deliberately hedges what he/she is saying by taking into

account the reactions of the hearer (p. 71). Wajnryb (1995) also categorizes these mitigating

linguistic markers into three types of strategiesindirect, semantic, andsyntactic.

First, as reflected in Transcript 2, there was no direct mitigation in the first 5 minutes of

my conference with Alice. In fact, among the three types of indirect mitigation types that

Wajnryb (1994) discusses, I used specificallypragmatic ambivalence in line 106 when I

mentioned, Based on what youve seen, what would you like me to, um, give you more help

on? This could be seen as a typical question, offering help. However, what I was trying to do

was to make Alice discuss her weaknesses. I said it indirectly to keep the light atmosphere, but I

also hoped that she would bring up at least one issue that I wanted to discuss with her. I was

aware of my indirectness, but I did not know that I chose the most indirect way. As a result, I

was not successful in eliciting Alice to discuss her challenges.

In lines 108 and 110, because giving direction and interaction were not exactly the

weaknesses I was thinking about from Alice, I subconsciously did not follow up with and make

any suggestions to these comments. At first, in line 109, I repeated what Alice said (directions)

and then asked Alice back to confirm what she had said because I was not expecting that

utterance. Also, I changed my question because I was unsuccessful in eliciting Alices

weaknesses in her lesson the first time. I decided to discuss the positive aspects of her lessons, by


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specifically asking her what she liked about her lesson. After discussing the positives, my plan

was to discuss the negatives.

In terms of syntactic mitigation, I used the clause structure/subordination I think twice

in the beginning of our conversation in line 89. By using subordination, I was expressing my

opinion as well as giving Alice room for negotiability (Wajnryb, 1994, p. 256). I also used an

invariant tag/interrogative structure in line 91. By using tag questions, I was trying to invite

Alice to join me in the conversation.

As evident in Transcript 2, I found that I used various semantic mitigations, such as

qualm indicators, hedging modifiers, and conceding asides. For qualm indicators, I used you

know (line 90) and um (line 106) once, and I used the word Mmm (line 109) OK (line

111 and 113) more than once. According to Wajnryb (1994), using qualm indicators would make

the listener think that the speaker is either hesitant or is feeling uneasy. As for hedging modifiers,

I used the word really once (line 112), but Alice used it several times throughout the 5-minute

conference. Finally, among the eight types of asides by Wajnryb (1994), I used conceding asides.

Even though there were some parts of the lesson that I was not completely satisfied, I

acknowledged the teachers effort all throughout the 5 minutes of the conference. I did this

approach partly because I was unsuccessful in having Alice mention the challenges I expected to

hear, but I also wanted to complement her in the beginning. Overall, my subconscious and

conscious use of mitigation devices, which meant to prepare Alice for my softened criticism,

was not entirely successful in the first 5 minutes of the conference.


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Section III: Post-Observation Conference II of Takako

Name of Teacher: Takako Kobayashi Date of Teaching: Oct. 4, 2012

Location of Teaching: Peace Resource Center, Seaside, California

Description of the Lesson: 1-hour topic-based lesson: How to say things in a hospital; this was

a high-intermediate level English reading and writing class.

Description of the Students: There were 8 adult Hispanic ESL students (6 females and 2 males)


Location of Post-Observation Conference: Monterey Institute of International Studies

Focus of Observation by the Supervisor: Teachers teaching style and confidence level

Focus of Analysis of the Report:Knowledge, attitude, skills, and awareness (KASA) model

Freemans (1989); Supervising nonnative-speaking teachers (Bailey, 2006, ch. 14)

Description

For this assignment, I observed Takako the second time and saw the changes she

incorporated in her classroom after our first post-observation conference. Some of the changes

she made was the way/direction she stood when was in front of the class. Before she turned

around completely and faced the whiteboard when she was writing. Every time she turned

around, the students began to chat in their native language, Spanish. Thus, I advised her to stand

diagonally to the board, facing front. When she needed to write on the board, I told her to give a

task to the students. Finally, she had a more detailed lesson plan than before. As a supervisor, I

was quite pleased to observe her progress and was excited to meet her for our post-observation

conference. For this conference, we met at the Samson Center on October 19, 2012.

The following post-observation conference transcript, Transcript 3, is a portion after I

had complemented Takako for all the positive changes she made in her classroom. Right before

the transcript scenario, Takako shared to me how she still did not feel 100% confident because

she was a nonnative English-speaking teacher. Transcript 3 captures my advice to Takako as a

fellow nonnative English-speaking teacher, as well as my mention of Freemans (1989)


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Knowledge, attitude, skills, and awareness (KASA) model and concepts from chapter 14,

Supervising nonnative-speaking teachers in Bailey (2006). Sstands for supervisor and T

represents teacher. Nonverbal behaviors are expressed in brackets.

Post-Observation Conference Transcript 3

S: In my opinion, I think you can have more confidence in your teaching because youve been125

an international student, an ESL learner yourself. And so you know a lot of the needs, andobviously the reason why youre doing TESOL is because you want to be a help and become a

teacher that understands the ESL students. So I think you have that advantage, in comparison tonative speakers, who didnt really go through that life as an ESL student. And so, they might

understand ESL students, but not as much and not as well as you do. Yeah?130T: Mmhmm.

S: So, just imagine yourself like in the affective sideyou can actually read students situationbetter than possibly native speaker teachers. You know, thats one thing that a nonnative speaker

teacher would feel is that because their English is- well, since they are also studying English, butthey are also teaching English. So theyre a teacher but they are also a learner, thats why they135

might feel incompetent. Do you feel that way sometime?T: Yeah!!

S: OK. But, you know, um, its true that youre still learning English, but think of it as, becauseyou have been a learner, you can understand students minds and their conditions better. You can

be more sensitive and accommodating than other teachers. And I think thats what you are. And140you know, it just takes time and more practice, but I think you can have MORE confidence.

English may not be your native language and it may not be your strength? But I want to showyou something. [opening a book] Its called theKASA model. [pointing at the KASA figure] This

is theKnowledge, attitude, skills, and awareness model. As teachers, you can have the

knowledge and skills, but that doesnt mean that they are going to be good teachers, you know?145

They always have to have a good attitude and awareness. For you, youre in that stage ofawareness, and not just that, you have a very good positive attitude about teaching. Youre also

trying to improve your teaching and incorporate ways to improve it. And I saw that. So I thinkyou can have more confidence in where your strength lies. And you can still work on the skills

and knowledge. But with attitude? Like if youre not passionate and youre not willing to150teacher? Then thats going to be a problem.

Analysis

During my second post-observation conference, I was surprised when Takako mentioned

that she did not feel confident as an English teacher since she is a nonnative English speaker. In

my observation of her lesson, she looked very confident. This reminded me that many non-

native-speaking teachers are very concerned about their on proficiency levels (Bailey, 2006, p.

306). As a fellow nonnative English teacher, I can relate to Takakos concerns. In my case, I am


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concerned with school administrators, future employers, and other native-speaking teachers who

might look down on me or regard me as unqualified solely because I am a nonnative-speaking

teacher. Because I also worry about peoples perception about being a nonnative teacher, I was

glad that Takako shared her concerns with me.

Using the KASAmodel by Freemans (1989) was useful to explain to Takako that

grammatical knowledge is just one of the components of being a good teacher. It was helpful to

show her what her strengths were in the KASA model, such as awareness and attitude (line 146).

Overall, unlike the first post-observation conference when I provided more concrete

instructions, this second conference was centered on high relationship, low task. I tried to be a

supervisor that is aware of these [nonnative speakers] issues and be prepared to support non-

native-speaking teachers as they cope with these additional pressures (Bailey, 2006, p. 310). I

also tried to be a mentor and a supporter to Takako, enabling her to vent her frustrations

(Malderez & Bodoczky, 1999). Finally, I wanted to display my motivating function as a

supervisor to Takako, helping her create and maintain an atmosphere where she can achieve her

best as a language teacher (Abrell, 1974).


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References

Abrell, R. (1974). The humanistic supervisor enhances growth and improves instruction.

Educational Leadership, 32, 212216.

Bailey, K. M. (2006).Language teacher supervision: A case-based approach. Cambridge:

Cambridge University Press.

Freeman, D. (1989). Teacher training, development and decision making: A model of teaching

and related strategies for language teacher education. TESOL Quarterly, 23, 2745.

Hersey, P. (1984). The situational leader. New York: Warner Books.

Hersey, P., & Blanchard, K. H. (1982).Management of organizational behavior: Utilizing

human resources (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

Malderez, A., & Bodoczky, C. (1999).Mentor courses: A resource book for trainer-trainers.

Cambridge: Cambridge University Press.

Wajnryb, R. (1994). The pragmatics of feedback: A study of mitigation in the supervisory

discourse of TESOL teacher educators. (Unpublished doctoral dissertation). Macquarie

University, Sydney, NSW, Australia.

Wajnryb, R. (1995). Teachers perceptions of mitigation in supervisory discourse: A report of a

pilot study. South Pacific Journal of Teacher Education, 23, 7182.


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Appendix A: Takakos Observation Report I

sun_giving feedback to teachers

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