SUPPORTIVE SUPERVISION

(Disclaimer : The views expressed in this article are those of the author and do not represent the policies of RIVER.)

I will not comment on how supervisions are being done in educational institutions as neither have I done an in depth study of them in those institutions nor am I an expert in these matters. What is written is a seat of the pants suggestions which, hopefully, some MGML practitioner will read and follow or, at least, try out when in that capacity.

Supervision, per se, has the connotation of one who is on a fault finding mission. Certain best practices have been worked out and communicated for all teachers to follow and the role of the supervisor is to ensure that what has been stipulated is being implemented. The supervisor, thus, enters a classroom with the aura of a bogie-man who is going to find any number of mistakes made by a person who is sincerely (so everyone things about himself!) doing his job. I daresay that such a scenario does exist but I will not say that it exists in all schools all the time.

In the implementation of the MGML Methodology the words ‘Supportive Supervision’ takes on a more than normal understanding of those two words. The situation in an MGML classroom is totally different to that of a traditional one – different in modus operandi, different in classroom culture, different in capability and capacity of persons running these classrooms and, in fact, there is no similarity between the two except the four walls of the room. To understand this let us list out the differences:-

a. The MGML classroom has 5 grades in one room as against the 1 grade in one room in the traditional classroom.
b. One Teacher handles 5 grades at the same time in MGML situation whereas there is one teacher for every grade in the traditional one.
c. The MGML Methodology does not use textbooks unlike the traditional one which does.
d. Activity based learning is the forte of MGML children as against the rote method in the traditional system.
e. The rural MGML classroom teacher is not a big B.Ed or well qualified Teacher like the traditional system one.

It must, therefore, be obvious that the Teacher in the MGML methodology needs to be ‘supported’ in executing this system instead of being ‘corrected’. The supervisor thus, coming from a higher formation, must enter a classroom with an attitude of ‘How can I help you’ instead of putting the fear of God into that Teacher and getting all the wrong answers out of sheer nervousness.

A supervisor opens a notebook in a classroom. The child misspells the word father as ‘fother’ throughout the copywriting exercise being done. The teacher has put one big correct tick mark in red across the page! A huge mistake! A memo to the teacher is warranted and justified for being careless and casual. The Supportive Supervisor does not recommend such action The Supportive Supervisor finds out why such mistakes are being done. Is the Teacher overworked? Stressed out? What time of the day are corrections being done? Is the quantum of homework given too much for the Teacher to check? Oh, there are so many reasons for making mistakes. And that is where the caliber of the supervisor comes in.

There is the supervisor who has been with the system right from its inception. The person has been involved right from the first step of production to the final finished product. Knows every teacher implementing this methodology, knows their strengths and weaknesses, knows their capabilities and their limitations after having been with them for decades. Such a supervisor would be more supportive than corrective as against one who has scant knowledge of the methodology itself and yet, being put in that position, is under the terrible notion that great supervision is being done, taking umbrage against every overheard comment that may never have been directed at that person. To be effective in supportive supervision one needs to understand the methodology itself and, more importantly, understand teachers practicing this methodology.

Glaring mistakes are not to be condoned. The stick and carrot method is also required but to be used in an analyzed and calculated manner. A systems analysis is required to arrive at the root cause of why such mistakes are done and support is to be given there. That is supportive supervision.

Aviator

RIVER in Tamil Nadu

“The ABL concept has been taken from the Rishi Valley practices.”

The above is stated in the webpage of the Tamil Nadu Sarva Shiksha Abhiyan. In the page enumerating their various new initiatives and projects is a very lucid write up about the MGML Methodology learnt from RIVER and implemented in the State as ABL initiative. Read more about this by clicking here.

Dynamic Grouping in MGML Methodology

Unlike in Mono Grade classrooms wherein the student has one fixed place to sit throughout an academic year, in our system there is dynamic grouping of children. Children sit as per the support that they require when doing an activity. (Click on picture at right to get elarged view)

It has been observed that the following benefits accrue because of this methodology:-

a. Classroom mangement becomes easy.

b. The teacher knows which group needs his/her attention the most.

c. Encourages Peer supported learning.

d. Team work development is a fall-out.

e. Facilitates children learning at their own pace without undue pressure for completion of tasks.

f. Because of this type of seating, gender differentiation is eliminated.

g. While seated in a particular group a child knows what type of support he/she can get/give.

h. Optimal use of classroom space is achieved.

Characteristics of the MGML Methodology

• In a majority of schools in the rural education scene, the Multi Grade situation exists by Default. In our Methodology, the Multi Grade situation is created by Design
• Emphasis is on learning as against teaching – activity based instead of textbook based
• Teacher as a facilitator - Less stress on Teacher
• Learning tasks completed by all – even the last child is covered.
• Self paced learning
• Ensures quality learning
• Creates fearless classrooms; a feeling of joyful learning.
• Fear of examinations is non-existent
• Child is not at a fixed place in a classroom throughout the academic year
• The Methodology has culturally appropriate materials
• Encourages cooperative learning
• Sense of achievement in the child
• Child's ability accurately diagnosed and position fixed on learning continuum
• Child monitored individually and continuously
• Caters for slow learners as much as it does for fast learners
• Community is a major player in the execution of this Methodology.
• Accountability of the Teacher is ensured.

Mothers' Committee Meeting

The School – community linkage is a vital ingredient for the success of this Methodology. One of the linkages is the Mother’s Committee meeting. This is held every month. Parents are informed about the progress their children are making in the school, what competencies and skills have been developed as on date. It is vital to get a feedback from the parents regarding how they feel regarding the progress of their wards. Even illiterate parents comment on how and what their children do at home. Contributions in kind, for example vegetables or firewood, for augmenting the afternoon meals for the children, given by any parent in that period is highlighted and publicly appreciated. Any issues that parents have are resolved in these meetings. Rajyalakshmi, Leela and Raju Asirvadam accompanied by the Resource Coordinator, T Venu attended such a meeting conducted by Saidabee in her school.

Getting Ready To Roll

The Kit Readiness activity is the foundational layer of the MGML Methodology. This classroom management tool is an essential requirement to enable children to get familiar with our methodology. This exercise is done with all new comers to the school. Logos are linked to subjects and a particular logo stands for a particular category of activity. A logo is also indicative of the kind of assistance a child needs and thus facilitates the dynamic grouping of children depending on the type of support they require in doing an activity.

Click here to view the video. Pump up the volume of your speakers to feel the energy of the classroom!

The 5 Qs of MGML Methodology

Focus Areas for Quality Interventions

The focus of all the endeavours of RIVER has been:
a. Quality in Class Room Practices.
b. Quality in Teaching Learning Materials.
c. Quality in Teachers' Training.
d. Quality in on the Job Support.
e. Quality in Community and School linkage.

Core Strategies for Achieving Quality in Education

Improved classroom interaction:

• Introduction of a graded curriculum which sets learning tasks along a continuum

• Supplementing the text books with interesting self-learning materials to make learning individualized, child-centered and interactive

• Bridge attainment gaps in children so that all children achieve mastery of appropriate learning levels

• Improved teacher support systems through constant monitoring and guidance

Improved teacher commitment and involvement:

• Development of teaching/learning material through teacher participation
• Enhancing teachers creativity and competency by ensuring all teachers have a say in developing, implementing and reviewing material produced
• Development of transparent monitoring and evaluation tools to ensure accountability

Programme for multigrade teaching:

• Development of material that is locally appropriate
• Adaptation of an innovative curriculum
• Development of a good learning environment

Teacher training:

• Formulate clear guidelines and objectives for multigrade classroom
• Develop in-service teacher training programmes
• Develop a Core of child centered multigrade teacher trainers who can be mobilized to train other teachers

Establish a teacher support system:

• Provide better supervision
• Provide a school based mechanism for regular meetings of teachers for sharing experiences
• Provide on the job support to strengthen the teaching

Enriching Village Commons:

• Encourage communities to donate Land and labour at the time of setting up the school
• Barren wasteland to be converted into a green public space, providing fuel and fodder
• Schools to practice water harvesting, herbal gardening, and use of solar energy

Community Ownership:

• Empowering Mother's Committees to monitor progress of children manage the mid-day meal and organize health camps
• Involve Mothers' in writing stories in the local dialect to be collected and used in the language curriculum.
• Fostering Traditional folk arts through puppet-shows, dance, music, art and other activities.
• Ensuring involvement of the entire village in annual activities like 'Metric Mela' - a community maths fest and environment surveys.

Value Proposition

For millions of children in the under-privileged sections of rural
communities, RIVER has created, tested, successfully implemented and
replicated, in India and abroad, a path-breaking Multi-Grade, Multi-Level
(MGML) Methodology in Primary Education. Around 75,000 teachers and
67,50,000 children are being benefited by this unique system based on
activity based learning. Unlike the glaring drawbacks existing in the
prevalent, mono-grade, teacher directed, text book based teaching system,
the MGML methodology has started a silent revolution that makes learning
joyful, reduces student dropouts, enhances community school linkage and
makes the teacher more accountable.

MGML Methodology evolution in an Organization

For the effective development of the MGML Methodology by any Organization, the following 4 teams of persons have to be in place before the start of the project. They are:-

a. The Project Planners
b. The Think Tank
c. The Skilled Team
d. The Practitioners

The Project Planners are the Policy and Decision makers. They handpick persons who will make up the other teams of the Project Program. Thereafter, the role of this team ought to be that of a mentor and facilitator. Prompt decisions will have to be given in respect of Project time-frames and finances and in the allocation/management of resources, both, human and material.

The Think Tank conceptualizes the material to be produced based on the parameters decided by them. This is the nerve centre of the Project. Each subject must have a separate sub-team. All members must be experts in their subjects. The team suggests a format and layout of the material. A rough draft is sent to the Skilled Team with unambiguous instructions. It must vet the materials received for errors and corrections. The materials are then forwarded to the Practitioners for trials. The teams work on the feedback received. The teams must carry out field visits to monitor progress and compare with earlier prepared evaluation markers. Must conduct regular State, Cluster and District level reviews.

Artists, illustrators, computer graphic software engineers and text-book writers are some of the specialists who comprise of The Skilled Team. They format and design the materials as conceptualized by the Think tank. Being experts in their fields and having the experience and expertise, they are in a better position to suggest changes to layout and design.

The Practitioners try out the materials in the MGML Classrooms and check for appropriateness and effectiveness of the materials given to them. Their feedback will guide the changes required to be carried out on the materials. In the ultimate analysis, it will be these practitioners who will be instrumental in making this methodology a success.

RIVER deals directly with the Project Planners. However, it works, in tandem, with the Think Tank and the Practitioners. Hand holding is done as long as is required by the Project Organization.

Teachers create own Materials

40% of the materials are to be created by the Teachers themselves. Thus there is this feeling of ownership in the MGML Methodology which is necessary. It gives freedom to the Teacher to be as creative as possible within the constraints of resources available. (Click on Play button to view video)