PAPER

EDUCATIONAL SUPERVISION APPROACH AND TECHNIQUES

LECTURER : Rizki Ramadhani, S.Pd.,M.Pd

COURSES : Education Profession`

ARRANGE BY :

GROUP 4 :

 Feby Nabila Safira (4202131001)

 Nurul Amaliah Nasution (4203332025)
 Veronika Anastasya Simbolon (4172131025)

BILINGUAL CHEMICAL EDUCATION STUDY PROGRAM

DEPARTEMEN OF CHEMISTRY
UNIVESITAS NEGERI MEDAN
2021
 FOREWORD

Praise be to our gratitude to pray for the presence of the one and only God, because
for His blessings and mercy so that I can finish this paper well. This paper that we make is an
assignment in the Propesi education course. I do not forget to thank Mrs. Rizki Ramadhani,
S.Pd., M.Pd as a lecturer who has provided an explanation of the preparation of this paper.
Such is the paper that we make, we realize that this paper is far from perfect. For this reason,
constructive criticism and suggestions are expected from various parties, especially teaching
lecturers, so that they can be useful for the preparation of this paper in the future.

MEDAN, 17 April 2021

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 TABLE OF CONTENTS

Contents
FOREWORD.......................................................................................................................................2
TABLE OF CONTENTS....................................................................................................................3
CHAPTER I.........................................................................................................................................4
PRELIMINARY..................................................................................................................................4
i. Background..............................................................................................................................4
ii. Formulation of Problem..........................................................................................................5
iii. Purpose of the Paper............................................................................................................5
CHAPTER II.......................................................................................................................................6
DISCUSSION.......................................................................................................................................6
EDUCATION SUPERVISION APPROACH................................................................................6
1. Collegiate Approach............................................................................................................6
2. Individual Approach............................................................................................................6
3. Clinical Approach................................................................................................................7
4. Artistic Approach in Teaching Supervision.......................................................................8
5. Scientific Approach..............................................................................................................8
EDUCATIONAL SUPERVISION TECHNIQUES....................................................................10
Group-based Supervision Techniques:....................................................................................10
Individualized Supervision Techniques...................................................................................13
CHAPTER III....................................................................................................................................16
CLOSING..............................................................................................................................................16
iv. Conclusion..............................................................................................................................16
v. Recommendation...................................................................................................................16
REFERECES.....................................................................................................................................17

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 CHAPTER I
PRELIMINARY

i. Background

In education, one of the things that cannot be ignored is supervision. Supervision is

important to oversee every pattern and performance of a person with the aim of effective and
efficient activities in the institution concerned. At first, supervision was only used in the
school environment, namely by the principal of the teachers or staff who were under him [1],
over time and the development of education which was full of various problems that arose,
then supervision expanded not only in educational institutions but relating to the government
that oversees education, such as the Ministry of Education and Culture or the Ministry of
Religion by making someone a supervisor in order to oversee the performance and all forms
of activities that exist in the teaching and learning process in schools, especially supervising
the duties of the school principal.

In schools, the role of the principal greatly influences the quality and quality of the
institution, the principal also acts as a supervisor, this needs to be done to supervise and
evaluate the performance of teachers in the context of improving and developing learning.
However, in this case the principal does not have to be authoritarian towards subordinates
(teachers), the supervision given by the principal to teachers is through good guidance,
direction and guidance to teachers with the aim of increasing teacher professionalism and
improving quality and ensuring the quality of education in the institution. is good and runs
effectively in accordance with the vision and mission of the institution.

The principal has an obligation to foster the ability of teachers, thus the principal should
carry out effective supervision. The many problems that arise in education require that
supervision be carried out in educational institutions, namely to improve teaching and
learning and to guide the growth of teachers' professional abilities and skills. Fritz Carrie and
Greg Miller stated more firmly, that if there is no element of supervision, the education
system as a whole will not run effectively in an effort to achieve goals [2]. In PP 19 of 2005,
article 55, school supervisors have a very significant and strategic role in the process and
results of quality education in schools, which includes monitoring, supervision, evaluation,
reporting and supervisory follow-up which must be carried out regularly and continuously.

The principal is in charge of being the supervisor, which is in charge of regulating all
aspects of the curriculum that applies in the school in order to provide results in accordance
with the specified targets [3]. Whether or not an educational institution is progressing is
determined by the role of the principal, if the principal can carry out his duties as a supervisor
well, the educational institution he leads can run well, educational supervision has a major
influence on changes and improvements in education, both from curriculum improvement,
effective learning models in the classroom so as not to cause boredom in students because

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teachers who teach can find new theories and ways of developing a good teaching and
learning process.

The principal who has a function as a supervisor must really understand the task as
supervision, so that internal jealousy does not arise among the school principal. The principal
should be open to the teacher and involve the teacher in any planning the principal wants to
do in supervising subordinates (teachers), so that the teacher as an object can understand his
duties and can make improvements in order to improve the quality and quality of good
education in the future. So it can be ascertained that if this happens the teacher does not need
to feel worried or afraid because of being watched, this actually helps to improve the teaching
and learning process and increase professionalism and good performance.

Thus, education supervision intends to improve professional and technical abilities for
teachers, school principals and other school personnel so that the education process in schools
is of higher quality, especially education supervision is carried out on the basis of
cooperation, participation and collaboration, not based on coercion and compliance, which in
the end can lead to higher quality education in schools. Awareness, initiative and creativity of
school personnel.

ii. Formulation of Problem

 What are the approaches in education supervision?

 What and how are educational supervision techniques?

iii. Purpose of the Paper

 To find out the approaches in educational supervision

 To know the technique of educational supervision

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 CHAPTER II
DISCUSSION

EDUCATION SUPERVISION APPROACH

There are several approaches that can be taken by a supervisor, this certainly makes it
easier for supervisors when supervising their subordinates, supervisors can choose which
approach to use according to the conditions of the institution concerned, because each
approach in educational supervision has different characteristics. The right selection depends
on the problem at hand and the goals to be achieved. For the intended purpose, Wahyudi's
several supervisory approaches are the collegial approach, the individual approach, the
clinical approach and the artistic approach to teaching.

1. Collegiate Approach
Collegiate supervision or what is commonly called partner supervision is termed in
several names, among others, peer supervision, cooperative professional development and
often even collaborative supervision. Collegiate supervision is a moderate formal process in
which two or more teachers work together for the benefit of teacher professional
development. The form of collegial supervision according to Kimbrough is:

1. Teachers meeting with a clear agnda and discuss topics related to the progress of
education in schools;

2. Workshops, namely group activities consisting of the Principal, Supervisor

(Supervisor) and teachers to solve problems faced through conversations and working
in groups;

3. Observation of fellow teachers in class, namely by involving fellow teachers in turn to

see and assess learning activities in the classroom with their successes and
weaknesses.

2. Individual Approach
This approach is called the individual interview, which is the opportunity created by the
supervisor or principal to work individually with the teacher on their professional problems.
This approach, emphasizes the personal responsibility of teachers to their professionalism.
The form of this approach is that the teacher makes a lesson plan, which is then submitted to
the supervisor, school principal or other competent party. At the end of the semester, usually
teachers and supervisors meet to discuss the obstacles faced during implementing the learning
program. This approach is suitable for teachers who prefer to work alone.

3. Clinical Approach
The clinical approach is a form of supervision that is focused on improving learning with
systematic stages or cycles in planning, observation and logical and intensive analysis of real
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teaching performances in making changes in a rational way. There are several stages of
clinical supervision planning:

1. The initial meeting stage is the creation of a framework, because it is necessary to

create a friendly and open atmosphere between the supervisor and the teacher so that
the teacher feels confident and understands the purpose of holding a clinical approach;

2. In the classroom observation stage, the teacher carries out learning activities
according to the agreed guidelines and procedures at an early stage. Furthermore, the
supervisor makes observations based on the instruments that have been made and
agreed with the teacher. After observation, the supervisor collects information to
assist the teacher in analyzing learning;

3. In the final meeting stage or feedback, the supervisor evaluates the things that
happened during the observation and the entire cycle of the process of supposition
with the aim of improving teacher performance. This final meeting is a feedback
discussion between the supervisor and the teacher. Supervisors explain the objective
data so that the teacher can find out the strengths and weaknesses during the learning
process. The basis of feedback to the teacher is agreement on the observation items
that have been made so that the teacher is aware of the level of achievement achieved.

There are several characteristics of clinical supervision are;

1. in essence, supervisors and teachers are equal and help each other improve
professionalism skills,
2. The focus of clinical supervision is on improving teaching methods, not changing
the teacher's personality.
3. provide clinical supervision based on observational evidence,
4. be constructive and provide reinforcement to the patterns and behavior that has
been achieved,
5. The clinical supervision stage is a continuity and builds on past experiences.
6. Clinical supervision is a dynamic give and take process,
7. teachers have the freedom and responsibility to raise problems, analyze their own
teaching methods and develop them,
8. Supervisors have the freedom and responsibility to analyze and evaluate how to
supervise,
9. Teachers have the initiative and responsibility in increasing pedagogical
competence,
10. Supervisors and teachers are open to gathering opinions and respecting each other.

4. Artistic Approach in Teaching Supervision

According to Good V. Carter, artistic is a human activity that is directed at the
achievement of a goal, but in general terms it is limited to activities that involve creative
abilities, ingenuity, judgment and skills. An artistic approach in teaching supervision is any
form of professional assistance service to teachers individually or in groups in order to

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improve teaching and improve curriculum programs through processes that require intuition,
creativity, ingenuity, skills performed by supervisors in supervision activities that have not
been agreed in writing in order to improve the quality of education.

The aim of this approach is to improve the quality of education in schools by trying to both
expose the teaching and reach out to the teacher's background. This approach has the
following characteristics:

1. Accepting the fact that a supervisor with all his strengths and weaknesses, sensitivity
and experience is the main instrument. In other words, a supervisor who gives
meaning to all activities during the learning process;

2. Requires a good relationship between supervisor and teacher.

5. Scientific Approach.
The scientific approach in the supervision of learning is closely related to seeking the
effectiveness of learning, meaning that it is responsive to deficiencies in assessing the
effectiveness of learning. These shortcomings can be in the form of:

1. lack of rigor and lack of clarity on the standards used to judge the effectiveness of
learning today.

2. It is difficult to determine which methods are best.

3. It is difficult to determine which teacher teaches and performs the best tasks.

From a scientific point of view, learning is seen as a science (science), so the supervisor
can improve learning by using scientific methods, there are several steps in carrying out this
scientific approach, as follows:

1. Implementing the findings of the researchers.

With the findings of researchers, it will be known which learning is effective and which is
not, of course, the findings are based on proven learning theories. So that the Supervisor can
achieve the goals of the division.

2. Together with researchers to conduct research in the field of learning and other
matters related to it.

The research action must be carried out by the Supervisor together with the learning and
the Supervisor will get an overview of the learning carried out by the teacher together with
the students.

3. Apply the scientific method and have a scientific attitude in finding the effectiveness
of learning.

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 These scientific attitudes include: being clear in looking at problems without any tension,
keeping a distance from things that are observed, being objective and using frameworks that
are recognized in the scientific approach.

According to Piet A. Suh Understanding, there are several approaches that can be used in
supervision, namely the directive approach, the non-directive approach and the collaborative
approach, the three approaches have their starting point in the theory of learning psychology,
here is an explanation of the three approaches.

1. Directive Approach (direct).

This approach was born from the psychological theory of behaviorism, which is that all
actions come from relaxing, or in response to stimuli / stimuli. Therefore, teachers who have
deficiencies need to be given stimulation so that they can react with reinforcement or
punishment. As for what is meant by a directive approach is a way of approaching problems
that are direct in nature. Supervisors provide direct directions, with the aim that teachers who
are experiencing problems need to be given direct stimulation so that they can react

The steps for the directive approach are: explaining, presenting, directing, giving
examples, setting benchmarks, and strengthening. And concluded by Sri Banun Muslim with
the term supervisory behavior, namely: demonstrating (showing), directing (directing),
standing (preparing) and reinforcing (strengthening).

Thus, the Supervisor becomes the central who determines the improvement of the teacher,
the supervisor must be active, creative, and innovative in improving the teaching method of
the teacher, so that the teacher does not feel dictated by developing his abilities and
creativity.

2. Non-directive (indirect) approach.

This approach was born from an understanding of humanistic psychology, which really
appreciates the people who will be helped by hearing problems. Thus the non-directive
approach is a way of approaching problems that are indirect in nature. Supervisors do not
directly point out problems, but first listen actively to what the teacher says. The supervisor
gives as much as possible to the teacher to bring up the problems experienced, therefore the
personality of the teacher who is fostered is so respected. In addition, according to Sri Banun
Muslim, teachers must be able to solve their own problems. The supervisor's role here is to
encourage / generate awareness of the teacher's own and classified experiences. This
approach is more appropriate for professional teachers. Therefore, It can be concluded that in
this non-directive approach the teacher becomes the center who determines the improvement
in himself. Supervisors only help, encourage teachers to be able to develop their abilities and
creativity.

The non-directive approach steps, namely: listening, providing reinforcement, explaining,

presenting and solving problems. And concluded by Sri Banun Muslim with the term
supervisory behavior, which includes: listening (listening), clarifying (clarifying),
encouriging (encouraging), presenting (presenting), problem solving (solving problems),

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negotiating (negotiating), demonstrating (showing) , directing (directing), standadizing
(preparing) and reinforcing (strengthening).

3. Collaborative Approach.

This collaborative approach was born from cognitive psychology, which assumes that
learning is the result of a combination of individual activities and the environment, which in
turn affects the formation of individual activities. Thus a collaborative approach is an
approach that combines directive and non-directive approaches. In this approach, the
Supervisor and the teacher together agree to establish a structure, process and criteria for
carrying out the conversation process towards the problem at hand. This collaborative
approach uses two-way communication, from top to bottom and from bottom to top. This
approach is more appropriate for critical or overly busy teachers. The supervisor's job is to
ask the teacher for an explanation if there are things he or she discloses that are not
understood, then encourage the teacher to actualize the initiative he thinks about to solve the
problems he faces or improve his teaching. Thus, it can be concluded that in this
collaborative approach, the supervisors and teachers are the ones at the center. Both
complement each other to determine the improvement and development of teachers' abilities
and creativity.

The non-directive approach steps are: presenting, explaining, listening, solving problems
and negotiating. And concluded by Sri Banun Muslim with the term supervisory behavior,
which includes: presenting (presenting), problem solving (problem solving), and negotiating
(negotiation).

EDUCATIONAL SUPERVISION TECHNIQUES

Supervisors in improving school programs can use a variety of educational supervision

techniques or methods. In essence, there are many techniques in implementing educational
supervision programs. From a number of techniques that can be applied in learning, in terms
of the number of teachers, they can be grouped into two major parts, namely group
techniques and techniques that are individual. Here's the description:

Group-based Supervision Techniques:

Group techniques are techniques that are used jointly by a supervisor with a
number of teachers in a group. [8] Some people who are suspected of having
problems are grouped together and then given supervision services according to
the problems they face. Many of the forms in this technique are of a group nature,
but among the more common ones are the following:

a. Orientation Meeting

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 An orientation meeting is a meeting of supervisors with supervision (especially new
training teachers) which aims to bring the supervisee into a new work atmosphere. At the
orientation meeting, the supervisor provides an explanation of the important things that need
to be done in order to improve the quality of teacher professionalism in teaching tasks. After
the supervisor provides important explanations, the supervisor then asks for input from the
supervisee about what is being done to improve learning services. With this orientation
meeting, supervisees, at an early stage, are made to avoid various problems that may be faced
in their later assignments. This can be achieved considering that orientation meetings provide
opportunities for supervisees to experience correctly what will be their duties and
responsibilities in carrying out their role as education personnel. The quality of teaching
agreed to ensure quality (quality assurance) in schools, and at the same time will try to
prepare themselves to face all the possibilities that will occur while carrying out the
supervisory work.

At this orientation meeting, supervisors are expected to convey or explain to the

supervisees the following: (1) the work system applicable in the school; (2) administrative
and organizational processes and mechanisms in schools; (3) the risks that can arise if a
procedure or work system is not implemented as it should be; (4) opportunities that the
supervisor can take advantage of in developing themselves; (5) the rights and obligations of
the supervisee during their work; and (6) other things deemed able to assist the supervisee in
carrying out their work effectively and efficiently without experiencing many problems or
significant obstacles.

b. Teacher Meeting

There are many types of teacher meetings, both in terms of their nature, type of
activity, purpose, number of participants, etc. Teacher meetings will produce good teachers,
if planned well, carried out according to plan, and followed up according to the agreement
reached in the meeting. Good meeting planning always begins with serious efforts in
collecting data on (a) important issues that are very prominent and affect the life of teaching
and education, (b) tools that can be used when the meeting is held, and (c) interests, concerns,
skills, and general personality as well as the problems faced by teachers both individually and
in groups.

There are several important things that must be considered in planning a teacher
meeting, including (1) the goals to be achieved must be clear and concrete; (2) the problems
that will be the material for the meeting must be problems arising from teachers who are
considered important by them and according to their own needs; (3) teachers' personal
problems concerning meeting matters need attention; (4) the new experiences that teachers
get at the meeting should lead them to the best possible personal and occupational growth; (5)
teacher participation from planning to meeting should be considered well; and (6) issues of
local conditions, time and place of the meeting need to be taken into consideration in
planning a meeting.

During the teacher meeting, the meeting leader (supervisor) is expected to have high
abilities in (1) creating a good situation with a friendly attitude, being a good listener of the
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opinions or suggestions of the participants; (2) mastering the scope of the problem / material
discussed in the meeting and presenting the planned problems to the participants for
discussion and finding alternative solutions; (3) develop motivation in participants to
participate actively during the meeting, and try to help them, especially those who are less
experienced, in expressing ideas or opinions at the meeting; (4) adjusting the direction of the
discussion during the meeting, deviations from the scope of the issues discussed can be
avoided; (5) provide additional explanations and / or objective interpretations of the opinions
and / or proposals of meeting members that are deemed unclear so that all members of the
meeting can understand and accept them; (6) look for common points and neutralize the
prominent differences of opinion among meeting participants and direct them to an
agreement of opinion; and (7) closing or ending a meeting in a satisfying atmosphere and
formulating a clear follow-up.

c. Inter-Teacher Group Study

Group study between teachers is an activity carried out by a number of teachers who
have expertise in certain fields of study, such as Mathematics, Science, Indonesian, English,
and so on. This group of teachers holds meetings, either regularly or incidentally, to study or
study a problem or a number of issues related to the presentation and development of subject
matter in the field of study. The topics discussed in the meeting have been previously
formulated, either by the teacher, or supervisor, or by the teacher together with the
supervisor. The discussion of the predetermined problems or topics is carried out in various
ways, before each meeting the teacher learns it individually. When the meeting was held, one
of them presented the subject matter that he nurtured in front.

d. Discussion as an Exchange of Thoughts or Opinions

Discussion is an exchange of thoughts or opinions through a process of conversation

between two or more individuals about a problem to find alternative solutions. Discussion is
a tool for supervisors to develop various skills in teachers who practice dealing with various
problems or difficulties by exchanging ideas with one another. Through this technique,
supervisors can help teachers to know, understand or explore a problem, so that together they
will try to find alternative solutions to the problem.

The use of discussion techniques is intended so that all discussion members are
willing and able to involve themselves in the discussion process from the beginning to the
end of the discussion. Supervisors must have the skills to make each member a part of the
discussion process, and their function as a leader (as well as a member of the discussion). As
a discussion leader, the supervisor must be able to apply effective leadership that can make
every member of the discussion want to participate voluntarily during the discussion. He
must be able to carry out a leadership that can make every member of the discussion say to
himself "if I do not participate in this discussion, then it is useless to have my presence in this
discussion, I must participate at least giving one suggestion"

e. Workshop (Workshop)

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 An educational workshop can be defined as a group learning activity that occurs from
a number of education officers who are solving a problem through conversation and working
in groups or individually. The characteristics of this workshop include (1) the problems
discussed are "life centered" and arise from the participants themselves (teachers); (2) always
make maximum use of mental and physical activities in their activities, so as to achieve a
higher and better level of professional growth than before - meaningful changes occur in
them after participating in this activity; (3) the methods used in work are "methods of
problem solving, deliberation, and investigation"; (4) held based on mutual needs; (5) using
resource persons perseon the material resources who provide immense assistance in
achieving results; and (6) Always maintain a balanced life in addition to developing
knowledge, skills and behavior changes.

The correct procedure for implementing the Workshop, such as (1) formulating clear
and specific workshop objectives (results to be achieved); (2) formulating the main issues to
be discussed in detail; (3) determine the problem-solving procedure by formulating the
problem to be discussed, determining the purpose of the discussion, using an interesting and
fun discussion method; read books related to the material discussed, the participants hear
directions from the resource person; the participants are facilitated by the supervisor to do the
tasks; and formulate conclusions on the material discussed; (4) determine the tools and
equipment used; (5) formulating the difficulties faced: and (6) formulating a follow-up plan
as a follow-up activity.

f. Exchange of Experience (Sharing of Experience)

Exchanging experiences "sharing of experience" a technique of encounter in which

teachers give and receive, learn from each other. Sharing procedures must be prepared
regularly so that the goals can be achieved. Sahunderstanding (2000) states that sharing steps
include (1) determining the goals to be achieved; (2) determine the subject matter to be
discussed in the form of a problem; (3) provide the opportunity for each participant to
contribute their opinion; and (4) formulate provisional conclusions and discuss new
problems.

Individualized Supervision Techniques

Individual technique is assistance that is carried out independently by the supervisor,
whether it occurs inside the classroom or outside the classroom. In this case the supervised
person may also be an individual, but maybe not just a person. Its purpose is to provide
individual or individual assistance. Some of the activities that can be carried out include:

a. Class visits (classroom visitation)

Class visits can be carried out by the principal, supervisor or other supervisor. By
entering or visiting certain classes to see the teacher who is managing the learning process.

In this case the class visit is intended to take a close look at the situation and
atmosphere of the class as a whole. If good or inappropriate things are found from the visit,
the supervisor or principal can invite the teacher or student to have a discussion to dig deeper

13
about the incident. What is important to remember is that with class visits like this it is better
to get results in the form of assistance or coaching in order to improve the quality of learning.
In other words, there should be a close discussion and a warm dialogue between the
supervisor and the teacher or student so that a harmonious agreement is obtained.

b. Classroom observations (classroom observation)

Class observation is a visit made by a supervisor to a class with the intention of

observing a situation or event that is taking place in the class concerned.

1) The goal:

a. Obtain data that is as objective as possible so that the material obtained can be used to
analyze the difficulties faced by teachers in trying to improve teaching and learning
matters.
b. For the teachers themselves, the analyzed data will be able to help to change for the
better.
c. For students, of course, it will be able to have a positive influence on their learning
progress.

2) The observed aspects:

 Teacher-student efforts and activities in the learning process.

 Teacher-student efforts and activities in relation to the use of learning materials and
tools / media.
 Teacher-student efforts and activities in gaining learning experiences.
 Social environment, physical school, both inside and outside the classroom and other
supporting factors.

c. Individual interviews

Done when the supervisor thinks that he wants answers from certain individuals. This
can be done, first if there is a special problem with the individual teacher whose solution
cannot be overheard by others. Second, if the supervisor wants to check the accuracy of the
data that has been collected from other people. In this case, individual technique is
appropriate so that the interviewee is not influenced by the opinions of others.

d. Group interview

Everything usually contains advantages and disadvantages, as in an individual

interview has many advantages because what the supervision gets is the purely personal
opinion of the interviewee. However, there are individuals, especially those who lack self-
confidence, it would be more appropriate to have their opinions explored if there is a
companion. It is possible that when he is alone, he does not feel brave enough to express an
opinion, but when there are other people, he becomes chatty in expressing his opinion. The
main reason is that when people express opinions, they hope the interviewer doesn't really
remember who said what he said.

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This interview technique is commonly known as a round table. It is said that because the
round table requires that there are conditions that must be met, namely the situation and the
rules for sitting in a discussion should indeed be in a circular position, where each member of
the group has the same position and rights. Likewise the interviewer should also sit in a
circle, be in another group member.

e. Private Conversation

Personal conversation is a technique in providing services to teachers by holding talks

about problems faced by the teacher. Personal meetings between supervisors and teachers to
discuss specific problems faced by teachers. Generally, the material discussed is the results of
class visits and classroom observations that have been carried out by the supervisor. In this
conversation, the supervisor tries to make the teacher aware of its strengths and weaknesses.
Encourage those that are good to be improved and those that are still lacking or that are
wrong so that efforts are made to fix them. This conversation technique is carried out by
applying supervision approaches such as directive, non-directive, and collaborative
techniques.

f. Inter Visitation

Visits between classes within one school or between similar schools are an activity
that primarily exchanges experiences of fellow teachers or school principals regarding efforts
to improve the teaching and learning process. The benefit of this inter-class visit is to
compare and learn about the advantages and disadvantages based on each other's experiences.
So that each can improve the quality of teachers in providing learning services to their
students.

g. Judging Yourself

Teachers who realize that their teaching abilities and skills must always be improved. The
teacher, will always carry out the teaching techniques and approaches well and varies. In this
technique, the teacher himself assesses his appearance while teaching by asking his students
to observe, comment on, and assess the actions or behavior he displays during teaching. Or in
other ways which according to the teacher in question can help him find out the real situation
and improve his treatment of teaching and learning activities.

CHAPTER III
CLOSING

iv. Conclusion

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  The function of educational supervision is to motivate the idealism of teachers and
strive for facilities as well as accommodating learning media so that the learning
process runs smoothly and perfectly
 Some of the approaches that have been stated in the contents of the above paper can
be an option for supervisors in conducting supervision according to the conditions and
circumstances of the teacher concerned, among others, those proposed by Wahyudi
include a collegial approach, a clinical approach, an individual approach or an artistic
approach.

v. Recommendation

The author hopes that this thesis about the nature of the supervision education approach
and techniques can be useful for readers, especially for prospective educators, and
suggestions from the authors are that prospective educators can later become professional
educators. If in the writing of this paper there are many mistakes we apologize, we expect
constructive criticism and suggestions from readers

REFERENCES

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