Helping Teachers to Improve Students' Thinking Skills

Abstract

This article presents an extended case study of several supervisory strategies for improving students' thinking skills through improved teaching. It offers ideas, supported by details of action successfully taken on the basis of those ideas, which can prove to be invaluable to the principal who wants to assume his responsibility for improving the quality of classroom instruction. Cross and Nagle, the authors, illustrate from actual experience how a supervisor can assist teachers by using techniques that probe to the heart of teaching and learning: self-perception, self-initiation, and sensitivity to others.