Principles of Effective Instruction
This chapter provides an overview of principles commonly associated witheffective fieldinstruction. The purpose of reviewing these features is threefold. First, it familiarizes the reader with what elements are considered important for maximizing the educational experience. Second, it helps to give meaning to the power and utility of the Task-Centered Model for Supervision (TCS). How TCS addresses these principles and aids in promoting a positive supervisory relationship will be demonstrated throughout this book. Third, understanding principles of effective instruction is critical for forming a productive supervisory relationship. We posit that the development and maintenance of such a relationship can be achieved through systematic implementation of these principles. Because of its centrality to supervision, the supervisory relationship is considered in depth in the following chapter.
Despite the lack of a coherent and systematic model for educational supervision, the social work literature does put forth a common (albeit unstructured) group of principles for effective supervision. These essentially offer considerations for maximizing student learning, outlining certain circumstances in which “learning is best.” These principles have been organized here and outlined below. A discussion of each follows. TCS was