i wanna know some tipes of supervision in general?
358625
there is no secret to that
864745
Hello....I would meet with the supervisor or boss and talk about it.  Don't leave without being told what approach will be taken so you know where you stand.  On the other hand, have you ever considered working for yourself?  I am going to email you.  Good luck.
42695
The best advice I can give is to stay out of it. But if you insist on getting involved then I would have to say approach it in a way where you do not choose sides. \n\nTo give really good advice one would have to know if your supervisor is an opn person whom is willing to hear opinions even if she/he does not share them. \n\nOne thing to remember is supervisors are human and are wrong just like those under them. You have all the right in the world to bring their bickering to light if it is creating a hostile or unmanagable workplace environment. \n\nWhen a supervisor does something wrong it is okay to take it over there head after approaching them with the problem. Biggest no-no is to defy their direction. They are still the supervisor and make sure you dont put yourself in a position for insobordination.
1120845
Slow, steady and quiet approach. Call by name, if possible. No sudden or threatening movements.\nGive your name, and speak in a soft, soothing voice, explain every movement first, Avoid reaching out to touch until eye contact is made and individual appears to be responsive.\nAvoid any type of questions that may be interpreted as aggressive or threatening.\nStress who you are - "My name is Sue, and I am here to help you."\nI can see that you are upset about something, would you like to tell me about it? If this seems too aggressive, search for questions that may be less threatening - "I have a dog, his name is Teddy and I have a kitty - her name is Missy. Do you have any pets? \nTalk about simple things, and avoid asking questions that may require expansive answers. Use guestions, at first that may be answered with 'yes or no.'\nSpace your approaches, based on individual responses.\nIf possible, stress that onlookers sty back and above all, no cameras or loud noises.
264856
some type of break in the presenation is always helpful.  for example giving an hands-on example (i.e. pulling someone from the audience or class, or having them involved with answering or asking questions) when ever i take the time to move away from the presentaion in my classroom, and get one of the student involved they seem to retain the information more.
317947
I teach at the minute and am the child protection officer at school. I also do support work in a children's home outside of school hours. Obviously both involve working with vulnerable kids. The vetting that you have to go under to get these jobs is immense, so you won't really leave yourself open to any allegations. Once you start, you have to follow set guidelines anyway, so there shouldn't really be a point when anyone can accuse you of anything. One thing to be careful of, is that if you are with a child who is really vulnerable and a bit emotionally unstable, try not to be alone with them, because then obviously if they do make any allegations, it's your word against theirs, and in today's society, you'll automatically be branded unsuitable to work with young people
371694
mentor\nhelper\nguide\naide
705965
Please try and not be so shy, she will be more relaxed and enjoy helping you. People love to help and share their knowledge.
944247
Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
62007
Know what you are doing.  Walk around, see people doing their jobs and ask for their input on what can be improved.  Exhibit, maintain, and enforce high standards.  Be a friend but not a buddy.
987591
wash ur hands before serving customers if youve been handling food.\n\nalways have to wear a hair net.\n\nalways have to wear an apron\n\nthere are strict cleaning procedures for every item of machinery they have to washed once with water then AGAIN with a special detergent\n\n\ni know this because i worked in a bakery for 3 months and HATED IT!! thank you for bringing back such horrible memories lol why do i still remember this crap?
1169729
Software titled Chaperone will do this for a reasonable cost.\n\nIt's not a substitute to parental supervision, but it does the job nicely when duties prevent that.
410151
I'm not entirely sure I know what the question is... it's very short, but here's a shot:\n\n1) Computer training (like a register POS system or a CD rom that works you through a practice or Q and A training sessin)\n2) On-the-job training (usually peer-to-peer, but sometimes manager-to-peer).\n3) Mentorship training sessions\n4) Role-playing sessions (peer-to-peer or manager-to-employee). \n5) Training manuals and memos. \n\nAnd, as a bonus, there are training seminars and retreats.
939605
Integrity is the main one. Basically your word in private and your actions in private should be no different than in public. \n\n1. Empathy - My best executive Director was such a geat boss because when I messed up and misshandled a situation, ( I had to supervise women and children in a shelter and rules were always being broken etc.) she always showed me what it is in me that is lacking and how I might fix that, instead of just firing me or disciplining me. She handled everything in a friendly manner with such great communication. I grew so much under her supervision. \n\n2. See The Grey -  I used to see right or wrong, black or white. It was clearly one of the other. She taught me to see the grey. Every rule or situation has a grey area. \n\n3. Understanding - Everyone comes form a different place and brings different thought to the table. Don't expect people to act like or react like you would, and don't feel dissapointed if they don't measure up. Just lead and guide.\n\n4. Lead by example. - No one should have to do anything you wouldn't do, and you shouldn't be doing anything that reflects badly in front of them.
548481
Be polite!\nListen to their needs!\nGive rewards!
936067
I have been teaching young children for twenty years.  We use a variety of behavior management techniques.  Here are a few:\n\nProximity Control:  This is the easiest behavior management strategy, and it works much of the time.  Proximity Control means putting yourself where the action is.  Sit on the floor or at a table with the children.  Play with them or involve them in conversations.  Often just having a teacher nearby prevents problems before they even start.  \n\nModeling:   Children learn from watching us so always think about what you are doing in the classroom.  If you want children to lower their voices, then make sure you’re not yelling.  If you want children to be polite to one another, you also need to be polite.\n\nDistraction:  Sometimes you can head off an inappropriate behavior before it gets out of control, by offering an alternate activity.  This is especially effective with younger children.  \n\nRedirection:  Similar to Distraction, Redirection works by taking the emphasis off the inappropriate behavior and replacing it with a positive behavior.  The difference is that Redirection involves actually moving the child to another area of the room.  For example if two children are arguing about who can build on the block rug, you could help one child find an alternate space to build.\n\nLimited Choices:  If a child is having a difficult time controlling his or her own behavior, we can help by giving more structured choices.  This is especially helpful if a child seems to be overly excited or stimulated by the activity in the classroom.  Make sure the child always has at least three choices to pick from.  (For example, “I’m going to help you calm down a little.  Right now, you can choose to draw, read books or paint at the easel.”\n\nTime Alone:  Sometimes a child has an extreme amount of difficulty controlling his or her behavior and it is necessary to remove the child from other people for a short time.  This is usually only done when there is the threat of danger to the child, another person or equipment.  If you need to remove a child for a short time, find a place where he or she can be alone (within view of a teacher) and give the child something to do. We never use “time-outs” as a punishment.  Our Time Alone is a way for the child to calm down and regain control.  We should not have a child sit alone for more than 3-5 minutes for this age group.\n\n\nLogical Consequences:  Sometimes it is appropriate to give a consequence for a negative behavior.  If you chose to use a consequence as a behavior management technique, there are two things to remember:\n\n1. The consequence always needs to be logical.  This means that it has to make sense to the child.  If a child knocks down a friend’s block tower, it makes sense that he or she helps to rebuild the tower.  It does not make sense for that child to miss gym time later in the day. \n\n2. The consequence should take place as soon as possible after the behavior.  Even our oldest children can’t always remember what they did two or three hours ago.\n\nFamily Support:  We talk to children’s families about their behaviors on a regular basis.  This isn’t so that we can “tattle” to the parents about what happened during the day.  Rather, it is important that the children understand there is a link between school and home, and that the family and teachers are a team.\n\nHope this helps!  Good luck at your interview.
1180798
Just tell the supervisor you have a ton of things to do and need a personal day.  They will either understand. Or they wont.