The Work of the Educator; Education is a service that is considered basic for the development of man, maker of the development of life and peoples. Therefore, as Edith Bravo says «… the Pedagogists, house of teacher trainers, undoubtedly impart magnificent knowledge of the science and technique of education, in practice there are more and more differences and failures that do not allow, definitively and fully the formation of the type of man that the peoples need to fulfill their authentic and complete development ”. And it is deeper and more imminent to the very condition of the social being and therefore more dangerous and worrying to what I would add from my vision: "schools have filled us with knowledge reproducers which we do not need."
In the same order of ideas, it is about the quality that as a person who fulfills the role of educator has, as well as the intelligence and capacity for reflection and even more the ability to function in the group, without touching the sensitivity of other people with whom they have to communicate daily. Now the problem is their own and the solution depends on the degree to which each person assumes it, where educators are not and should not pretend to be reproducers of knowledge, instead we must guide our students to create their own knowledge, even challenging those already established. if necessary " Create but do not reproduce" By this approach the following question arises: How many motivating teachers are there today? and How many teachers mark the lives of students with examples to follow?
In view of the aforementioned, educators should only be tools that contribute to the student's goal of obtaining knowledge, unfortunately not only are there educators who do not fulfill this task, but most of the students do not care about their learning.
Currently in the minds of those who will be the future of the country there are any number of things of little importance, which due to the established culture or the mere fact of a lack of motivation on the part of their teachers from the primary stages to the diversified media, what that diminishes in the students diminution in the ambition of the knowledge. So much so that they no longer reflect any method of study, simply in many cases a mechanistic reproduction of knowledge is made. On the other hand, there are many teachers who lack training and it is a terrible mistake that is seen a lot today, and there are others who are not good at imparting this knowledge and, sadly, that influences the attitude that many "students" currently have. Therefore, Teachers must educate according to the stage with which they work, if they are children they must be trainers,and as the stages progress, they become guides, that is, they must be the flame that ignites in students the need to learn, with the tools available to them, and this is achieved with motivation. In this regard, Manuel Toharia, expresses “… things are not only interesting because yes, but because they affect us in some way in everyday life. This must be taken into account to know how to stimulate an interest in science in students ”.This must be taken into account to know how to stimulate an interest in science in students ”.This must be taken into account to know how to stimulate an interest in science in students ”.
Based on the previous approach, it is necessary to ask the following question: How does a student do to demand from a teacher who does not have a vocation for service, and sometimes the teacher dictates a subject that he does not know, and also the opposite when the Student is very passive in the classroom ?
In this regard, many assure that the performance of the teacher also depends on the demands of the student, therefore the educational process should be bidirectional, where students for their own good, cannot be limited to being merely receptive, but the best critics they can have the teachers, who have the obligation to listen to them and assess their proposals. In short, the teacher's performance must be based on the student's demands. Now in the other case, the teacher must use the tools that her academic training has provided, to immerse the student in the search for learning. In other words, nowadays the role of trainers is not so much to "teach" knowledge that will have a limited validity and will always be accessible,Its main task is to organize the context in which the subject has to develop, facilitating their interaction with materials and collaborative work.
Understanding the function and role that the teacher plays in society, or the educational community at different levels of education, it is worth noting that educational supervision plays an important role in this process since it is a guiding and helpful action. technical, scientific and human that is applied to a job that refers to the educational task to reach the best achievement of its objectives. So as a critical entity I feel the need to answer the following question, based on my experiences: What role does the Supervisor play in the development of educational work in Schools, High Schools and / or Universities?
Now, responding to the previous question, it is said that the primary purpose of school supervision is to observe compliance with official administrative regulations and verify the correct performance of teaching tasks; In this way, in practice, the school supervisor is established as an expert, located hierarchically at the top of the subsystem's operational structure, supposedly more knowledgeable about the problems of schools than those who live it properly. This hierarchical position is manifested by defining it as an agent capable of making value judgments about the daily practices of a campus, based on the "quality" of administratively requisite forms and documents. This view is merely theoretical,However, it is observed in practice that this has become an administrative manager of the educational task, resulting in some cases that teachers become disoriented from their role and what happens in the first paragraphs of the author.
Based on the previous reflections, I dare to affirm that there is an incongruity between the conceptions of what general supervision or inspection is, and the actions that are prioritized in its operation; While the guidelines state that the inspection must be "understood as a fundamental basis to find the best alternative solutions and the optimal means to correct the deficiencies detected in a framework of constructive work", the daily work of school supervisors focuses on verifying that compliance with the administrative requirements of the central management and serving as a means of information for said management, due to the lack of existing communication.
Quoting Edith Bravo Boada. "In the way the supervisor communicates with the supervised and with all the people that make up the school community and even more so the educational community and the community in general." Only when he assumes his role as a communicator, and as a supervised teacher advisor, will he improve his human relationships, which will lead as a logical consequence to his personal development and that of the people over whom he exercises his supervisory function.
By the previous approach, the following question arises: what role does the supervisor play in the development of educational work in the classroom? Of course, this plays an important role, but what happens is that currently there seems to be no motivation of supervisors towards teachers to develop their work as counselors and guides for students with ethics and professionalism, and from teachers to students to study and learn, in other words, currently the vast majority of students start a university career not thinking about it in a vocational way but rather thinking about the economic benefit that could be take the future out, and depressing is the fact that in this system this endless cycle is followed, which brings with it a decline in educational, training, vocational, and guidance quality.
Then, it can be said that the meaning of what is expressed in the classroom affects the teaching-learning process, and the problem apart from what was expressed above is lack of Communication. Now. What does the supervisor do to avoid having demotivating, unmotivated teachers, and especially knowledge reproducing teachers? It is to consider that the supervisor under the humanistic approach that Edith Bravo raises, I would affirm that it is necessary to train in criticism to improve, a critical supervisor, a critical teacher and a critical student body improve the educational quality and therefore the objectives set will be met, because “… criticality is essential for the horizontality of knowledge to be achieved, which will promote meaningful learning that the student will actually use. Well, you only learn what is really significant. "
To conclude, it is necessary to affirm that supervisors and teachers should constantly improve their human relationships, which will lead as a logical consequence to their personal development and the people over whom they exercise their teaching and supervisory role. Well, education is a complex process in whose results all the implications that occur during its development are combined; at the end of the day they will have something to do with the quality of its product. Where many affirm that the cause of the problem is not the fault of the teachers, but of the educational system used in the institutions.
Finally, and as a conclusion, the supervisor that is currently required should fulfill the supervision in an intelligent, human and conscious way of its true function, and therefore this modality will be eminently solving and this is derived from the comprehensive condition, that is, a person who listens, who studies the concerns of each one of the subjects that are in the field of supervision. hears problems and sets out to solve them; It does not matter that they do not refer to the proposed objectives; It does not matter that they are personal or related to the specific subject, therefore, worrying about them is, in the long run, worrying about the best achievement of the objectives of education.
Consulted Bibliography
Bravo Edith "Humanist Supervision". Ministry of Education. Venezuela.
