The demand that supervisors increase materially the amount of time and thought which they give to the improvement of classroom teaching has become so insistent that it cannot be disregarded. It finds justification in the fact that the results of instruction frequently prove to be inadequate when they are subjected to careful scrutiny or to scientific tests. Progressive supervisors in various parts of the country have recognized the validity of this demand and they have been making detailed studies of the methods which can be used in improving the technique of teaching. As a result numerous methods and devices have been developed which are suggestive and, in many cases, genuinely effective. It is the purpose of this discussion to describe in considerable detail some of the methods which are employed by supervisors in improving the quality of teaching. In order to determine how supervisors aid their teachers the following questions were presented to approximately two hundred elementary-school teachers in June of the current year: (1) Name briefly five ways in which your principal or superintendent helped you last year with teaching problems. (2) Describe in detail the most helpful plan or device which was used. (3) How frequently did your superintendent and principal visit you? (4) In what ways did they make their visits of value to you? (5) What were some of the teaching problems on which you received no advice or suggestions but in connection with which you were in genuine need of help? The replies which were received indicated that approximately one-half the teachers had not received detailed help on their classroom problems. Two explanations for this situation were frequently offered in the reports. The first indicated that supervisors are absorbed in routine and administrative problems and as a result