MODULE 4: ACTIVE SUPERVISION

1
MODULE 4 ACTIVE SUPERVISION

• Session 2 Phase I Team Training
• Presented by the MBI Consultants

2
Todays Purpose

• To learn the critical features and essential
  practices of active supervision

3
What is active supervision?
http//www.youtube.com/watch?vsxwl_TiB1xUxTiB1xU
4
What is active supervision?

• Active supervision is a proactive approach used
  in school settings to monitor a large area in
  order to ensure safety and reduce problem
  behaviors from occurring.
• It is most commonly used in non-classroom
  settings since these types of settings often have
  less adult direction and supervision.
• By scanning and moving around the area while
  interacting with the students, staff members
  support and reinforce appropriate behavior and
  correct inappropriate behavior.

5
Nonclassroom Settings

• Particular times or places where supervision is
  emphasized
• Cafeteria, hallways, playgrounds, bathrooms
• Buses bus loading zones, parking lots
• Study halls, library, free time
• Assemblies, sporting events, dances
• Where instruction is not available as behavior
  management tool

6
Examples

• Over 50 of referrals occurring on buses during
  daily transitions.
• At least 2 times/month, police are called to
  settle arguments by parents their children in
  parking lot.
• An elementary school principal found that over
  45 of their behavioral incident reports were
  coming from the playground.

7
5-minute activity

• With a partner share 1 problematic nonclassroom
  setting you have experienced
• Identify 2-3 features of problem
• Identify 2-3 possible solutions
• Be ready to report out (lt1 min.) the main
  features of your example

1 Minute Spokesperson
Attention Please
8
MANAGEMENT FEATURES

• Physical/environmental arrangements
• Routines expectations
• Staff behavior
• Student behavior

9
Basics

• Common Areas Active Supervision
• Self-Assessment
• YES or NO

Handout
10
Common Areas Active Supervision Self-Assessment
Name______________________________ Name______________________________ Date_____________
Setting ? Hallway ? Entrance ? Cafeteria ? Playground ? Other_______________ Setting ? Hallway ? Entrance ? Cafeteria ? Playground ? Other_______________ Time Start_________ Time End _________
Tally each Positive Student Contacts Total Ratio of Positives to Negatives _____ 1
Tally each Negative Student Contacts Total Ratio of Positives to Negatives _____ 1
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
Effective Movement

• Benefits of effective movement strategies
• High rates of active supervision increase
  opportunities
• for attention to both appropriate and
  inappropriate behaviors.
• Obvious and interactive
• Constant
• Gives kids the impression that youre everywhere
  at once
• Movement should be constant and deliberate unless
  attention is required at one specific location
• Randomized
• No regular or set pattern it establishes
  opportunities for inappropriate behavior
• Targeting known problem areas or individuals
• Constant and random movement strategies can
  effectively target known problem areas and
  individuals at a high rate

21
Effective Scanning

• Constant head-up and heads turning visual
  range whether standing, walking, or talking
• Make eye contact when possible and then move on
• Look at the BIG PICTURE
• Train yourself to recognize potential trouble
  spots and scan them often
• Train yourself to recognize situations that
  precede problem behavior
• Develop an awareness of the visual and auditory
  cues indicating problem behavior

22
Effective Positive Interaction Social Contact

• Variety of interaction types
• Social positives and SW acknowledgements
• Variety of students
• Quick
• Noticeable
• Genuine
• Developmental and culturally appropriate

23
Effective Positive Reinforcement

• Immediate
• Any delay in the delivery of a consequence,
  whether positive or negative, decreases its
  effectiveness
• Contingent on behavior
• Name the behavior so the student knows exactly
  what the positive behavior is
• Consistent
• Both with behavior and across staff
• High rate
• Increases the likelihood that behavior will
  continue

24
Effective Consequences

• Try to take the student(s) aside
• Avoids embarrassment
• Decreases the need for defensiveness
• Eliminates an audience for a power struggle
• Interact with the student(s) in a calm,
  businesslike, impersonal manner
• Dont argue - don't be drawn into an argument.
• Define the inappropriate behavior by reviewing
  what you observed
• Ask the student to acknowledge the behavior
  expectation that was being violated

25
Effective Consequences

• Ask the student to state the appropriate,
  expected behavior for the situation
• If they can't or won't, state the appropriate,
  expected behavior and ask them to repeat it to
  you
• Tell the student(s) what the school prescribed
  consequence for the particular behavior is
• Use the least aversive consequence allowed
• Follow school guidelines concerning repeated or
  chronic violations
• Apply the consequence immediately

26
Why does everyone need to be involved?

• Staff outnumbered
• Adult presence
• Prompts desired behavior
• Deters problem behavior
• Being a good citizen
• Contribute to school climate

27
Other Ideas

• A high school nurse lamented that too many
  students were asking to use her restroom during
  class transitions.
• Staff Members Adopt-a-Bathroom
• Over 50 of referrals occurring on buses
  during daily transitions.
• Music, Mags, Munchies
• Playground
• Recess then lunch
• Game Rule cards
• Cafeteria
• Trash-Trays-n-Travel
• Hallways
• Whisper While you Walk

28
EXAMPLE

• Video

29
Observe Problem Behavior
Minor
Major
Define problem, give student a direction, a
correction and/or a consequence
Student sent or escorted to office or classroom
teacher
Student non-compliant
Redirect and give student choices for compliance
Student is compliant
Student again non-compliant or escalates
Acknowledge cooperation (thanks, praise, reward)
2 Minute Rule
Refer student or problem to pre-arranged alternate
30
Summing It Up
NON-CLASSROOM BASICS
Supervise Actively Scan, Move, Interact
Positively Reinforce
Pre-correct Remind Early
Teach Expectations and Routines
Re-Teach and Consequent Consistently and
Appropriately
31
Tools

• Common Area Routines Checklist
• MBI Observation Checklist for Common Areas
• Top Ten Supervision Skills

32

• Review the materials in the workbook
• With a partner from your building complete My
  Prescription for Improvement