Embedded Files
"Active supervision is a proactive strategy to reduce problem behaviors in schools. Active supervision creates opportunities for teachers to interact with students, provide preventative praise and supervision, and provide corrective feedback to minor behaviors prior to significant escalations. Active supervision is an approach to instruction that ensures that students know they are being monitored and supervised. This strategy can be used in both classroom and non-classroom settings (i.e., recess or lunch)."
Rationale
Allows for the provision of immediate learning assistance to students
Increases student engagement
Reduces inappropriate & increases appropriate behavior
Allows for frequent use of encouragement
Allows for timely correction of behavioral errors
Builds positive adult-student relationships
Classroom Strategies
Continually monitor students by scanning, moving and interacting frequently and strategically.
Design classroom floor plan and lessons to consider ease of movement, student groupings, activity levels, etc.
Provide positive contact, positive and corrective feedback while moving.
Snapshot 3 - Active Supervision 3-18-19.pdfActive-Supervision.pdf3 Components of Active Supervision in all Areas of the School
Moving
Assemblies
Predetermine a location to sit among your students to allow for a quick exit to address concerns.
Cafeteria
Move between the tables and around the perimeter.
Recess
Define areas of coverage with duty partners and move throughout your area.
Transitions
Move between corridors and classroom to monitor student transitions in and out of the classroom.
Scanning
Assemblies
Observe student behavior and identify problematic behavior or situations that may need to be addressed.
Cafeteria
Having one duty person take a view of the whole cafeteria while others are moving among the tables can help identify issues quickly.
The cafeteria is often a good place to identify student isolation and potential conflict among students. Watch for changes in behavior or patterns.
Recess
Duty personnel are frequently turning and looking in all directions while moving in their assigned areas.
Transitions
Observe stairwells, corners, and potential blind spots.
Interacting
Assemblies
Gentle, quiet reminders to be respectful during events can often redirect inappropriate behavior.
Give reminders or warnings but be ready to remove students with minimal disruption if necessary.
Cafeteria
Brief conversations or interactions with students can help defuse potential conflicts or raise awareness of struggling students.
Check in with students when you observe a change in demeanor, eating habits, or group dynamics.
Recess
Duty personnel are frequently turning and looking in all directions while moving in their assigned areas.
Transitions
Greet students as they enter your room
Reminders of routines and expectations upon entry can help create smooth entries and transitions between activities.
Connection to Professional Standards
Connection to Professional Standards
Core Proposition 1: Teachers are committed to students and their learning.
Standard 1.2-Application ofLearning Theory-The teacher demonstrates an understanding of how students develop and learn.
Standard 1.3-Classroom Climate-The teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions towards learning.
Core Proposition 3: Teachers are responsible for managing and monitoring student learning.
Standard 3.1-Managing Classroom Routines and Expectations-The teacher establishes an organized and efficient learning environment that involves and engages all students maximizes learning time, and enhances student learning in a variety of individual and group settings.
Standard 3.2-Student Engagement-The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.
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