On Friday 27th of January we had another Teacher only day. We had Linda Ahokava who is the school wide practitioner. She came to speak to us about active supervision particularly when we are on duty during break times. These are some of the points that were discussed.
I have also joined the PB4l team this year as I believe it is very important to help parents, whanāu, teachers, and school address problem behaviour, improve children's well-being, and increase educational achievement.
What is important to write on etap about a behaviour:
Where did the incident happen?
What happened?
Who was involved?
Why did this happen?
Get into the habit of:
Encouraging appropriate behaviour
Discouraging inappropriate behaviour
Pre-correction
Focussing on the positive
Front loading the students on what behaviours are to be expected
Identifying replacement behaviours.
Focus on what you DO want to see rather on focussing on what you DON'T want to see.
Make sure you unpack what certain behaviours mean. e.g. What does being kind look like?
How will we show that?
Active Supervision
- Moving, Scanning, Interacting
- Look the part
Movement
Movement should be :
- Needs to be constant
- Unpredictable
- Planned purposeful
- Targeted
- Designed to increase contact opportunities
Purposeful Movement
- Moving around towards the areas where you know tend to be the most problematic in order to prevent occurrences.
Scanning
Effective scanning techniques:
- appropriate and not appropriate
target problem areas
- using both visual and aural cues
- extends ability to supervise large areas
increase opportunities for positive contact
Interacting
- Friendly
- Positive
- limited engagement ( It's not about having a conversation. Keep it minimal)
Postive Reinforcement
- Give reinforcer for demonstrating behaviours attached to the specific expectations.
- State the specific behaviours (Let them know exactly why reinforcer is being given)
- Smile, deliver the reinforcer and move on.
Corrective Consequence
- Take student aside
- Name the problem behaviour you saw and or heard.
- Ask student to demonstrate the correct behaviour.
- When the student demonstrated the correct respond say "thank you for....(being respectful)"
- Move on.
- Apply the consequence immediately.
- Remind the students what the school prescribed consequence for the particulate behaviour is.
- Use the least aversive consequence.
PB4L FLOW CHART
Active Supervision Tips
- Do not spend too long with individual students or groups.
- Interact with as many students as possible during the duty.
- Remind staff of active supervision behaviours regularly.
- In each staff meeting.
- Post behaviours next to the staffroom door.
- Enter active supervision behaviours into staff handbook.
The staff discussed various behaviours that occur and then sorted the behaviours into 3 groups. Minor, Major and Crises. Minor behaviours are behaviours that the teacher is able to deal with in the classroom. Major behaviours are behaviours that teachers will have to deal with for a considerable amount of time or may need to involve someone from the senior management team. Crises behaviours are ones where outside agencies would need to be involved. We will be displaying the minor and major behaviours in the classroom for the students to be able to refer to.
One of my goals for this term is to consistently demonstrate the goals I wish to see in my students😊