A Positive Adult Presence Promotes: An invitational school climate A spirit of cooperation A sense of adult availability Student/Staff connections Student rule-following
An Effective Supervisor will… Be there on time In the right place(s) physically In the right place mentally Be supportive of other supervisors Be willing to initiate contact with any student Be knowledgeable about policies and procedures
What does Effective Supervision “Look Like”? Positive, random verbal interactions with students Continually moving throughout the area – use of proximity Continually visually “sweeping” the setting Watching/Listening for unusual crowds, sounds, noise levels, activities
Watch this supervisor – what is she doing that makes her effective?
Common Expectations How are students expected to enter the setting? How are students expected to behave in the setting? How are students expected to exit the setting?
How does an Effective Supervisor actively communicate with students? Create an assumption of cooperation and compliance with expectations Use body language and tone of voice Intervene early with low-level misbehavior Make early and positive contact with students misbehaving
Consistently… Consistently means that- Every observed misbehavior receives a response Responses to similar misbehaviors are the same Not responding sends a message that the expectation is not important Inconsistency breeds a climate of “unfairness”
Calmly… Respond in an unemotional manner Emotional responses Are inappropriate models for students May escalate the situation May reinforce behaviors for students who are seeking attention Remind yourself- Don’t take it personally “I am the adult” Consider the interaction a teaching opportunity
Respectfully… Use respectful words, tone of voice and body language Keep the responses as private as possible/reasonable Respectful responses- Model appropriate behavior for students Contribute to a positive school climate Allow students to “save face” with peers
How does this look? Get the student’s attention - quietly say “I need to speak with you” Remove students from a peer group setting Position yourself in a non-confrontational stance This allows you to speak AND continue to observe other students Prevents an escalation or emotional response from the student
An Effective Supervisor will have a “Menu” of productive responses “Gentle Responses” The quick “one liner” The “instructional reprimand” Humorous reprimand Relationship reprimand
Ask the student to “Stay where you are and think about (the expectation).” Useful when a student is “en route”. An Effective Supervisor will have a “Menu” of productive responses “Brief Delay”
An Effective Supervisor will have a “Menu” of productive responses “Positive Practice” Have a student demonstrate the expected behavior – “Please go back and walk – Thank you.” Useful when the offense has a physical component.
An Effective Supervisor will have a “Menu” of productive responses “Restitution” Having a student “repair” damage that has been done. The student also apologizes to someone he/she has harmed in some way.
Having a student move to a different location or to a restricted space. Useful when the current location may be a contributing factor in the misbehavior. An Effective Supervisor will have a “Menu” of productive responses “Change in Location”
An Effective Supervisor will have a “Menu” of productive responses “Referral to a more intensive consequence” For egregious or repeated offenses – especially when safety of others is put at risk.
An Effective Supervisor conveys an assumption of student compliance Using body language and tone of voice to demonstrate an expectation that the student will follow direction. Getting the student’s attention first Not giving direction from a distance Avoiding an “audience” or “squaring off” with a student
State the direction positively Not framing the direction as a question Being as brief as possible Giving the student reasonable time to respond An Effective Supervisor conveys an assumption of student compliance
What does an Effective Supervisor do when a student fails to respond? He or she will try- Appealing to cooperation Using humor Using the “broken record” technique Offering the student a choice He or she will avoid- Arguing Escalation with the student Letting the student “get away with it” Threatening or physically trying to make the student comply
If a student continues to fail to respond???? Record what has happened Inform the student that there will be a follow up regarding the matter Forward the incident to the appropriate adult (teacher, administrator)
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