Effective Classroom Practice: Providing Active Supervision

1. Effective Classroom Practice:Providing Active Supervision MO SW-PBS Center for PBS College of Education University of Missouri

2. ~15% ~5% ~80% of Students CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tier 3 = Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Tier 2 = Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Goal: Reduce intensity and severity of chronic problem behavior and/or academic failure Goal: Reduce current cases of problem behavior and/or academic failure Tier 1 = Primary Prevention: School-/Classroom-Wide Systems for All Students, Staff, & Settings Goal: Reduce new cases of problem behavior and/or academic failure

3. Social Competence & Academic Achievement SW Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

4. Effective Classroom Practices Classroom: • Expectations & Rules • Procedures & Routines • Continuum of Strategies to Acknowledge Appropriate Behavior • Continuum of Strategies to Respond to Inappropriate Behavior • Active Supervision • Multiple Opportunities to Respond • Activity Sequence & Offering Choice • Academic Success & Task Difficulty

5. Newcomer, 2008

6. Newcomer, 2008

7. Active Supervision Moving, Scanning & Interacting

8. Effective Classroom Practice “The hallmark of a well-managed classroom is one in which students are (a) meeting the teacher’s procedural and behavioral expectations, (b) academically engaged in meaningful learning tasks, and (c) interacting respectfully with one another and with the teacher.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

9. Effective Classroom Practice “Effective classroom management is a key component of effective instruction, regardless of grade level, subject, pedagogy or curriculum.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

10. Active Supervision Comprehensive Classroom Management Plan • Expected behaviors/routines taught • Acknowledge appropriate • Respond to inappropriate • High rates of engagement (OTR) • Active Supervision • Academic Success & Task Difficulty • Activity Sequence & Offering Choice

11. What is Active Supervision? Monitoring procedure that uses 3 components • Moving • Scanning • Interacting Frequently (DePry & Sugai, 2002)

12. Why Provide Active Supervision? • There is a relationship between the number of supervisor - to - student interactions and the instances of problem behavior • Active Supervision… • Has a positive impact on student behavior in a variety of settings- including classroom • May reduce incidents of minor problem behavior • May lead to increases in student engagement (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)

13. How? Active Supervision Moving Effectively • Constant • Make presence known and obvious • Proximity to all students • More frequent proximity to noncompliant students • Randomized • Targets Problem Areas

14. How? Active Supervision Scanning Effectively • All students observed on a regular basis • Make eye contact with students in more distant locations of the room • Look and listen for signs of a problem

15. How? Active Supervision Interacting Frequently • Positive contacts • Friendly, helpful, open demeanor • Proactive, noncontingent • High rate of delivery • Positive reinforcement • Immediate and contingent on behavior • Delivered at high rates and consistently

16. How? Active Supervision Interacting Frequently • Corrective response • Nonargumentative, noncritical • Specific to behavior • Systematic = correct, model, practice, reinforce • Deliver consequence • Neutral, businesslike demeanor • Fair, nonarbitrary

17. Example: Active Supervision “The teacher Ms. Hailey directed the class to finish writing a paragraph by themselves. She then moved slowly down the aisles looking from side to side quietly acknowledging the students for starting quickly. She stood beside Enrico for a moment, as he usually does not do well with independent work, and praised him for getting started. Ms. Hailey then stopped, turned around, and watched the front half of the class. She continued to loop around the class, checking students’ work and making compliments here and there.” (Colvin, 2009, p.46)

18. Activity:Interacting Frequently • Read the student scenarios • Decide what type of interaction is most appropriate 1. Positive Contact 3. Corrective Response 2. Positive Reinforcement 4. Deliver consequence • Use the example SW matrix to identify expectation and rule language • Record a possible interaction statement Active Supervision Student Scenarios and Example Matrix

19. Activity:Active Supervision • Think about what has been discussed in terms of moving, scanning and interacting. • Consider and record your current practices during whole group instruction, small group instruction, independent work times and transition times. • How could the use of movement, scanning and frequent interaction be enhanced in your classroom? Handout: Active Supervision Classroom Practices

20. Effective Classroom Practice “Managing a classroom is part art and part science, conceptually simple enough to reduce to a handful of critical variables, yet so intricate and complex it is a lifelong learning task. Even the best and most experienced teachers must continually refine their classroom management plans.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

21. Effective Classroom Practice “The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment for enhancing their growth, using research-based strategies that guide students toward increasingly responsible and motivated behavior.” (Sprick, Knight, Reinke & McKale, 2006, p. 185)

22. References • Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press. • De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267. • Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. • Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.