Cafeteria Supervision & Procedures

1. Cafeteria Supervision& Procedures

2. Do we need to make changes to our cafeteria? • Is the cafeteria safe and welcoming? • Do students go into the cafeteria to eat or horseplay? • Is the noise level in the cafeteria acceptable? • Do students responsibly keep the cafeteria clean? • Are students polite and respectful to others?

3. Rethinking the Value of Supervision Common area issues become classroom issues – instructional time is lost.

4. Rethinking the Value of Supervision“Cafeteria Relief” Quality supervision provides an important opportunity to establish positive relationships and acknowledge appropriate behaviors.

5. Rethinking the Value of Supervision Kids who don’t feel safe in the common areas, don’t feel safe at school.

6. Why Do I Supervise? • “It’s part of my job. Ihave no choice.” • “It’s the law. Wedon’t want to get sued.” • “To keep kids from getting in trouble.” • “To ensure kids’ safety – decrease bullying” • “To improve the quality of instructional time.” • “To reward kids who behave appropriately.” • “To improve adult/student relationships.”

7. If we want student behavior to change at this school…

8. …then staff practices will have to change.

9. Positive Adult Contact Adult attention is one of the most powerful motivators for kids – and it’s FREE!

10. Positive Adult Contact The average student: Four positives to every negative The at-risk student: Eight positives to every negative

11. Positive Supervision • Be friendly, helpful, and open. • Give non-contingent attention. • Be proactive rather than reactive. • Acknowledge groups of students demonstrating appropriate behaviors. • Engage in a high number of short interactions. Institute on Violence and Destructive Behavior (IVDB)

12. Active Supervision • Movement • Scanning Institute on Violence and Destructive Behavior (IVDB)

13. Movement • Constant (30 feet/minute) • Unpredictable • Planned and purposeful to target: • areas • activities • individuals • groups Institute on Violence and Destructive Behavior (IVDB)

14. Scanning • Look for and acknowledge appropriate behaviors • Monitor problem locations • Listen for whining, bickering, arguing • Look for students who are withdrawn or bullying others • Pay attention to the surroundings • Follow-up with discipline • Be proactive –“pay now or pay later” Institute on Violence and Destructive Behavior (IVDB)

15. Verbal De-Escalation ProcessJust because someone asks you to dance, does not mean you have to accept. Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)

16. CAFETERIA Student Expectation Teacher Active Supervision

17. Cafeteria Expectations • For those students not able to meet the cafeteria expectations… • You will be asked and expected to move to one of the detention desks, with the possibility of lunch detention the following day. • Student’s following cafeteria expectations… • Will have the opportunity for “fine dining” with other students When stoplight is on: RED –Voice Volume Level 0 YELLOW – Warning Voice Volume too loud GREEN – Great Voice Volume Level 1 Quiet Signal Clap two times closed fist in the air

18. Addressing Specific Behaviors • Monitor noise levels: • stop light used to let students know when Voice levels become too loud • Reduce litter: • prompt students to pick up all trash as you move & scan • acknowledge when students meet expectations • Manage traffic patterns: • Students walk in one way traffic • Students should only come back to café line when everyone has been served • Students line up to empty trash

19. Addressing Specific Behaviors • Food consumption: • All students stay in the cafeteria for a minimum of 10 minutes prior to being excused • Ensure food stays in cafeteria: • Assign supervisor to stand next to a trash can at the exit • Monitor students as they leave tables • Place a trash can outside the cafeteria

20. Good Supervising!