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Learn about the key components of active supervision and how it can be applied to current classroom practices. This module is connected to Wisconsin's framework for equitable, multi-level systems of support.
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Module 4: Continuum of Responses to Behavioral Error Section 1: Active Supervision
Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices
This Module is Specifically Connected to These Key Features:
Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: Understand the key components to active supervision Do: Apply the active supervision checklist to current practice
Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.
Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 3 and Trauma Sensitive School Module 7 Safety Review Tool
What the Research Says • Positive impact on student behavior • Reduction of minor problem behavior • Increase in student engagement
Teachers Using Active Supervision Move about the room Actively scan the room Interact frequently with students
Specific Characteristics of Active Supervision: Scenario 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 the students’ work, and making complimentshere and there. (Colvin, 2009, p. 46) Partner Share: 4 min Look for examples of moving, scanning, and interacting.
Specific Characteristics of Active Supervision: Scenario 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 the students’ work, and making complimentshere and there. (Colvin, 2009, p. 46) Examples of moving are in green, scanning are in red, and interacting are in purple.
Activity 4.1: Active Supervision Checklist Personally reflect on the activities or settings where you supervise students (e.g., large group instruction, independent seatwork, small group activities, etc.). Look over the checklist adapted from the Active Supervision Fact Sheet. With your shoulder partner, share: • What am I currently doing that I want to continue? • What practices do I need to add? • Are there things I am doing that I need to eliminate? Individual reflection: 4 minShare: 4 min The materials for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error
Active Supervision Provides Opportunities to: Validate Affirm Build Bridge Short video about VABB
Check Your Understanding Which of the following statements about active supervision are true? (Click on each statement to reveal answer) • It allows the teacher to stay in one place, scan the room, and make visual contact to redirect. • It is primarily a non-verbal practice. FALSE • It includes both social- and task-specific comments. TRUE • It increases student engagement. TRUE TRUE • It sets the stage for validating, affirming, building, and bridging. TRUE
Self-Reflection Use of Active Monitoring Complete the Self-Reflection Checklist items for this section of the module. Is there a feature of active monitoring you would like to improve? Reflection The checklist for this activity can be found in Resource Packet for Module 4: Continuum of Response to Behavioral Error
Making the Most of Your Learning: Use KASAB! Knowledge Relationship Building Through CR TSS: Chapter 7 Trauma Sensitive Safety Review Tool Missouri Video: Active Supervision Skills Midwest Snapshot Aspirations How can active supervision help you meet your goals as a teacher? Attitude VABB Newsletter PLC discussions Behavior Peer observation
Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.
