Spring has sprung and we are coming
out of hibernation from indoor recess to the world of outside again. This world brings students into situations
that they may not have faced for three months.
We know that our students are not the only ones who have not practiced
these interactions, and it will take an aligned effort to be successful. This
alignment recently has included, but is not limited to:
·
Announcements talking about our STEP model for
problem solving
·
Classroom lessons and morning meetings focused
on STEP
·
Acknowledgement of common expectations in our
common areas
Another facet of our alignment is
our paraprofessional learning meetings. Recently our paraprofessionals met to
review the components of systematic supervision, and discuss what is and is not
effective when supervising students in any setting. The image below shows the components of
Systematic Supervision.
We broke off into two small groups
and looked at two areas: the cafeteria and recess. We believe that the ideas below can transfer
to any setting when considering supervision. Student and adult skills will
continue to GROW at Crest, as we
experience challenges and successes together.
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What we know to be effective
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What we know to be ineffective
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·
Movement, just keep moving!
·
Positive contact- How’s it going? Great shot!
That desert sure looks yummy J
·
Handing out acknowledgements using the 3
parts.
·
Teachers hanging out and interacting in the
cafeteria, and at recess a few minutes before the whistle.
·
Proactive student placement if patterns have
developed
·
Visuals
·
Responding to problems with an open mind and non-judgmental
question (i.e. What’s up? What are you feeling?)
·
Knowing as a supervisor that we control the
time when responding to problems. (i.e. It may not need to be addressed
immediately)
·
Alignment of announcements, supervision,
transitions, acknowledgements & classroom discussion when patterns emerge
·
Periodic review of common expectations
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·
Standing in one area
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Supervisors too close in proximity or chatting
·
Tone of voice when giving feedback, reminding,
redirecting, or reinforcing language
·
Distraction-anything that takes away from the
components of systematic supervision (i.e. jacket rule, candy or gum,
footwear, etc…)
·
Assumption-could be based on previously
developed patterns (i.e. what are you doing, why did you do that?)
·
Unclear expectations
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