Classified CHAMPS presentation


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  • Every adult on campus is a part of the pyramid, especially the social-emotional Explicitly explain the pyramid A focus of the district this year versus academic in the past Today is Tier 1
  • Much of it this is already in place…not your job to teach, but follow-through and remind the students what is expected Jeremy talk briefly about RME When you think it is appropriate, bring suggestions to your supervisor With secondary, there are assumptions that students know how to behave (i.e. no throwing food, fighting, etc.)
  • DO SOMETHING doesn’t have to be a big deal
  • Focus on “that kid” and visualize that student who can really push your buttons and think how you can respond to them in an unemotional way They can’t get your goat if they don’t know where you keep it If you get into a power struggle with a student, you will always lose, because in the eyes of the observers you will look foolish for engaging with a 10 year old…even if they “get in trouble”
  • The illusion of privacy because other students are watching and you want them to Avoid finger pointing and aggressive gestures…don’t let the student know that you are angry, even if you are Use body language and tone of voice to demonstrate that you “expects” students to follow directions Get the student ’s attention and go to them Avoid giving directions from a distance because more likely to be ignored or challenged Avoid “squaring off” with the student
  • Classified CHAMPS presentation

    1. 1. A Positive Behavior Approach to Effective Supervision
    2. 2. <ul><li>C = cell phones silent or off (step out if you must); no </li></ul><ul><li>side bars </li></ul><ul><li>H = just speak up </li></ul><ul><li>A = getting information and sharing best practices </li></ul><ul><li>M= as needed (i.e. restroom, emergency phone calls, </li></ul><ul><li>etc.) </li></ul><ul><li>P = active listening, collaborating with others, sharing </li></ul><ul><li>best practices, finding solutions </li></ul><ul><li>S = improved behavior on your campus (over time!) </li></ul>
    3. 3. <ul><li>Identify three components of effective supervision </li></ul><ul><li>Identify correction procedures used to address student misbehavior in common areas </li></ul><ul><li>Address issues related to “non-compliance” </li></ul>
    4. 6. <ul><li>Proactive strategies that increase responsible student behavior </li></ul><ul><ul><li>Structuring common areas for student success </li></ul></ul><ul><ul><li>Teaching students to behave responsibly in common areas </li></ul></ul><ul><ul><li>Ensuring that supervisors in common areas use the essential proactive supervision skills of protect , expect , and connect </li></ul></ul>
    5. 7. <ul><li>Even when proactive strategies are well-implemented, students will still misbehave. </li></ul><ul><li>Essential supervision skills </li></ul><ul><ul><li>Correcting misbehavior consistently, calmly, and respectfully </li></ul></ul><ul><ul><li>Using productive corrections/responses when students misbehave </li></ul></ul><ul><ul><li>Preventing/dealing thoughtfully with student non-compliance </li></ul></ul>
    6. 8. <ul><li>Ensuring that every observed misbehavior receives a response </li></ul><ul><li>Ensuring that responses to similar misbehaviors are the same </li></ul><ul><ul><li>From student to student </li></ul></ul><ul><ul><li>From day to day </li></ul></ul><ul><ul><li>From supervisor to supervisor </li></ul></ul>
    7. 9. <ul><li>Inconsistent responses can… </li></ul><ul><ul><li>send message that the expectation is not important </li></ul></ul><ul><ul><li>reinforce poor behavior </li></ul></ul><ul><ul><li>result in “fairness” issues. </li></ul></ul><ul><li>DO SOMETHING! </li></ul><ul><ul><li>Responding in some way is more important than how you respond </li></ul></ul>
    8. 10. <ul><li>Responding to misbehavior in an unemotional manner </li></ul><ul><li>Emotional adult responses… </li></ul><ul><ul><li>are inappropriate models for students </li></ul></ul><ul><ul><li>may escalate the emotional intensity of a misbehaving student </li></ul></ul><ul><ul><li>increase the likelihood of adult-student power struggles </li></ul></ul><ul><ul><li>are very reinforcing for some students </li></ul></ul>
    9. 11. <ul><li>Tips for supervisors on how to correct calmly </li></ul><ul><ul><li>Remind yourself, “I am the adult in this situation.” </li></ul></ul><ul><ul><li>Don ’t take it personally. </li></ul></ul><ul><ul><li>Take a few seconds to think before you respond. </li></ul></ul><ul><ul><li>Consider the misbehavior a teaching opportunity. </li></ul></ul>
    10. 12. <ul><li>Responding, as much as possible, in way that treats students with dignity and respect </li></ul><ul><ul><li>Using respectful words, tone of voice, body language </li></ul></ul><ul><ul><li>Keeping the responses as private as possible/reasonable </li></ul></ul><ul><li>Respectful adult responses… </li></ul><ul><ul><li>model appropriate behavior for students. </li></ul></ul><ul><ul><li>contribute to a positive school climate. </li></ul></ul><ul><ul><li>foster student cooperation and compliance. </li></ul></ul><ul><ul><li>allow students to “save face” in front of peers. </li></ul></ul>
    11. 13. <ul><li>Tips for supervisors on how to correct respectfully </li></ul><ul><ul><li>When other students are around, go to the misbehaving student and explain that you need to speak to him/her. </li></ul></ul><ul><ul><li>When correcting a student, position yourself so that student doesn’t have an audience </li></ul></ul><ul><ul><ul><li>allows you to continue supervising other students </li></ul></ul></ul><ul><ul><ul><li>keeps the misbehaving student from making eye contact with other students </li></ul></ul></ul>
    12. 14. <ul><li>Do not… </li></ul><ul><ul><li>argue with the student </li></ul></ul><ul><ul><li>escalate the emotional intensity of the situation </li></ul></ul><ul><ul><li>let the student “get away with it” </li></ul></ul><ul><ul><li>physically try to make the student comply </li></ul></ul><ul><ul><li>threaten the student with what will happen </li></ul></ul><ul><li>Do … </li></ul><ul><ul><li>let student know you will follow up </li></ul></ul><ul><ul><li>document the situation </li></ul></ul><ul><ul><li>complete referral paperwork </li></ul></ul><ul><ul><li>discuss with your supervisor </li></ul></ul>
    13. 15. <ul><li>In your group, read the scenario on your card. </li></ul><ul><li>Discuss how you would deal with the situation… </li></ul><ul><ul><li>Consistently </li></ul></ul><ul><ul><li>Calmly </li></ul></ul><ul><ul><li>Respectfully </li></ul></ul><ul><li>Be prepared to share with the whole group. </li></ul>
    14. 16. <ul><li>You are supervising lunch on your campus and you notice that Steven has thrown his trash on the ground and does not pick it up. </li></ul>
    15. 17. <ul><li>Jackson and his friends are getting rowdy at lunch so you ask Jackson to move tables. He refuses and says “Make me!”. </li></ul>
    16. 18. <ul><li>Lily approaches you and reports that she is being picked on by a group of students. The students are calling Lily names and making fun of the way she dresses. </li></ul>
    17. 19. <ul><li>While assisting in the classroom, Emily is skipping around the classroom and not attending to the task at hand. The teacher is busy with his own group of students. </li></ul>
    18. 20. <ul><li>While supervising the campus during a passing period, you see a group of students “play fighting” about 50 yards away. </li></ul>
    19. 21. <ul><li> </li></ul><ul><li>Dr. Abbe Irshay </li></ul><ul><li>Lindero Canyon Middle School, Principal </li></ul><ul><li>[email_address] </li></ul><ul><li>Jeremy Resnick </li></ul><ul><li>Round Meadow Elementary, Principal </li></ul><ul><li>[email_address] </li></ul>