Effective Lunchroom and Recess Supervision: A Three-Tiered ...

Effective Lunchroom and Recess Supervision:
A Three-Tiered Approach for
S.M.A.R.T. Supervision
Fall, 2012
8:30-12:00
Jonathan Udis
Vermont Schoolhouse Seminars
46 East Hill Road
Middlesex, Vermont 05602
877-371-­‐0674
jon@vermontschoolhouse.com
www.vermontschoolhouse.com

Hope is a commitment,
not a prediction.
Unknown
2

Effective Lunchroom and Recess Supervision:
A Three-Tiered Approach for S.M.A.R.T. Supervision
Fall, 2012
8:30-12:00
Outcomes: During our time together, we will,
Explore our assumptions regarding lunchroom and recess
supervision.
Define S.M.A.R.T supervision and discuss how S.M.A.R.T.
supervision is key to effective supervision.
Describe a three-tiered approach associated with effective lunchroom
and recess supervision.
Consider a wide range of strategies for increasing pro-social
behaviors and responding to and reducing problematic behaviors.
Generate a mini take-home plan.
Have some fun.
Agenda
8:30 Introductions, review of outcomes, details
8:40 Assumptions
9:10 S.M.A.R. T. Supervision
9:40 The Three-tiered Approach
10:00 Break
10:15 Promoting positive behavior/responding to problematic
behavior
11:30 Take- home planning
11:55 Feedback
12:00 Adjourn
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Lunchroom and Recess Supervision:
Key Assumptions
What happens during lunch and recess is important to the
children and influences their behavior in the classroom.
The overall climate of the school influences the climate of the
lunchroom and recess.
High-quality supervision is describable and teachable.
The more voice supervisors have in their work, the more
effective they are in their supervision.
Effective supervisors demonstrate a range of strategies for
responding to student misbehavior.
Supervisors who enjoy their work and have fun with the
children are more effective than those who do not enjoy their
work.
Supervisors who have support from and communicate with
classroom teachers and administrators are more effective.
This work is important and should be acknowledged and
valued.
4

S.M.A.R.T. Supervision
Smiling at the students and Scanning the environment.
Moving around the environment, Meeting with others, Modeling
pro-social and problem-solving behaviors.
Attending to the positive, Attending class meetings, and Asking for
help from other supervisors, staff, and administrators.
Reminding, Refocusing, and Reinforcing students.
Teaching social skills and conflict resolution strategies.
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S.M.A.R.T. Supervision
Looks Like Sounds Like
Supervisors greeting and talking with “Hi.” “How are you doing?” “Nice to
students
see you.”
Smiling
Moving around the environment, To another supervisor “I will talk with
supervisors spread out, not all together. you later.” “Let’s not bunch up.” “I’ll
take this section, you watch over
there.”
Scanning the environment.
Teaching and
acknowledging/praising/reinforcing
positive pro-social behavior.
“Bob, this is how you empty your
tray.” “Who can remind me of the 4
square rules?” “Jen, I heard you
offering to help Jane clean up, thanks.”
“Scott that was very kind of you to let
Bill get in line ahead of you.”
Giving out “good behavior” tickets. “Josh, here is a good behavior ticket
for waiting patiently to line up.”
Supervisors are level with students
when interacting with them.
Supervisors intervening early. PEP
(proximity, eye contact, privacy).
Supervisors using a variety of
responses to problematic behavior.
Supervisors attending classroom
meetings to discuss rules, expectations,
protocols, problem solve, etc.
Teacher and administrator presence in
the lunchroom and on playground, at
least some of the time.
Regular meetings of supervisors with
administrators.
Using student’s name, I noticed, I
heard…
Reminders, refocusing, warnings, stand
and watch, walk and watch, verbal
problem solving, time away, etc.
Lets talk about how lunch is working
for everyone, what about recess, etc.
Nice to see you…thanks for joining us
during recess today.
What is working well, what should we
do more of, less of? Celebrating
improvements and success.
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Smiling
Scanning
Moving around
the environment
Meeting with
others
Modeling prosocial
and
problem-solving
behavior
Attending to the
positive
Attending class
meetings
Asking for help
from others
Reminding
students of
rules/expectations
Refocusing
students as
needed
Reinforcing
positive, prosocial
behavior
Teaching social
skills and conflict
resolution skills
S.M.A.R.T. Supervision: A Mini Self-Reflection
Always Sometimes Rarely Comments
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Supporting Pro-social Lunchrooms:
A Three-Tiered Approach
General principles:
• Connect lunchroom improvement to other school-wide climate
improvement efforts, such as reducing bullying, teasing, harassment, etc.
• Strive for a “zero indifference” approach rather than a “zero tolerance”
approach related to lunchroom rule-violating behavior.
• The more staff involved in actively supporting improved lunchroom
behavior the better.
• Involve and build commitment from students to make the lunchroom a
pleasant and pro-social environment.
• Involve and build commitment from parents for efforts to make the
lunchroom a pleasant and pro-social environment.
• Identify measurable goals related to lunchroom behavior; collect and
analyze such data, and use data to design and deliver timely interventions.
Use the data to set goals. Share the data with everyone.
• Put more energy into developing positive approaches and increasing prosocial
behavior in the lunchroom rather than focusing exclusively on ruleviolating
behavior.
Tier One: Sample School-wide Strategies:
• Increase the number of adults supervising the lunchroom.
• Ensure that the adults supervising the lunchroom know the students’ names
and that the students know the supervisors’ names.
• Have classroom teachers and supervisors (if different from the teachers)
discuss with their class the norms, expectations, etc. for lunchroom
behavior. Invite the supervisors to class meetings on a regular basis.
• Establish school-wide language to describe appropriate lunchroom
behavior. Proactively and directly teach the students what this pro-social
behavior looks like and sounds like in the lunchroom.
• Whenever possible, have students eat family style. Round tables are more
conducive to conversation than long tables. Consider ways that students
can serve food and help clean up.
• Have mixed-age tables.
• Have alternatives for students who finish eating early. (Games, drawing,
early dismissal to recess if recess is after lunch, etc.)
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• Schedule community meals (grandparents, elderly, preschool, etc.) on a
regular basis in which the students participate.
• Establish a “good behavior game”.
Tier Two: Sample Classroom Strategies:
• Invite lunchroom supervisors to class meetings.
• Communicate to the supervisors that you want to know about behavior in
the lunchroom.
• Eat lunch with your students, at least some of the time.
• Let the supervisors know about individual student needs/interventions, etc.,
as needed.
• Teach, practice, and review on a regular basis what pro-social lunchroom
behavior looks like and sounds like.
• Teach students how to give feedback to students not following the
lunchroom expectations.
• Use classroom meetings to discuss lunchroom behavior, both positives and
what needs improving.
• Share lunchroom data with the students. Use data to set goals and celebrate
improvements.
• Support the lunchroom “good behavior game,” if there is one.
• Communicate and involve parents in lunchroom improvement efforts.
Tier Three: Sample Individual Student Strategies:
• Provide additional teaching and practice related to pro-social lunchroom
behavior.
• Provide a big brother/sister for the student to eat with.
• Rehearse with the student pro-social lunchroom behavior.
• Remind the student of expectations prior to lunch.
• Increase the amount of positives for the student. Catch him/her being
“good”.
• Involve other students in generating solutions.
• For students for whom the room is just too stimulating, have quiet lunch
places available.
• Consider an alternative lunchtime but ensure it is with other students, not a
“bad student” lunch.
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Supporting Pro-social Recess Behavior:
A Three-Tiered Approach
General Principles:
• Connect recess improvement to other school-wide efforts at improving
school climate and reducing bullying, name-calling, teasing, harassment,
etc.
• Strive for a “zero indifference” approach rather than a “zero tolerance”
approach related to problematic recess behavior.
• Involve and build commitment from all staff (teaching, support,
administrative, custodial, etc.) for efforts to keep recess positive and safe.
• Involve and build commitment from students for efforts to keep recess
positive and safe.
• Involve and build commitment from parents for efforts to keep recess
positive and safe.
• Identify measurable goals related to recess behavior. Collect data related to
the goals and regularly share the data with all groups. Use the data to set
new goals.
• Put more energy into developing positive approaches and increasing prosocial
behavior during recess rather than focusing exclusively on
problematic behavior.
Tier One: Sample School-wide Strategies:
• Increase the number of adults providing supervision during recess.
• Ensure that the adults know the students’ names and that the students know
the adults’ names.
• Teach the students how to use playground equipment; open one section of
the playground at a time for different classes.
• During the first month of school, have PE teachers (or other adults) teach
students multiple games (both competitive and cooperative games) to play
during recess.
• Organize a cross-age buddy program during playground times, during
which older students organize games and activities for the younger
students.
• Ensure there are spaces where students can draw, read, play board games,
etc.
• Make sure that the supervising adults do not bunch up together.
• Establish a “time away” space for when students require a brief time out.
• Establish a recess peer mediation program.
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• Develop a plan related to serious aggression and fights. Ensure that all
adults know what to do in such situations.
Tier Two: Sample Classroom Strategies:
• Teach, practice, and review what positive and safe recess behavior looks
and sounds like.
• Teach students pro-social ways of responding to bullying, name-calling,
teasing, and other common recess conflicts.
• Use class meetings to generate discussion about recess behavior.
• Share recess data with students.
• Strive to have the students know the names of the adults on the
playgrounds.
• Invite recess teachers/supervisors to class meetings and other activities.
• Teach students how to play games.
• Teach students how to mediate/solve their own problems.
• Give each classroom opportunities to use the playground in small groups to
learn how to safely use the equipment.
• Communicate with and involve parents in supporting positive and safe
recess behavior.
• Celebrate positive and safe recess behavior.
• Ensure that each student knows what to do should a dangerous situation
arise during recess.
Tier Three: Sample Individual Student Strategies:
• Provide additional teaching related to more pro-social behavior during
recess.
• Provide a “big” brother or sister for the student during recess.
• Increase the amount of positives for the student. Catch him/her being
“good”.
• Teach the student how to play games, join into games, wait in lines, etc.
• Teach the student various self-control and impulse control strategies.
• Remind the student about recess expectations.
• Involve other students in generating solutions.
• Provide the student with an alternative playground space or recess.
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The Place for Praise
Many teachers/tutors take it as a given that praising students is always a
good thing. Certainly, there is tremendous value in reinforcing or rewarding
good student conduct and academic performance. But, as we have learned
that good intentions can have unfortunate consequences when praise is
empty, indiscriminate or overdone.
Research suggests that praise is most effective when teachers/tutors use it
selectively, concentrating their approval on genuine student progress and
accomplishment. When students are applauded every time they have
contact with their teacher or for accomplishing simple tasks, that praise is
rendered virtually meaningless.
Hollow affirmation
When and how is it right to praise students? For starters, it's helpful to look
at praise in a larger context--as part of the feedback teachers/tutors give
their students. Students respond best to feedback that is sincere and
specific. A steady stream of affirmations may eventually strike students as
hollow, perfunctory or expected. Specific praise that calls attention to actual
circumstances is more meaningful and helpful
Describing performance
One way to give students effective feedback is to describe their
performance instead of evaluating it. It's easy to say "Nice job" but it may be
more helpful to say, "Good use of vocabulary words and clear penmanship."
Specific description of students' work is also helpful when telling students
how they can improve their performance. Students benefit from the gentle
guidance of a comment such as, "You did most of the subtraction problems
correctly. Remember, though, the rule for when you subtract a number from
zero."
Praising students may not be as simple as it seems, but don't let that stop
you from using with your students. A teacher's/tutor’s encouragement can
buoy a struggling student and reward a student's hard work and
accomplishments. Praise, used wisely and well, is a valuable gift
teachers/tutors can offer their students.
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Praising Effectively
Many researchers identify two critical variables for academic success: Skill
and Will. Skill refers to the student's skill as a learner while will refers to the
student's intrinsic motivation to learn.
The primary question for teachers/tutors is how to praise effectively. Praise,
if used incorrectly, can actually harm student motivation. Here are
suggestions for giving effective praise to students and also some things to
avoid when trying to give praise:
Using Praise to Motivate Students
Effective Praise Ineffective Praise
Link praise to specific student
accomplishments
Be sincere and seem
"spontaneous"
Reward the student for obtaining
a specific criterion
Convey to the student the value
of the accomplishment
Attribute the success to the
student's effort
Imply future success for
continued effort and encourage
the student to perform the task
because of intrinsic enjoyment
Delivering praise inconsistently
Praise is vague and doesn't
specify the particulars of the
student's accomplishment
The praise is bland and seems
routine
Praise rewards simple
participation and not
achievement
Gives the student no
information about the relevance
of the accomplishment
Attributes success to ability,
luck, or ease and encourages
the student to perform the task
for external gratification
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Effective Praise/Delivering Positive Feedback
Positive, Specific, Immediate, True
Looks Like Sounds Like
Ways we can remember to deliver high rates of effective praise
include:
1)
2)
3)
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Positive Behavior Ticket (lunch and recess)
Name: Date: Staff:
I noticed or heard you:
___Using an indoor voice ___ Responding to a signal
___Using pro-social language ___Helping others
___Cleaning up ___Including others
___Respecting property ___ Playing safely
___Reminding others of rules ___Solving a problem
___Following directions
___ Using materials appropriately
___ Asking for help appropriately
___Demonstrating responsibility (describe)
___ Demonstrating a school-wide rule (describe)
___Other (describe)
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Scripted Interventions: The Basics
a. Introduce and pre-teach the students these interventions.
b. Practice, role-play, and discuss what your behavior will
look like and sound like and what the student’s behavior
should look like and sound like during these
interventions.
c. Consider more intensive one to one practice with certain
students.
d. Make sure to praise/acknowledge improvement and
success.
e. Have scripts easily available to use/see. Read the scripts
until memorized.
f. Do not overuse the interventions.
g. Once you start a script, stay with it.
h. Remember, these scripted interventions are tools in the
toolbox. Use when the tool is a good match for the
student, the context and you.
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Lunchroom and Recess Interventions:
If you do not know the student’s name, introduce yourself and ask the
student his or her name.
Intervene early.
Proximity
Eye contact
Privacy
Calmly, quietly make an “I” statement.
(“Bill, I see you…I need for you to remain seated. Thanks”)
Stop tattling (see handout).
Calmly, quietly offer a reminder or redirect.
(“Sara, this is a reminder; the rule is one person up at a time.”)
(“Josh, the ball is for kicking at the goal.”)
Calmly, quietly deliver a warning.
(“Sue, this is a warning; the rule is one person on the slide at a
time.”)
Deliver an effective direction (see handout).
Ask the child to stand and watch or to walk and watch (see handout).
Make an oral plan with the student (see handout).
Implement a time away or thinking time (see handout).
Avoid power struggles.
Get help as needed.
Remember to breathe.
17

Lunchroom and Recess Intervention:
Stopping Tattling
Most students tattle, at least some of the time. A few students tattle a lot.
For some students, tattling is a way to get an adult’s attention. For some
students, tattling is the only way they know how to resolve conflicts with
other children. Tattling is almost always associated with a particular voice
tone and usually starts with descriptive words about some other child’s
behavior. It is important to respond to this behavior quickly so that it does
not become habitual, isolate the student from other students, and drive the
adult crazy. The key to stopping tattling is to respond in the same way
every time a child tattles.
Teach the students the difference between tattling and seeking out adult
help to solve problems or giving an adult needed information about safety
and health.
Teach and practice with your students the following protocol:
When a child approaches you and starts to tattle, put your hand out in a
“stop” signal.
Say:
“I want you to stop, think, and listen to all of my questions. Is this
something I really need to know? Do you need some help in resolving
a problem with someone? Is someone hurt or is something seriously
broken? If the answer to these questions is no, then, please return to
what you were doing. If the answer is yes, then I am glad to listen. If
you decide to tell me this information and it turns out that you are
tattling, we will need to revisit what tattling is and is not during some
of your free time.”
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Lunchroom and Recess Intervention:
Delivering Effective Directions
Effective directions:
• Are brief; remember that students can process only so much
information. Keep directions to one or two steps/tasks, never
more than three steps.
• Are communicated with a normal, professional voice tone.
• Are stated as directives and not questions.
• Avoid long explanations or justifications.
• Offer the student a reasonable amount of time to comply.
• Get the student’s attention:
Say “Bill, eyes on me.” When the student is looking at you,
acknowledge and/or praise. Say “Bill, I see you looking at
me, thanks.” or “Thanks for putting your eyes on me.”
• Give the direction; remember, generally not more than three
steps at one time. Be as specific as possible. Start with starter
phrase. Say, “Bill, the direction is…(ex: please return to your
seat and wait to be dismissed).”
• Check for understanding. Ask, “Bill, what is the direction?” or
“Bill, if you understand the direction, give me a thumbs up.”
If the student shows understanding, say, “Thanks for
listening.” If the student does not understand the directions,
consider clarifying, simplifying, or providing a model for the
student to observe.
• Watch student’s behavior. As the student starts to follow the
direction(s) acknowledge/praise. Say “Bill I see you following
the directions. Good job.”
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Lunchroom and Recess Intervention:
Stand and Watch and Walk and Watch
Looks Like Sounds Like
Adult-student proximity Calm, respectful adult voice
tone
Adult-student eye contact (Name), I need for you to
stand and watch or walk with
me and watch the other
students____ (describe the pro-
Student standing near the other
students or student walking with
the adult
social behavior).
After a few minutes, ask the
student What did you notice or
hear the other students doing
or saying?
Keeping track of the time What are you going to do
when you rejoin the other
students? What will your
behavior look like and sound
like?
Teaching Watch the student after s/he
returns to the group. When you
notice the pro-social behavior,
praise. “(Name), I saw you
waiting in line with you hands
and feet to yourself.” Or
“(Name), I heard you asking
the other students if they
would like a turn.”
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Lunchroom and Recess Intervention:
Oral Plan/Verbal Problem Solving Script
Remember:
• This script is neither your first nor your only intervention.
• If you overuse it, it will lose its effectiveness.
• Teach and practice the script with your students and colleagues.
• Proximity
• Eye contact
• Privacy
• The plan is specific and related to immediate rule-violating
behavior. The plan describes how (looks like and sounds like)
the student will behave.
• The plan is time limited.
• It is the student’s plan, not the adult’s.
What are you doing?
Is it against the rules or is it helping?
How will you solve the problem? (What will your behavior
look like and sound like?)
Is this something you can really do?
How long will you do it for? (Remember very short time units.)
When will you start your plan?
Words to avoid: Always, never, till the end of the year, try, maybe,
anything that depends on another’s action, anything a dead person can do.
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Oral Plan/Verbal Problem Solving Script
Looks Like Sounds Like
Privacy (Name), what are you
doing?
Eye contact Is it against the rules? or Is
your behavior helping?
Proximity How will you solve the
problem? What will your
behavior look like and
sound like?
Calm voice Is this something you can
really do?
Neutral facial expression How long will you do this
for?
Thanks
Teaching Teaching
When will you start your
plan?
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Simplified Oral Plan/Verbal Problem Solving Script
Looks Like Sounds Like
Privacy (Name), what are you
doing? or (Name), I saw
you or heard you…
Eye contact That behavior is against
our rules.
Proximity How will you solve the
problem? What will your
behavior look like and
sound like for the next 15
minutes?
Calm voice Thanks
Neutral facial expression
Teaching Teaching
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Oral Plan/Verbal Problem Solving Refusal Script
• Remember to stay calm.
• Use quiet but firm voice tone.
Say “(Name), I am attempting to make an oral plan with you. I
need to know if you are willing to make a plan with me.
If yes, return to the oral plan script.
If no or the student’s behavior clearly reflects an inability or
unwillingness to plan,
Say, “(Name), I am unable to finish planning with you. I need
for you to go to…(the next step in the system: planning room,
office, etc.). Thanks”
24

Lunchroom and Recess Intervention
Time Away/Thinking Space
Looks Like Sounds Like
A space removed from the rest of the
group
(Name), “I saw you ___ (describe the
behavior). I need for you to take a
time away or go to the thinking
space.”
Adult-student proximity When the student is in the time
away/thinking space say, “I want you
to think about what you did and what
you will do when you rejoin the other
students. I will check in with you in a
few minutes to see if you are ready to
discuss your behavior.”
Adult-student eye contact When you return to the student, ask
“Are you ready to discuss your
behavior?” If yes, ask “What was
your behavior right before I asked
you to take a time away?” If the
student cannot describe, describe it for
him/her. “I saw or I heard you…”
Ask, “How will you solve this
problem?” “What will your behavior
look like and sound like when you
rejoin the group?”
Paying attention to the time If student is unwilling to discuss, say
“(Name), I hear you are not ready to
discuss your behavior. I will check in
with you again in a few minutes.”
Teaching After the student rejoins the group,
watch for and praise the pro-social
behavior that the student identified in
his conversation with you. “I saw
you…” or “I heard you…”
25

Lunchroom and Recess Intervention
When a Student Refuses to Go to Time Away
Looks Like Sounds Like
Proximity to the student “I see you are not going to
the time-away spot. The
direction is for you to go to
the time-away spot. I am
going to count to five. When
I get to five, I need to see you
in the time-away spot and
following the time-away
rules. If I see you are not in
the time-away spot at 5, I
will ask you to leave and
complete your time-away
somewhere else.”
Eye contact with the student If the student starts to
negotiate with you: “I hear
you are negotiating with me.
I will not negotiate with
you.” Continue as above.
Privacy If student complies: “I see
you are ready to begin the
time away. Thanks.”
Normal body language If student does not comply,
start slowly counting “1, 2, 3,
4, 5.” At five, if student is
complying, acknowledge. If
not, say “I need for you to
complete your time away
somewhere else.” (Specify).
26

Lunchroom and Recess Intervention
Time Away/Thinking Space
A self-control micro-practice
1) Pretend you are smelling freshly baked cookies (breathe in
through your nose).
2) Imagine you are blowing out candles on a birthday cake.
(Slowly let out your breaths.)
3) Repeat 3 to 5 times.
4) Think about your behavior right before you were asked to come
to time away.
5) Think about what your behavior will look like and sound like
when you rejoin your friends.
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Take Home Mini-Action Plan
1) What concepts, approaches, strategies stand from this session
stand out for you? Why these?
2) Who will you share these with? When and How?
3) What steps will you take when you return to your school related
to this session?
Who What By When
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Vermont School House Seminars
A Sampling of Seminar Topics
Power Struggles: What To Do When A Student Says “Make Me!”
½ and full day sessions
Behavioral Skills and Approaches for Effective Student
Supervision by Paraprofessionals . ½ and full day sessions
Social and Emotional Learning: Teacher Strategies for Promoting
Social, Emotional and Behavioral Competence in the Classroom. ½
and full day sessions.
Effective Strategies for Planning, Facilitating and Assessing
Meetings. ½ and full day sessions.
Creative and Collaborative Responses for Students with
Challenging Behavior. Full day session.
Planning Rooms: Strategies for Designing, Implementing and
Assessing Planning Rooms. ½ and full day sessions.
Collaborative Learning: The Nuts and Bolts of Structuring Positive
and Productive Student Learning Groups. ½ , and full day sessions.
Lesson from White Water Rafting: How to successfully navigate
school change efforts. 90 minute or ½ day session.
Difficult Conversations: Strategies for Positively and Productively
Working Through Conflicts, Disagreements and Difficult
Dynamics. ½ and full day sessions.
For more information: Call Jon Udis at 877-371-0674 or email jon@vermontschoolhouse.com.
Visit VermontSchoolhouse.com.
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Seminar Feedback
Effective Lunchroom and Recess Supervision
Fall, 2012
Location_______________________ Date____________
1) The presenter communicated clearly
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
2) The presenter covered the stated outcomes
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
3) Handouts and visuals enhanced this seminar
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
4) I learned something new
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
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5) This seminar was relevant to my position
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
6) I will be able to apply this training to my work
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Comments:
7) Overall, how satisfied were you with this seminar?
Very satisfied
Somewhat satisfied
Neutral
Dissatisfied
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Comments:
8) Other comments or observations:
9) Other topics or presenters that are of interest to you:
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