<p> Protect, Expect, Connect and Correct</p><p>Proactive strategies increase responsible student behavior</p><p>– Structuring common areas for student success</p><p>– Teaching students to behave responsibly in common areas </p><p>– Ensuring that supervisors in common areas use the essential proactive supervision skills of protect, expect, and connect </p><p>Even when proactive strategies are well implemented, students will still misbehave.</p><p>Essential supervision skills for responding effectively to student misbehavior</p><p> Correcting misbehavior consistently, calmly, and respectfully  Using productive corrections/responses when students misbehave  Preventing/dealing thoughtfully with student non-compliance</p><p>Correcting Misbehavior Consistently, Calmly, and Respectfully</p><p>1. An effective supervisor corrects misbehavior Consistently. An effective supervisor corrects misbehavior consistently – What correcting consistently means Ensuring that every observed misbehavior receives a response Ensuring that responses to similar misbehaviors are the same – From student to student – From day to day – From supervisor to supervisor</p><p>– Not responding sends a message that the expectation is not important. – Engaging in misbehavior but not getting caught is potentially reinforcing to students. – Inconsistent responses create intermittent reinforcement for students</p><p>1 – The most powerful kind of reinforcement – Inconsistent responses may result in “fairness” issues.</p><p>Tips for supervisors on how to correct consistently • DO SOMETHING! – Responding in some way is more important than how you respond</p><p>2. An effective supervisor corrects misbehavior calmly. Responding to misbehavior in an unemotional manner</p><p>Why correcting misbehavior calmly is important – Emotional adult responses are inappropriate models for students. – Emotional adult responses may escalate the emotional intensity of a misbehaving student. – Emotional adult responses increase the likelihood of adult-student power struggles – Emotional adult responses are very reinforcing for some students</p><p>– Tips for supervisors on how to correct calmly • Remind yourself, “I am the adult in this situation.” • Don’t take it personally. • Take a few seconds to think before you respond. • Consider the misbehavior a teaching opportunity.</p><p>3. An effective supervisor corrects misbehavior respectfully. • Responding, as much as possible, in way that treats students with dignity and respect – Using respectful words, tone of voice, body language – Keeping the responses as private as possible/reasonable</p><p>Correcting Misbehavior Consistently, Calmly, and Respectfully</p><p>• Respectful adult responses model appropriate behavior for students. • Respectful adult responses contribute to a positive school climate. • Respectful adult responses foster student cooperation and compliance. • Respectful adult responses allow students to “save face” in front of peers.</p><p>2 Correcting Misbehavior Consistently, Calmly, and Respectfully – Tips for supervisors on how to correct respectfully • Get the student’s attention; quietly say, “I need to speak to you.” • When other students are around, go to the misbehaving student and explain that you need to speak to him/her. • When correcting a student, position yourself in a non-confrontational stance. – That allows you to continue supervising other students – That keeps the misbehaving student from making eye contact with other students</p><p>Using Productive Corrections/Responses When Students Misbehave An effective supervisor will have a “menu” of productive responses to student misbehavior—appropriate for a variety of situations. – Gentle reprimands – Quick reprimand or “one-liner” o A brief statement of the positive expectation o Useful when time is short, the problem is minor, and/or the supervisor is unsure what else to do</p><p>– Instructional reprimand o An explanative statement (may be more lengthy than a one-liner) o Useful when a student needs more information/rationale about the expectation</p><p>– Humorous reprimand o A “disarming” response that avoids direct confrontation o Useful when humor is a natural part of the supervisor’s interactions with students o IMPORTANT—Avoid humiliation or ridicule!</p><p>– Relationship reprimand o A brief response based on an established relationship between adult and student o Useful when a student is likely to behave “for” the supervisor – Brief delay o Telling a student, “Stay where you are and think about [the particular expectation].” o Useful when a student is “en route” – Positive practice o Having a student demonstrate the expected behavior o “Go back and walk around the game.”</p><p>3 o Useful when the misbehavior has a physical component</p><p>– Restitution o Having a student “repair” damage that has been done o The student picks up litter that he/she dropped. o The student apologizes to someone he/she harmed in some way. o Useful when there is obvious damage</p><p>– Change in location o Having a student move to a different location or operate within a restricted space t o The student has to move to a different table in the cafeteria. o The student is restricted to a limited area of the playground. o Useful when the current location may be a contributing factor – Referral to a more intensive consequence o Writing a Level 2 (moderate) referral* on the student o The student has to go to detention. o The student has to go to the school’s problem-solving room. o Writing a Level 3 (severe) referral* on the student o The student has to go to the office. o *NOTE: Foundations recommendations regarding levels of referrals</p><p>Tips for Supervisor when correcting student misbehavior An effective supervisor chooses effective corrections/responses based on the circumstances. – Using as mild a correction/response as fits the misbehavior – Gradually increasing the “severity” level of the correction/response when a student misbehaves repeatedly – Remembering that what is done is less important than doing something</p><p>Preventing/Dealing Thoughtfully with Student Non-compliance</p><p>An effective supervisor conveys an assumption of student compliance. – Using body language and tone of voice to demonstrate that he/she “expects” students to follow directions An effective supervisor is careful when giving directions to a student. – Getting the student’s attention first – Going to the student</p><p>4 o Not giving directions from a distance o More likely to be ignored or challenged o Avoiding “squaring off” with the student o Avoiding an “audience” as much as possible – Using clear and simple language o Stating the direction positively o Not framing the direction as a question o Being as brief as possible o Giving only one or two directions at a time o Giving the student reasonable time to respond o Avoiding “staring down” the student</p><p> o An effective supervisor responds thoughtfully when a student initially fails to follow a direction. o Using humor o Appealing to cooperation o Using the “broken record” technique o Offering the student a reasonable choice o Letting the student know what will happen if he/she does not follow the direction</p><p>...When a Student Initially Fails to Follow a Direction He or she will avoid o Arguing with the student o Escalating the emotional intensity of the situation o Letting the student “get away with it” o Physically trying to make the student comply o Threatening the student with what will happen</p><p>An effective supervisor responds thoughtfully if a student continues to not follow a direction. – Informing the student that the supervisor will follow up on the matter – Recording what has happened – Completing a referral form – Discussing the situation (and sharing any records) with one’s immediate supervisor and/or Foundations Team representative</p><p>5</p>