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Recess and the Playground

What does recess look like? How does it feel? How does it sound?

Lower grades? Upper grades?

What do you think are the strengths of the playground, recess, and supervision?

What do you think are the challenge areas of the playground, recess, and supervision?

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Active Supervision

One way schools have improved the recess experience (happy adults/happy kids “improved school climate”, less referrals, improved safety, and engagement) is to focus on “active supervision”.

What does active supervision mean

or what does it look like to you?

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Active Supervision

Movement
Use Names
Scanning
Acknowledge (Relationship Building)
Correct errors (Behavior Feedback)

Remember MUSAC!

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1. Movement �MUSAC

Why?

Increase opportunities for interactions.

Increase supervision.

Increase proximity management.

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1. Movement

The goal?

Constant (keep circulating).
Random and unpredictable (walk and explore).
Purposeful (intentionally looking for opportunities to engage).
Targeting problem areas and activities (We know these places based on experience and data).

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2. Use Names

MUSAC

Why?

To connect with students

To make the discussion more personal

To increase the positive interaction

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2. Scanning

Why?

To increase opportunities for positive student interaction.

To learn more about our students’ social skill development and tendencies.

To increase supervisory range.

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2. Scanning�MUSAC

The goal?

Seeing and listening to everything “with-it-ness”. We can learn a lot about our students outside the classroom.

Targeting known problem areas.

Targeting both inappropriate AND appropriate behaviors.

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Acknowledge-Relationship Building�MUSAC

Why?

To develop better personal relationships with students.

To create a more positive school culture.

To model appropriate social interaction skills.

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Acknowledge-Relationship Building

The goal?

Positive, friendly and open.
Proactive vs. reactive.
Non-contingent (Give students attention without student earning it.)
High rates of interaction. Mostly positive.
Brief duration of interactions. (Not too much time with one student.)
Focus on target groups whose usual interaction with adults is negative.

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Correct Behaviors -Behavior Feedback�MUSAC

Why?

Provide essential learning feedback about performance.
Create a more positive school culture.
Model appropriate social skills.
Recognize and encourage appropriate school behaviors.
Remember:

Try to catch students being good.

Look for leadership behaviors, as well as students initiating new, positive behaviors.

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Correct Behaviors (Behavior Feedback)- Delivering Corrective Feedback�

The goal?

Positive, friendly, and open demeanor.
Feedback should be immediate and consistently delivered.
Non-argumentative, non-critical.
Speak specifically to the behavior rather than the person.
Be systematic:

Define the desired behavior.

model the desired behavior.

lead students in performing behavior.

test student on behavior.

support desired behavior.

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Correct Behaviors (Behavior Feedback)- Delivering Corrective Feedback�(The language approach would change depending on grade, but the idea would be the same.)

Define the desired behavior.

“Hi,___. How’s it going? I noticed you placed your recycling in the trash can. Do you remember from (stations) where we put recycling? In the recycling bin.”

Model the desired behavior.

“Maybe you forgot. Let’s take a minute and I will show you again how we sort our lunch trash.”

Lead students in performing behavior.

“So, now that I have showed you. Let’s see if you can show me.”

Test student on behavior.

“I saw you carry your tray to the bins, pour out your unfinished milk, place the carton in the recycling, and put your garbage in the trash can.”

Support desired behavior.

“That was great. Thanks for keeping our school environment-friendly by respectfully recycling your milk carton.”

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Behavior Feedback- Delivering Negative Consequences

Before:

Be calm, professional (detached curiosity and compassion).

Have the facts as straight as possible.

Be clear on which expectations were violated and why they are important.

Focus on the behavior rather than the student.

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Behavior Feedback- Delivering Negative Consequences

During:

If possible, speak to the student privately.

Review the facts. Review school rules. Compare behavior to rules. (3^rd point of reference)

Avoid arguments.

Deliver pre-planned consequence. (Be aware of vulnerable decision points.)

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Behavior Feedback- delivering negative consequences

Keep in mind:

Small consequences used consistently and immediately are most effective.

Avoid academics as punishment.

Avoid punishment out of anger or frustration.

Follow up later with positive relationship contact.

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So… can you remember what MUSAC stands for?

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Other Feedback Discussion Options

Collaborative Problem Solving:

Student perspective.
Empathy from you for the student perspective.
Your perspective.
Empathy for your perspective on the part of student.
Student priorities.
Your priorities.
Possible resolutions.
Agreed upon solution and next steps for follow up.

Restorative Conversations:

What happened?
What were you thinking at the time?
Now that you have had some time, what have you thought about since?
Who has been affected by what you have done? In what way?
What do you think you need to do to make things right?

Non-Violent Communication:

Make an observation. “There are a lot of legos on the floor.”
State the feeling (I message). “I feel annoyed and frustrated when I step on sharp lego pieces in my bare feet. It hurts!”
Express a need. “I need a clean, uncluttered living space.”
Make the request. “Would you please pick up and put away the legos?”