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Common areas are locations like cafeterias,hallways, restrooms,playgrounds etc.

A. Know the procedures and expectations for each common area you supervise.

In these settings you: Help set a positive climate.

Help ensure that students are safe from emotional and physical harm.

Help by building positive relationships with students.

B. Know how to effectively supervise any common area for which you have a responsibility.

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Know the procedures and expectations for each common area you supervise.

Know who your supervisor is for the setting.

Pay careful attention and ask lots of questions.

Get approval before making changes.

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What tools are needed?

What paperwork should I have and do I know how to complete? What do I do in emergency situations?

Where and how do students enter the setting?

What do I do if two students start fighting?

SOME OF THE BASICS

HEY YOU!

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What are the trouble spots? What are the expectations for students?

What correction procedures are recommended for this setting?

SOME OF THE BASIC Have students been taught the expectations? What predictable misbehaviors should I be prepared to correct?

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1. BE ON TIME!

2. Establish a positive expectation from the moment students arrive.

Before students arrive in the setting.

Smile, greet students by name. Positively and intentionally connect with all students who have had problems in the setting.

Know how to effectively supervise any common area for

which you have responsibility.

Scan

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3. Actively monitor the setting.

Circulate

Anticipate4. Model the behaviors you want to see. Use proximity and

monitor your body language.

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5. Interact positively and reinforce responsible behavior.

6. Respond effectively to student misbehavior.

Recognize studentswho are being responsible.

Speak to a student who is misbehaving.

Don’t ‘square off’. Don’t have the student face the crowd.

WHO ME?

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If you don’t know who did it, label the behavior and monitor the group.

1. Use gentle reprimands.

2. Briefly delay the student.

4. Change the location.

Restate the expectations or have the student tell you the expected behavior.

Make the location of the behavior off limits.

“WALK WITH ME.”

3. Have the student spend time with you, the supervisor.

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CAFETERIA

Create distance between the misbehaving person and others.

Practicing the desired behavior(s)

Encourage polite behavior.

Meet and greet students as they enter.

“STAND HERE.” Assign a seat.

“PLEASE” “THANK YOU” “EXCUSE ME”

SPECIFIC TIPS:

If students are expected to clean up messes, make sure they do.

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“Keep your hands to yourself.”

“Pick up your tray and walk with me. “

“Voice levels are too loud. Bring them down, please.”

“Stand (or sit) here. I will talk with you as soon as I can.”

Know where students go after they have finished.

Know what to do if some one is choking.

RAINY DAYS?

CAFETERIA ONE-LINERS

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Know the boundaries.

Know the rules for games and equipment. Effectively respond to misbehavior, “Walk with me.” Keep a game, activity or equipment ‘off limits.’

Monitor what studentsAre doing on the playgroundAnd how they are interacting With each other.

PLAYGROUND

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Acknowledge & Reinforce

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Have the student select what he/she will do before recess starts.

Give students suggestions and strategies for dealing with: bullying and aggressive acts

Monitor the Situation..

Make a game, activity or equipment ‘off limits.’

PLAYGROUND

OR

Hmm…greatjob over there!

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“Tell me (or show me) the right way.”

“This game is off limits for the remainder of the week.”

“Take a time out and when I come back be ready to tell me what you need to do.”

“At this time, either play responsible or move to another game.”

PLAY GROUND ONE LINERS

“ It looks like you are having fun, but you need to find something else to do.”

NOTES

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LINE UP AREA FREEZE

HAVE STRAGGLERS OWE TIME.

QUIET TIME AREAS ARE HELPFUL IN CALMING STUDENTS DOWN.

Consider having a Quiet time area.

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Be in the hall before, or as students enter.

Stand in the middle of the hall. Move closer to your next assignment, but continue monitoring. Interact with students. Intervene early at the sign of any misbehavior.

Makes yourself visible and unpredictable in your movement. Skillfully monitor behavior Check for hall passes.

HALLWAYS

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Know which restrooms are designated for which group of students.

Listen for inappropriate behavior when passing a restroom.

“Is anyone in there?” “Hurry, it is time to be in class.”

Check with yoursupervisor for your role and responsibility.

RESTROOMS

“You have 30 seconds.”

ONE LINERS:

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Learn and know all procedures required for the common area you are supervising

Have positive expectations andset up a positive tone in the common area

Know the specific behavioral expectations for each common area

Summary Actively supervise by scanning, moving about unpredictably and positively interacting with students as much as possible

Acknowledge appropriate behavior as much as possible

Use agreed upon techniques to consequence inappropriate behavior