Active Supervision Strategy in Classroom

Active Supervision Strategy 4: Listen

• Refine ability to detect and respond to verbal and non-verbal cues from children indicating distress, discomfort, or safety concerns.
• Utilize active listening to create a safer and more nurturing classroom environment.
• Pay attention to absence of noise, which can be significant as sudden noises.
• Quiet periods might indicate deep engagement, but also suggest issues like exclusion or hidden distress.
• Respond immediately to unusual noises or prolonged silence from a normally active child.
• Use verbal cues to communicate with the child from a distance before approaching.
• Arrange the classroom to minimize noise pollution and enhance hearing.
• Practice and teach the technique of offering reassurance from a distance.
• Use verbal check-ins regularly, especially when hearing cries or sounds of distress.

Active Supervision Strategy 5: Anticipate

• Use knowledge of each child's unique temperament, developmental stage, interests, and skills to foresee and prevent potential issues.
• Maintain updated profiles for each child, including their temperament, developmental milestones, interests, and skills.
• Regularly review and update profiles to reflect changes or new observations.
• Observe children during different activities and note any shifts in behavior, skill levels, or interactions.
• Learn to identify subtle cues in a child's behavior that might indicate mood, health, or intentions.
• Pay close attention to changes in facial expressions, body language, and levels of engagement.
• Engage with children before behavior escalates, and use understanding of their interests and skills to redirect potentially negative behavior.
• Assess the environment and activities for potential risks, considering the specific needs and behaviors of the children.

Active Supervision Strategy 6: Engage and Redirect

• Effectively manage and alter children's behavior by capturing their attention and directing it toward more constructive and appropriate activities.
• Recognize early signs of distraction or undesirable behavior in children.
• Analyze triggers that cause these behaviors, such as activities being too challenging or not engaging enough.
• Develop a resource bank of alternative activities that cater to various interests and developmental levels.
• Use the child's name, make eye contact, and express genuine interest in their feelings and experiences to capture their attention.
• Use positive reinforcement to encourage desired behaviors, and compliment the child when they engage in appropriate activities.
• Offer choices between two or more acceptable activities to empower the child to make their own decision.
• After redirecting the child, stay engaged with them for a few minutes to ensure they have settled into the new activity.
• Integrate the child into a group activity where peer interaction can further engage their attention and energy.