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By Allison Waltman, Lindsay Powell, Kelsey Koppen, and Amanda Miceli

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-can be difficult to perform consistently
-need to develop the ability to multitask
-If you struggle to go from a reactive situation back to proactive, you're unlikely to shape the critical prosocial behaviors students need for both school and life

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1. Identify the activity or transition period that would benefit most from active supervision

2. Ensure that the routine for the target activity is familiar and understood bby students. If not, routines and expectations must be established
3. Provide the cue or prompt to begin the activity
4. As the activity unfolds, scan and monitor the area
5. Signal your awareness of students' actions through proximity, prompts, and nonverbal communication
6. Manage infractions and off-task behavior efficiently: privately, in a businesslike way, and with opportunities for positive interactions
7. At appropriate intervals and at the end of the activity or transition, reinforce students' good behavior with positive comments and gestures
8. Provide students with an opportunity to give feedback

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-Students are under adult supervision to make sure they aren't putting themselves in harms way
-Use of specific and overt behaviors to prevent problems

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-Powerful tool for reducing problem behaviors in and out of classrooms
-Can be leveraged to target specific problems such as bullying and tardiness
-It is an essential part of school safety, so all school personnel foster a safe environment when they actively supervise students

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All Head Start staff, from classroom teachers to bus drivers, are responsible for making sure no child is left unsupervised. Find out what active supervision is and how to use it across all program activities.

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-Teachers who anticipate difficulties help prevent problems
-Students know teachers are aware of what they are doing
- Reduces number of incidences because they are anticipating behaviors and students know teachers are aware of what they are doing