Active Supervision: Preventing Behavioral Problems Before They Occur

Haydon, Todd; Hunter, William C.; Scott, Terrance M.

doi:10.1177/1074295619835190

Cited by 2 publications

(4 citation statements)

References 15 publications

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“…The findings of this study can be related to a study that, being attentive encompassed a supervisor's level of engagement with a child, which ranged from direct visual contact with the child to having no visual contact with the child [15]. To maintain attentive supervision, a similar confirmed that, such practice includes constant turning and head swiveling, as well as frequent glances around the room [25].…”

Section: Discussion On Teachers Supervision Of Kindergarten Learnerssupporting

confidence: 62%

“…In difficult situations, children will benefit from observing their peers' play and anticipating what may happen next [23][24][25]. Teacher supervision is the act of directing and watching over the performance and activities of the children in your care.…”

Section:  Knowledge Of the Children In Care As Well As An Understand...mentioning

confidence: 99%

“…Several strategies for maintaining active scanning including constant turning and head swivelling, as well as frequent glances around the room. Participants were asked to share their knowledge on how they attentively supervise their learners to ensure their safety [25]. Generally, most responses from the participants were similar with exception of some who tried to exhibited some attitude within the aspect of attention supervision.…”

Section: Attentive Supervisionmentioning

confidence: 99%

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Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Awortwe

Kwaw²,

Ashun³

2023

OJER

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The supervisory role of kindergarten teachers is primarily concerned with supervising and managing the efforts of their learning environment to create safe, positive learning environments for all learners. The purpose of this study was to assess teachers' supervisory practices of learners in Kindergarten schools in Komenda Edina Eguafo Abirem municipality. (K.E.E.A) Municipality in the Central Region of Ghana. The study employed the qualitative research approach using the interpretivism paradigm. The instrumental case study design was adopted for this study. Population of the study comprised public kindergarten schools in KEEA Municipality. A multistage purposeful random sampling technique was used to select sixteen ( 16) respondents for the study. The semi-structured interview and observation checklist were the main instruments employed in the data collection for this study. The qualitative data was analysed by the use of the interpretative method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by respondents. These were based on question on the semi-structured interview. The study indicated that, kindergarten teachers do not supervise their learners during out-door activities or at playground, thinking it is the available time to relax after learners are out to play. The study also revealed that, kindergarten teachers do not pay close attention to learners and their physical environment to detect danger and threats. Also, in relation to proximity in supervision, the study found that, kindergarten teachers do not maintain physical closeness supervision of their learners to promptly salvage them from occurring danger during supervision. It is recommended that, the Ministry of Education (MoE), Ghana Education Service (GES), and other Agencies in Education (AiE) should strategically and periodically organize workshop trainings and seminars on teacher supervision and safety for kindergarten teachers. It is also recommended that, Tertiary institutions like the teaching universities and colleges of education should mount courses specifically for Teachers Supervision and School Safety for pre-service teachers and school administrators.

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Section: Discussion On Teachers Supervision Of Kindergarten Learnerssupporting

confidence: 62%

Section:  Knowledge Of the Children In Care As Well As An Understand...mentioning

confidence: 99%

Section: Attentive Supervisionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Awortwe

Kwaw²,

Ashun³

2023

OJER

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“…Active supervision (moving, scanning, and interacting) promotes on-task behavior and minimizes off-task behavior in a variety of settings (Haydon et al, 2019; Lewis et al, 2000). Throughout the day and, especially during challenging routines (e.g., transitions between activities), move among students, scan the room frequently, and provide frequent specific feedback to promote engagement and support student behavior.…”

Section: How Do Effective Educators Implement and Differentiate Universal Pbis To Support Students?mentioning

confidence: 99%

Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice

et al. 2021

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Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?—without support, students with disabilities experience poor outcomes—and (b) How do you implement PBIS in classrooms that support all students?—differentiate and intensify supports.

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Active Supervision: Preventing Behavioral Problems Before They Occur

Cited by 2 publications

References 15 publications

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice

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