Topic Progress:


Read the following scene from a classroom that includes the active supervision practices previously discussed. Note each active supervision practice and record on paper, whether it is an example of moving (M), scanning (S), or inter-acting (I).

Pre-correction • Positive Feedback • Re-direct • Re-teach • Provide Choice • Conference

Writing time was coming to an end. Ms. Resnik instructed the class to save their work on their computers and prepare to begin working on their group timeline presentations. She began moving around the room to recognize students who were saving their work, and offer assistance if needed. Lily, who enjoys working on the computer, has previously had difficulty transitioning from writing to a new activity. As the teacher approaches her, Lily looks up, sees Ms. Resnik, smiles and begins saving her work. Ms. Resnik pauses and says to Lily, “Thank you, Lily, for following directions the first time. Your group will be able to get started right away.”  

As Ms. Resnik moves down the row, she notices that Isaac saved his writing, but now seems to be looking at Fortnite cheats on the internet. Ms. Resnik says, “Isaac, right now the expectation is to get your materials to work with your group on the timeline.  Please close the browser and get your folder.”  As Ms. Resnik says to the class, “Once you have your folders, move to your group work space.  We will begin in 1 minute,” Isaac clicks another link on the Fortnite blog.  Ms. Resnik turns back to Isaac and says, “Please close the browser now and get your folder.”  Isaac sighs, but closes the window and stands up.  Ms. Resnik says, “Thank you, Isaac, for following directions. I know you really enjoy playing Fortnite.” 

A smiling teacher watches elementary-aged children as they work at a row of computers. The children are also smiling.


After reflecting on this scenario, click here to check your answers.


Lesson References

Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.

De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral

incidents in a sixth-grade general education classroom. Journal of Behavioral Education, 11(4), 255-267.

Lampi, A.R., Fenti, N. S., & Beaunae, C. (2005). Makin the three p’s easier: Praise proximity, and

precorrection. Beyond Behavior, 15(1), 8-12.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp. 351-380.

MO SW-PBS Tier 1 Team Workbook 2018-19