Student Supervision – a Valuable Tool to Address Vaping in Schools

PART I: Introduction and Overview

 

CHRIS DORN:

Improving student supervision is one of the most powerful, cost effective and simple ways to improve safety and security in schools.

 

MICHAEL DORN:

Effective student supervision can also help to dramatically reduce student conduct violations.

 

CHRIS DORN:

This video is focused on a relatively new and particularly challenging school safety problem – vaping and drug abuse using vape devices.

When properly supported with other measures, student supervision can help to deter violations by making it more difficult for students to engage in vaping behaviors without detection.  For those students who are not deterred because they are addicted to nicotine, effective student supervision can increase the ability of school officials to identify these students so they can receive appropriate supports and treatment.

 

LATRICIA GITTENS:

Students who have made videos on how to vape at school have often pointed out that improved supervision can make it more difficult to vape on campus.

 

CHRIS DORN:

The problems resulting from vaping at school have led to development of a number of effective vaping prevention and detection technologies.  Improved vape detection units, electronic hall pass systems and smart camera analytic software have been developed to help address this problem.  However, student supervision is still important even when robust vaping prevention technologies are employed.

 

PHUONG NGUYEN:

Effective supervision involves specific techniques such as proper positioning, placement and maintaining line of sight of students.

This photo illustrates a staff member who is not using any of these techniques.

No staff members are present on this hall.

 

CHRIS DORN:

Correcting this type of gap is usually not difficult if staff are taught basic concepts and asked to help develop new strategies to fit their school’s design.

These teachers are far more alert to the possibility of danger.  They are in an excellent position to take immediate action to address inappropriate or potentially dangerous behavior. 

Vandalism is more common in schools when staff have not been trained in supervision techniques.

So are problems with bullying, drugs, gang activity and many other negative behaviors.

This video covers some of the fundamentals of student supervision relevant to the specific challenges of vaping, as well as key areas to improve supervision, including:

Maintaining visibility and line of sight,

Training staff to supervise students properly,

Formalizing supervision procedures,

and Improving supervision during vulnerable times.

Improved supervision can also improve survivability in a crisis.

For example, good supervision will help a teacher spot a child who is having an allergic reaction, a seizure or a medical emergency resulting from vaping activities.  There have now been many instances where students have lost consciousness after vaping in schools and on school buses.  In one instance, eleven students lost consciousness and were transported to the hospital by ambulance after sharing a vape device on a school bus.

 

MICHAEL DORN:

Effective student supervision can reduce disruptions, lost time on task, and can enhance school climate.

 

CHRIS DORN:

For example, by combining concepts we  will discuss such as pairing, pacing and spacing, a teacher can also reduce the amount of time it takes to move a group of students from their classroom to a media center, cafeteria or other area.  

In Part Two we will discuss some simple but powerful tools to improve supervision.

 

Copyright 2021 Safe Havens International

 

Student Supervision – a Valuable Tool to Address Vaping in Schools

PART II: Strategies to Formalize Student Supervision

 

CHRIS DORN:

In part one, we talked about the importance of Student Supervision. Now let’s talk about ways to formalize student supervision.

It is important to note that these approaches are often best viewed as “tools” rather than “rules” to be adopted.

Morning arrival, lunch, and dismissal are times to use specific supervision techniques.

One way to do this is through compartmentalization of the school during these times.

This can be done using clear communication with students on where they are allowed during specific times. This approach can be particularly effective in making it more difficult for students to travel to and from hard to supervise areas where they can vape without detection.  

This can be communicated by a variety of methods including signage, diagrams in the student handbook and multimedia presentations. Often referred to as “no go zones”, this approach can also be made easier and more effective by the use of access control and smart cameras. 

Analytic software programs can help cameras detect people moving through no-go zones during specified time periods and provide real-time alerts. This can be leveraged by school staff monitoring multiple areas.   The analytic automatically pulls up the camera feed when a person enters a no-go zone so a school staff member can quickly determine whether a problem exists or not.

 

MICHAEL DORN:

In many cases, creating no-go zones can be as simple as locking large areas when they are not being supervised by an adult. Common examples include auditoriums and locker rooms.

 

CHRIS DORN: 

Whether you are using compartmentalization and/or smart camera technologies or not, staff should be trained on proper supervision approaches tailored to their school.

Options for formalizing supervision procedures include the following: 

Duties are clearly spelled out in writing

Staff supervision assignments are provided in writing

Documented training briefings are given

Written guidelines for effective hall pass approaches are implemented and enforced.

Clearly defining expectations and responsibilities can help prevent gaps in supervision before, during,  and after the school day.

 

PHUONG NGUYEN:

Providing these assignments in written form such as in staff handbooks or periodic communications, can also help.

Of course, this also requires that staff have formal training or structured briefings in student supervision concepts like these after they have been tailored to fit a specific school.

 

CHRIS DORN:

This can take the form of annual and periodic staff meetings or  through specific trainings provided as staff development.  Some administrators conduct a campus walk through activity with staff to communicate student supervision expectations more effectively.

 

LATRICIA GITTENS:

Staff should be given guidance on when students can be released from class, as well as the appropriate range of frequency of doing so.

 

CHRIS DORN:

For example, it is not ideal for a school to have dozens of students roaming the halls at the same time – even if they all have hall passes.

There are some times and situations that create increased vulnerability for many types of school safety incidents.

These can include, but are not limited to:

Morning arrival, starting with the first time that students are allowed to be on campus

Afternoon dismissal, until most students have left the campus

Times when students are moving around the campus perimeter or through exposed parts of the campus

Outdoor activities

During class periods when there are limited staff supervising hallways and common areas,

Class changes and passing periods,

Lunch periods,

Field trips,

Sporting events on campus or at off-campus facilities,

Other on-campus or off-campus special events.

Or during emergencies or crisis events.

Now let’s talk about some supervision tools: Adjusting the utilization of physical spaces in schools and Space Management.

Some schools have dramatically improved supervision by designating stairwells or hallways as one-way routes during class changes.

 

MICHAEL DORN:

In addition to vaping, this approach can help reduce problems with other types of behavior such as  fights, bullying and sexual harassment, especially in areas where large numbers of students tend to congregate in relatively small spaces.

 

CHRIS DORN:

Another technique is adjusting the physical features of the school for better supervision. For example, relocating a vending machine to create better natural lines of sight. Natural surveillance can also be improved by trimming bushes and trees.

 

PHUONG NGUYEN:

Unlocked spaces can make student supervision more challenging.

Large spaces like auditoriums and gymnasiums can be particularly dangerous areas when left unlocked and unattended.

 

CHRIS DORN:

Unlocked basements, boiler rooms and maintenance areas can also create opportunities for student misconduct such as vaping when left unlocked.

Finally, we would like to discuss the concept of Inattentive Blindness.

Inattentive Blindness is one aspect of a well-known phenomenon known as selective attention.

In schools, inattentive blindness can occur when a staff member does not see an event even though they are alert and paying attention.

This is because the human eye and brain cannot observe multiple focal points at one time.

The simple concept of scanning various areas visually can improve the ability of staff to detect anomalies in student behavior.

In Part Three we’ll talk about specific techniques that staff can use to practice formalized supervision.

 

Copyright 2021 Safe Havens International

Student Supervision – a Valuable Tool to Address Vaping in Schools

 

PART III: Staff Strategies for Supervision

 

CHRIS DORN:

In Part one of this video, we talked about the importance of student supervision.

Now let’s talk about some of the easy to apply tools that staff can use to improve student supervision.

Rather than viewing these options as rules that must be obeyed for effective student supervision, we suggest they be considered as potential tools based on the layout and operation of individual schools.

These techniques include: 

Line of sight

Presence

Proximity

Positioning

Scanning

Teaming

Mapping and 

Space Management

Line of sight:

 

PHUONG NGUYEN:

Maintaining effective line of sight is a powerful tool to create more effective supervision.

It can be easy to increase supervision capabilities of staff by removing needless visual barriers.

 

CHRIS DORN:

Staff should seek to maintain line of sight of students when possible and practical.

Line of sight increases the quality of supervision.

Presence.

Presence simply means having staff physically present where students are located.

Having staff assigned to areas where students gather or move throughout the school at peak times is one example.

Proximity.

 

MICHAEL DORN:

Proximity means having staff in a position close enough to students to be able to see, hear and take action so they can spot and if needed address a concerning situation.

 

CHRIS DORN:

For example, teachers who are supervising children in an outdoor area, cafeteria or gym should be close enough to students for them to provide assistance if needed.

Positioning.

 

PHUONG NGUYEN:

Positioning involves putting yourself in places that allow you to see and hear the students you supervise.

For example, standing at an intersection of two hallways during passing times can allow a teacher to maintain line of sight of both hallways instead of only one.

 

CHRIS DORN:

Scanning.

Scanning can reduce eye fatigue as well as reduce inattentive blindness.

Actively scan your field of vision and the periphery. It is easy to become focused on one area. Periodically do a quick scan from left to right to make sure you are not missing something.

Teaming.

Teaming is the structured use of teamwork to create more effective student supervision.  This can involve coordination by multiple staff supervising students as well as efforts by administrators to create a team approach by providing clear direction.

For example, administrators can use written directives to specify which staff will supervise afternoon dismissal in parking lots. This is one of the most dangerous areas and time periods on many K12  campuses. 

Mapping.

 

LATRICIA GITTENS:

Mapping is the use of diagrams to map out the general areas where staff should position themselves when supervising specific functions.

One method is to use diagrams, photos or videos to visually indicate where staff should position themselves while supervising students in outdoor areas, cafeterias and other open spaces.  

Multiple charts showing how one, two, three or more teachers should be positioned can clarify that staff should not cluster together.   

 

CHRIS DORN:

Space management is the practice of locking rooms that are not occupied by an adult. Unlocked and unattended classrooms, auditoriums, locker rooms and other areas can create thousands of square feet of space where students can engage in misconduct.  

 

MICHAEL DORN:

We have discussed a series of potential tools that can help improve student supervision, reduce safety incidents and reduce the number of student conduct violations. This in turn can reduce the number of students who are suspended, expelled and in some cases, arrested for student conduct violations which are also violations of criminal law.  

 

CHRIS DORN:

Thoughtful and structured student supervision is an important part of preventing vaping as well as identifying students who are addicted to nicotine and in need of assistance.

Remember, these techniques include:

Line of sight, Presence, Proximity, Positioning

Scanning, Teaming, Mapping and Space Management.

Your actions have the potential to make a difference in your school and your students for the rest of their lives. 

 

MICHAEL DORN:

Every student who decides not to engage in vaping activities or who gets the help they need to address an addiction problem is worthy of your best efforts, your care and compassion. 

 

CHRIS DORN:

Thank you for your time and attention.  We hope this video was informative.

LATRICIA GITTENS:

Thank you for your time, attention and above all, your service to students.

Copyright 2021 Safe Havens International

Student Supervision – a Valuable Tool to Address Vaping in Schools

PART I: Introduction and Overview

 

CHRIS DORN:

Improving student supervision is one of the most powerful, cost effective and simple ways to improve safety and security in schools.

 

MICHAEL DORN:

Effective student supervision can also help to dramatically reduce student conduct violations.

 

CHRIS DORN:

This video is focused on a relatively new and particularly challenging school safety problem – vaping and drug abuse using vape devices.

When properly supported with other measures, student supervision can help to deter violations by making it more difficult for students to engage in vaping behaviors without detection.  For those students who are not deterred because they are addicted to nicotine, effective student supervision can increase the ability of school officials to identify these students so they can receive appropriate supports and treatment.

 

LATRICIA GITTENS:

Students who have made videos on how to vape at school have often pointed out that improved supervision can make it more difficult to vape on campus.

 

CHRIS DORN:

The problems resulting from vaping at school have led to development of a number of effective vaping prevention and detection technologies.  Improved vape detection units, electronic hall pass systems and smart camera analytic software have been developed to help address this problem.  However, student supervision is still important even when robust vaping prevention technologies are employed.

 

PHUONG NGUYEN:

Effective supervision involves specific techniques such as proper positioning, placement and maintaining line of sight of students.

This photo illustrates a staff member who is not using any of these techniques.

No staff members are present on this hall.

 

CHRIS DORN:

Correcting this type of gap is usually not difficult if staff are taught basic concepts and asked to help develop new strategies to fit their school’s design.

These teachers are far more alert to the possibility of danger.  They are in an excellent position to take immediate action to address inappropriate or potentially dangerous behavior. 

Vandalism is more common in schools when staff have not been trained in supervision techniques.

So are problems with bullying, drugs, gang activity and many other negative behaviors.

This video covers some of the fundamentals of student supervision relevant to the specific challenges of vaping, as well as key areas to improve supervision, including:

Maintaining visibility and line of sight,

Training staff to supervise students properly,

Formalizing supervision procedures,

and Improving supervision during vulnerable times.

Improved supervision can also improve survivability in a crisis.

For example, good supervision will help a teacher spot a child who is having an allergic reaction, a seizure or a medical emergency resulting from vaping activities.  There have now been many instances where students have lost consciousness after vaping in schools and on school buses.  In one instance, eleven students lost consciousness and were transported to the hospital by ambulance after sharing a vape device on a school bus.

 

MICHAEL DORN:

Effective student supervision can reduce disruptions, lost time on task, and can enhance school climate.

 

CHRIS DORN:

For example, by combining concepts we  will discuss such as pairing, pacing and spacing, a teacher can also reduce the amount of time it takes to move a group of students from their classroom to a media center, cafeteria or other area.  

In Part Two we will discuss some simple but powerful tools to improve supervision.

 

Copyright 2021 Safe Havens International

Student Supervision – a Valuable Tool to Address Vaping in Schools

PART II: Strategies to Formalize Student Supervision

 

CHRIS DORN:

In part one, we talked about the importance of Student Supervision. Now let’s talk about ways to formalize student supervision.

It is important to note that these approaches are often best viewed as “tools” rather than “rules” to be adopted.

Morning arrival, lunch, and dismissal are times to use specific supervision techniques.

One way to do this is through compartmentalization of the school during these times.

This can be done using clear communication with students on where they are allowed during specific times. This approach can be particularly effective in making it more difficult for students to travel to and from hard to supervise areas where they can vape without detection.  

This can be communicated by a variety of methods including signage, diagrams in the student handbook and multimedia presentations. Often referred to as “no go zones”, this approach can also be made easier and more effective by the use of access control and smart cameras. 

Analytic software programs can help cameras detect people moving through no-go zones during specified time periods and provide real-time alerts. This can be leveraged by school staff monitoring multiple areas.   The analytic automatically pulls up the camera feed when a person enters a no-go zone so a school staff member can quickly determine whether a problem exists or not.

 

MICHAEL DORN:

In many cases, creating no-go zones can be as simple as locking large areas when they are not being supervised by an adult. Common examples include auditoriums and locker rooms.

 

CHRIS DORN: 

Whether you are using compartmentalization and/or smart camera technologies or not, staff should be trained on proper supervision approaches tailored to their school.

Options for formalizing supervision procedures include the following: 

Duties are clearly spelled out in writing

Staff supervision assignments are provided in writing

Documented training briefings are given

Written guidelines for effective hall pass approaches are implemented and enforced.

Clearly defining expectations and responsibilities can help prevent gaps in supervision before, during,  and after the school day.

 

PHUONG NGUYEN:

Providing these assignments in written form such as in staff handbooks or in periodic communications, can also help.

 

Of course, this also requires that staff have formal training or structured briefings in student supervision concepts like these after they have been tailored to fit a specific school.

 

CHRIS DORN:

This can take the form of annual and periodic staff meetings or  through specific trainings provided as staff development.  Some administrators conduct a campus walk through activity with staff to communicate student supervision expectations more effectively.

 

LATRICIA GITTENS:

Staff should be given guidance on when students can be released from class, as well as the appropriate range of frequency of doing so.

 

CHRIS DORN:

For example, it is not ideal for a school to have dozens of students roaming the halls at the same time – even if they all have hall passes.

There are some times and situations that create increased vulnerability for many types of school safety incidents.

These can include, but are not limited to:

Morning arrival, starting with the first time that students are allowed to be on campus

Afternoon dismissal, until most students have left the campus

Times when students are moving around the campus perimeter or through exposed parts of the campus

Outdoor activities

During class periods when there are limited staff supervising hallways and common areas,

Class changes and passing periods,

Lunch periods,

Field trips,

Sporting events on campus or at off-campus facilities,

Other on-campus or off-campus special events.

Or during emergencies or crisis events.

Now let’s talk about some supervision tools: Adjusting the utilization of physical spaces in schools and Space Management.

Some schools have dramatically improved supervision by designating stairwells or hallways as one-way routes during class changes.

 

MICHAEL DORN:

In addition to vaping, this approach can help reduce problems with other types of behavior such as  fights, bullying and sexual harassment, especially in areas where large numbers of students tend to congregate in relatively small spaces.

 

CHRIS DORN:

Another technique is adjusting the physical features of the school for better supervision. For example, relocating a vending machine to create better natural lines of sight. Natural surveillance can also be improved by trimming bushes and trees.

 

PHUONG NGUYEN

Unlocked spaces can make student supervision more challenging.

Large spaces like auditoriums and gymnasiums can be particularly dangerous areas when left unlocked and unattended.

 

CHRIS DORN:

Unlocked basements, boiler rooms and maintenance areas can also create opportunities for student misconduct such as vaping when left unlocked.

Finally, we would like to discuss the concept of Inattentive Blindness.

Inattentive Blindness is one aspect of a well-known phenomenon known as selective attention.

In schools, inattentive blindness can occur when a staff member does not see an event even though they are alert and paying attention.

This is because the human eye and brain cannot observe multiple focal points at one time.

The simple concept of scanning various areas visually can improve the ability of staff to detect anomalies in student behavior.

In Part III we’ll talk about specific techniques that staff can use to practice formalized supervision.

 

Copyright 2021 Safe Havens International

Student Supervision – a Valuable Tool to Address Vaping in Schools

PART III: Staff Strategies for Supervision

 

CHRIS DORN:

In Part one of this video, we talked about the importance of student supervision.

Now let’s talk about some of the easy to apply tools that staff can use to improve student supervision.

Rather than viewing these options as rules that must be obeyed for effective student supervision, we suggest they be considered as potential tools based on the layout and operation of individual schools.

These techniques include: 

Line of sight

Presence

Proximity

Positioning

Scanning

Teaming

Mapping and 

Space Management

Line of sight:

 

PHUONG NGUYEN:

Maintaining effective line of sight is a powerful tool to create more effective supervision.

It can be easy to increase supervision capabilities of staff by removing needless visual barriers.

 

CHRIS DORN:

Staff should seek to maintain line of sight of students when possible and practical.

Line of sight increases the quality of supervision.

Presence.

Presence simply means having staff physically present where students are located.

Having staff assigned to areas where students gather or move throughout the school at peak times is one example.

Proximity.

 

MICHAEL DORN:

Proximity means having staff in a position close enough to students to be able to see, hear and take action so they can spot and if needed address a concerning situation.

 

CHRIS DORN:

For example, teachers who are supervising children in an outdoor area, cafeteria or gym should be close enough to students for them to provide assistance if needed.

Positioning.

 

PHUONG NGUYEN:

Positioning involves putting yourself in places that allow you to see and hear the students you supervise.

For example, standing at an intersection of two hallways during passing times can allow a teacher to maintain line of sight of both hallways instead of only one.

 

CHRIS DORN:

Scanning.

Scanning can reduce eye fatigue as well as reduce inattentive blindness.

Actively scan your field of vision and the periphery. It is easy to become focused on one area. Periodically do a quick scan from left to right to make sure you are not missing something.

Teaming.

Teaming is the structured use of teamwork to create more effective student supervision.  This can involve coordination by multiple staff supervising students as well as efforts by administrators to create a team approach by providing clear direction.

For example, administrators can use written directives to specify which staff will supervise afternoon dismissal in parking lots. This is one of the most dangerous areas and time periods on many K12  campuses. 

Mapping.

 

LATRICIA GITTENS:

Mapping is the use of diagrams to map out the general areas where staff should position themselves when supervising specific functions.

One method is to use diagrams, photos or videos to visually indicate where staff should position themselves while supervising students in outdoor areas, cafeterias and other open spaces.  

Multiple charts showing how one, two, three or more teachers should be positioned can clarify that staff should not cluster together.   

 

CHRIS DORN:

Space management is the practice of locking rooms that are not occupied by an adult. Unlocked and unattended classrooms, auditoriums, locker rooms and other areas can create thousands of square feet of space where students can engage in misconduct.  

 

MICHAEL DORN:

We have discussed a series of potential tools that can help improve student supervision, reduce safety incidents and reduce the number of student conduct violations. This in turn can reduce the number of students who are suspended, expelled and in some cases, arrested for student conduct violations which are also violations of criminal law.  

 

CHRIS DORN:

Thoughtful and structured student supervision is an important part of preventing vaping as well as identifying students who are addicted to nicotine and in need of assistance.

Remember, these techniques include:

Line of sight, Presence, Proximity, Positioning

Scanning, Teaming, Mapping and Space Management.

Your actions have the potential to make a difference in your school and your students for the rest of their lives. 

 

MICHAEL DORN:

Every student who decides not to engage in vaping activities or who gets the help they need to address an addiction problem is worthy of your best efforts, your care and compassion. 

 

CHRIS DORN:

Thank you for your time and attention.  We hope this video was informative.

 

LATRICIA GITTENS:

Thank you for your time, attention and above all, your service to students.

 

Copyright 2021 Safe Havens International