Skip to main content

Playground duty

Our PB4L session yesterday with the RTLBs focussed on how we do Playground duty. Are new teachers trained in any way on what to do when on duty?

What makes good active supervision?
• Move around – avoid standing in one place. Don't use the same routine.
• Look around by scanning all areas, near and distant.
• Interact with students effectively and efficiently:  greet students be brief and positively reinforce students who are following expectations (be explicit)

  •  positively correct students who are breaking expectations (state the expectation, give choices, then put it back on the student).
  •  Look the part. Be highly visible and easily identifiable with a bright vest, hat or folder. 
  • The key to student interaction 
  • High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behaviour for up to 90% of students. 
  • Positive contacts should be: • friendly, helpful and open • proactive and not contingent on a behaviour •
  •  short (5-10 seconds) with groups of students over individuals so more students are affected. Guidelines for effective positive reinforcement 
  • Look for appropriate behaviour – always. 
  • • Provide acknowledgement immediately. 
  • • State the appropriate behaviour (“You’re keeping to the left, that’s what I call Being Safe”).
  •  Vary statements of acknowledgement. 
  • • Avoid giving praise continually without reason. 
  • • Be sincere and smile.


Popular posts from this blog


A colleague & I did some research some years back by analysing examiners' comments on NCEA subjects.  We focussed on why students fail in NCEA? and How students get to Excellence in NCEA.
We had a hunch that failure was to do with literacy - subject vocabulary, subject reading materials and subject writing requirements. We also had a hunch that from our experiences with classroom teaching, NCEA marking and working with teachers, that students attain Excellence or Scholarship through demonstrating the quality of their thinking and especially using the Extended Abstract category of the SOLO taxonomy. Analysis of the examiners' reports proved that our hunches were correct.
2016 examiner's reports can be seen here. The examiners descriptively list what students commonly did to be awarded Achieved, Not Achieved, Merit and Excellence. These lists are very helpful, especially for Beginning Teachers and the findings within the lists concur with our hunches of 8 years ago.


Requirements for Certification

As we are approaching mid-year and some of the PRTs are wanting to apply for full certification at the end of the year it seems timely to look at the Education Council Requirements and ensure that everybody is up to speed.
I have also included a note around pay increments as people are mixing this up with registration which is quite separate and linked to appraisal and Professional Standards. (We are paid by the Ministry of Education).
INDUCTION AND MENTORING As a provisionally certificated teacher you will have the guidance of a mentor teacher who is an experienced fully certificated colleague, trained to guide and support you and give constructive feedback. The most important features of induction and mentoring include: ·an emphasis on practice-focused professional learning for the provisionally certificated teachers (PCT) ·a range of professional development opportunities ·evaluations of professional practice based on the Practising Teacher Criteria ·active support and commitment from pro…


In conversation with a beginning teacher recently, the question of pedagogy came up.
What is pedagogy?
The Oxford dictionary defines pedagogy as" The method and practice of teaching, especially as an academic subject or theoretical concept."
Teaching as inquiry is an important aspect of effective pedagogyThe NZ Curriculum defines pedagogy as: "Teacher actions promoting student learning"There is also culturally responsive pedagogy. Ako underpins the Practising Teacher Criteria and is an important component of culturally responsive teaching and learning.  A good way to check if you are including effective pedagogy in your lesson plans & units of work is to use these sentence starters.
I create a supportive learning environment by...........
I encourage reflective thought and action by.............
I enhance the relevance of new learning by..............
I facilitate shared learning by..................
I make connections to prior learning and experience by................