My advice is find a way to involve them in the process, remembering that changing adult behavior by empowering them to take the initiative is a process, not a onetime event or a check box on your implementation to do list!

Ask yourself: Have you taken time to train the lunchroom staff in how to teach and reinforce positive behaviors as well as the procedures for responding to students’ behavior errors? If you have trained them, have you followed up with them to ask if they have any questions, concerns, or suggestions for how to improve behavior systems at lunch and recess? Next, have you shared data with them related to the lunch room or recess behaviors? If so, have you asked them to help the team set a goal based on current lunch/recess data, like a reduction in trash left out at the end of the period or a reduction in physical altercations on the playground?

Once your staff have the knowledge, the skill to implement that knowledge, and the understanding that the PBIS team is looking for their involvement and investment to make their lunch/recess job more efficient and enjoyable, they will slowly start to exhibit a stronger sense of ownership in lunchtime behaviors.

Additionally, you can use positive reinforcement with these staff, just like you do with students, by recognizing those staff who are taking initiative. Have them share with their colleagues a success strategy or “bright spot” that worked for them this week. Or put up pictures of your lunch staff and ask students to vote weekly on questions such as, “Which staff member best models our Cafeteria Expectations for students?” or “Which staff member do you see acknowledging student behaviors most?” The winning staff member could be announced over the PA system and receive a small reward, like a gift card for coffee although the student praise and public recognition may be enough of an incentive by itself.

Finally, look for ways to involve your lunch room staff at every opportunity. Ask them to brainstorm and help plan a way to share the Cafeteria expectations, such as some colorful posters: http://www.rock.k12.nc.us/Page/5392; https://s-media-cache-ak0.pinimg.com/originals/50/d7/65/50d7659837996bb4cb654a3d104293dd.jpg or videos: https://www.youtube.com/watch?v=50l_hJ3GSyE; https://www.youtube.com/watch?v=PeHVYuJTmZk

When thinking about how to empower and motivate staff at lunch and recess a personal example immediately came to my mind.

When I first started in school social work I was very comfortable with my role as a social worker, i.e., providing individual and group counseling, completing IEP and CSE responsibilities, managing crises management and working with parents. When it came to how I could implement effective social work interventions continually and in all environments, including lunch rooms and playgrounds, I was at a loss. It wasn’t until I learned about PBIS, and the professional practices that could be effective for all school settings, did I become knowledgeable and confident enough to begin to change my behavior.

Who knew that supervision of students was a research based professional practice? I certainly didn’t. So when I was placed, or found myself in unstructured school environments, I wasn’t exactly sure what I was supposed to do besides, “watch the students.” PBIS introduced me to Active Supervision, or Systematic Supervision, and elevated my understanding of how “watch the students” could become an identifiable, effective research-based professional practice that could make a positive difference with students and advanced the school-wide mission.

Active Supervision has three main components: Moving, Scanning and Interacting. These effective practices can be enhanced with additional PBIS practices, such as teaching and acknowledging expected behaviors. To find specific materials on Active Supervision, or Systematic Supervision, go to the links below.

https://www.youtube.com/watch?v=NoCESJ5Ok0I

http://www.actionforhealthykids.org/storage/Recess_Moves_A_Toolkit_for_Quality_Recess.pdf

http://nyspbis.org/RF1415/Examples,%20Snapshots,%20Fact%20Sheets/Fact%20Sheet%20-%20Active%20Supervision.pdf