CHAMPS A Proactive & Positive Approach to Classroom Management

1. CHAMPS A Proactive & Positive Approach to Classroom Management October 19-20 2010

2. Objectives • Provide an Overview of Behavior • Know the ABC’s for Behavior • Expectancy X Value Equation

3. What the Effective Schools Research Shows: Effective Teachers • Establish smooth efficient classroom routines • Directly teach students how to be successful • Interact with students in positive, caring ways • Provide incentives, recognition, and rewards to promote excellence • Set clear standards for classroom behavior and apply them fairly and consistently

4. PBIS/RtI: 3-Tiered Prevention Model Tertiary Prevention: specialized & individualized strategies for students with continued failure 5% Secondary Prevention: supplementary strategies for students who do not respond to primary 15% Primary Prevention: school-wide or class-wide systems for all students and staff 80% of Students

5. 4 Components of PBIS

6. Why does behavior occur? • To get or obtain something or Escape or Avoid something. This is also known as…. • Positive reinforcement – To get something • Negative reinforcement – To avoid something

7. Sally sits next to Simon. Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him. Sally giggles. What is the motivation for Simon’s bizarre behavior? A. Avoid task or activity B. Obtain peer attention C. Avoid Adult Modified from Scott, Liaupin and Nelson (http://serc.gws.uky.edu/pbis/)

8. Mr. Feeble asks Ralph to take out his math book. Ralph responds, “Your mother wears combat boots.” Mr. Feeble then sends Ralph to sit in the hall instead of doing math What is the motivation for Ralph’s rude comment to Mr. Feeble? A. Avoid task or activity B. Avoid Peer(s) C. Obtain adult attention Modified from Scott, Liaupin and Nelson (http://serc.gws.uky.edu/pbis/)

9. 4

12. Expectancy X Value = MotivationPage 28

13. Objectives • Participants will know what STOIC means • Participants will know what CHAMPS means • Participants will understand the components of the CHAMPS curriculum

14. CHAMPS Overview • Page 3 & 4 • Page XV • Chapter 1 Page 15 • Chapter 2 Page 63 • Chapter 1 Page 61 • Find the SELF ASSESSMENT for Chapter 2 – what Page?

15. Closed Book Review • What does STOIC stand for? • What does CHAMPS stand for? • Each chapter starts with a list of T_________ • Each chapter ends with a S_____ __________

16. Next Objectives STRUCTURE Chapters 1-3 • Know the various components of classroom management & a classroom management plan. • Know steps and procedures for implementing various components with fidelity • Evaluate and distinguish between effective and ineffective classroom expectations. • Strategies for addressing problem behavior in the classroom vs. when to refer the student to the office.

17. Group S#^%% - No Book • What are the components of classroom management that add STRUCTURE to your classroom? • Many STAY but 2 must STRAY.

18. Compare Yours with Others

19. Page 195 – 200

20. CHAPTER 2 PAGE 63 • Task 3 • Task 4 • Possible Task 6

21. Attention SignalTask 3 Pg 76-78 • Signal can generalize to any location • Visual and auditory cue • Has ripple effect

22. Attention SignalTask 3 pg. 76-78 • Identify what you will use as a signal • Define expectation for student responding • Stop talking • Look at teacher • Put hand in air

23. Observing/Coaching Attention • Use coaching model (pre, observation, post) • Consider the Teachers task (Attention Signal) • Analyze the Teachers task (break it down into logical & sequential steps) • Observe Structure & Provide feedback

26. Beginning & Ending RoutinesTask 4 page 78 - 89 • Review pages • Identify 7 critical times and issues • Identify goal statements for each

27. Ending Routines • Partner 1 & 2 • 1 Reads Procedures for end of day (pg 88) • 2 reads Dismissal (pg 89) • Partner 1 share • Partner 2 share

29. Group S#^%% • Coaching Application: Table Time • Teacher request help with her ending routines. • What questions would you ask in the pre conference?

30. Dismissal Routine

31. Group S#^%% • Coaching Application: Table Time • After observing the ending routine – What suggestions do you have? • How would you share your suggestions? • What would be your next step?

32. Example

33. Develop Ending Routine

34. CHAPTER 3 PG 107 • Task 2 • Task 3 • Task 4 • Task 5

36. Teacher structures the development of the classroom rules. • Students tend to be… • Too punitive • They generate too many • They are not specific • Tough kids do not like to follow other kids rules. • Teachers tend to be… • More specific • More consistent with all students • More realistic expectations for classroom behavior • Based on general education expectations.

37. Classroom RulesCh 3 Task 2 pg 116 • Rules should be stated positively • Rules should be specific and refer to observable behaviors • Teach your rules using positive and negative examples • Applicable throughout the entire class period • Posted in a prominent, visible location.

39. Group S#^%% • Evaluate the following set of Rules • What changes would you make • What additions? • What deletions? • Be prepared to share with whole group.

40. Example Set of Rules • Sit in your seat unless you have permission to leave it. • Do what your teacher asks immediately • Pay attention • Be ready to learn • Don’t hit others

41. Example Set of Rules • Follow Directions the First Time • Keep Eyes on Task or Speaker • Be in Your Seat with Materials When Bell Rings • Keep Hands, Feet and Objects to Self

43. Correcting Rule Violations Ch 3Task 3 Page 119 – 126VSTask 4 Page 126-139 • Anticipate Problem Behavior • Pre-correct Problem Behavior (Pg.120) • Develop a Plan • Follow the Plan

44. COMPARISON OF PUNITIVE METHODS AND POSITIVE APPROACHES Positive environments, Dianna Browning Wright Diagnostic Center, Southern California Results in suppression of undesirable behaviors, not elimination Results in alternative, positive behavior to replace maladaptive behavior.

45. What If? Chart Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992) WHAT IF YOU DO? WHAT IF YOU DON’T? SEVERE BEHAVIOR CLAUSE ?

48. Hierarchyof Negative Consequences Close the gap Proximity Praise MILD BEHAVIOR Precision Request • Mild and inconveniencing • Consequence + minor incident report MODERATE BEHAVIOR • Increase the consequence slightly • Increase or add another level of consequence • Emergency or Severe Clause for major rule infractions SEVERE BEHAVIOR

49. Secondary Example HOW TO IMPLEMENT • If you talk – time starts over • If you walk out without paying time = time doubles • If you reach 6 min of time owed = • Office referral • Parent conference • lunch detention WHAT IT LOOKS LIKE • Proximity Praise • Please – Warning 1 • Need – Warning 2 • Skill Builder • Change Seat assignment + minor incident report/name in consequence book • :30 seconds • 1:12 • 1:28 • 2:07

50. Group S#^%% • Groups • Use Poster Paper • Divvy the following: 1 Time Out (another class) pg 132 2 Response Cost pg 133 3 Behavior Improvement pg 134 4 Demerits pg 135 • ANSWER THE FOLLOWING: What does it look like? How to Implement?