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EXPECTATIONS

EXPECTATIONS. Expectations. Section Two. -Structure. -Teach. -Correct Fluently. -Interact Positively. -Observe. Chapter 4: Expectations Objective. Develop clear expectations for your classroom using the CHAMPS model

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EXPECTATIONS

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  1. EXPECTATIONS

  2. Expectations

  3. Section Two -Structure -Teach -Correct Fluently -Interact Positively -Observe

  4. Chapter 4: ExpectationsObjective • Develop clear expectations for your classroom using the CHAMPS model • Define behavioral expectations for the major types of activities you utilize in the classroom using CHAMPS • Define behavioral expectations for the major types of transitions that students will experience in your classroom using CHAMPS • Develop a plan to communicate your expectations to your students using the CHAMPS model

  5. Imagine….

  6. Chapter 4:Expectations • When your expectations are clear, students never have to guess how you expect them to behave. • If they have to guess, here’s what you can get: -Too much/loud talking -Calling out -Socializing -Disruptions -Wandering -Doing No Work -Inattention -Etc. • You can avoid these behaviors by communicating and TEACHING your expectations.

  7. Don’t Expect • Students should know how to behave because they’re old enough • The way you do things will be logical to your students • Students are taught behavioral expectations at home

  8. Chapter 4:Expectations Task 1: Clarify CHAMPS Expectations for Instructional Activities Task 2: Clarify CHAMPS Expectations for Transitions Task 3: Prepare Lessons to Communicate Your Expectations

  9. The CHAMPS Acronym C—Conversation Can students talk to each other during this activity or transition? H—Help How do students get their questions answered? How do they get your attention? A—Activity What is the task or objective? What is the expected end product? M—Movement Can students move about? (E.g., are they allowed to get up to sharpen a pencil?) P—Participation What does the expected student behavior look and sound like? How do students show they are fully participating? S—Success If students follow the CHAMPS expectations, they will be successful.

  10. Three-Step Process for Communicating Expectations

  11. ACTIVITY! • Fill out a CHAMPS Classroom Activities List (no. 4.1) • Generate a list of major classroom activities and/or categories of activities that will take place during a typical school day

  12. Task 1:Clarify CHAMPS Expectations for Instructional Activities • Generate a list of major classroom activities and/or categories of activities that will take place during a typical school day: • Teacher-directed instruction • Independent seat work • Class discussions • Cooperative group work • Opening/attendance routines • Small group discussion • Sustained silent reading • Class meetings • Taking tests/quizzes • Centers/lab stations, video/media presentation

  13. Food for thought… • The more specific you are, the more clear you’ll be AND the more consistent you’ll be. • For Participation category, teach how to accept a compliment and how to accept a behavioral correction or reprimand • Provide positive AND negative examples of how to respond

  14. Voice Levels • 0= Silence/No Sound • 1=Whisper (No Vocal Chords, next person over) • 2= Quiet Conversational Voice (people near you can hear • 3= Presentational Voice (entire class can hear you) • 4= Outside Voice (hear across a playing field)

  15. CHAMPS Task 1 -- Classroom Expectations Independent Seatwork with Talking Conversation: • If yes, about what? • With whom and at what voice level? • How many students may be involved in a single conversation? • How long may the conversation last? Help: How do they get questions answered? What if you can’t get to them right away? • How are students to request help from you during this activity? • What should students who are waiting for help do during that time?

  16. CHAMPS Task 1 -- Classroom Expectations Independent Seatwork with Talking Activity: • What is the activity, task, or assignment students will be engaged in? • What is its purpose? • What is the expected end product? • “What do you hope to accomplishduring this activity?” (D. Talley, esq.) Movement: (May students get out of their seats during the activity?) • If yes, acceptable reasons include: • Pencil sharpener? • Hand in/pick up materials? • Drink? • Restroom? • Go to another student’s area/desk? • WHEN do they need your permission?

  17. CHAMPS Task 1 Independent Seatwork with Talking Participation: • What student behaviors will show that students are active and responsible participants in the activity? • What student behaviors will show lack of appropriate student participation in the activity? Success: • Students are following CHAMPS for this activity.

  18. Teacher Activity • Fill out CHAMPS Classroom Activities Worksheets, form no. 4.2, for each of your major classroom activities

  19. CHAMPS Task 2 – Expectations for Transitions • Define clear and consistent behavioral expectations for common transitions (within and between activities) that occur during a typical school day. • This is where we lose the most time • Poorly managed transitions lead to an increase in misbehaviors. -Too much/loud talking -Calling out -Socializing -Disruptions -Wandering -Doing No Work -Inattention -Etc.

  20. CHAMPS Task 2 – Expectations for Transitions TEACHER ACTIVITY – Complete CHAMPS Transition List (4.3) • Generate a list of common transition times: -Before/after the bell rings -Getting out paper/pencils -Moving into/out of groups -Getting book out and going to page -Leaving/entering the room -Putting things away -Handing in work -Trading papers -Opening/dismissal routines

  21. CHAMPS Task 2 -- Transitions For each transition (or category) that you listed, define, specifically and in detail, what your behavioral expectations for students are using the CHAMPSacronym: Conversation: How much and what type of conversation among students is allowed? Help: How are students to request help and what should they do while they are waiting for help? Activity: What is the transition? What is its purpose? What will be different after the transition is complete? What is the time criteria for how long the transition should take? Accomplish? Movement: If the transition itself does not involve movement, how much and under what circumstances can students move about? If the transition does involve movement, are there any restrictions to student movement? Participation: What student behaviors will show active and responsible participation in the transition and what student behaviors will show lack of appropriate participation in the activity? What does a student who is doing well look like & sound like?

  22. Teacher Activity • Fill out CHAMPS Transitions Worksheets, form no. 4.4, for each of your major classroom transitions

  23. CHAMPS Task 3 Prepare Lessons to Communicate Your Expectations • Develop a preliminary plan and prepare lessons for teaching CHAMPS expectations to students. • Prepare lessons to teach your expectations during the first week of school. • Lesson design/delivery depends on: your teaching style, the complexity of your expectations, student age, and the level of classroom structure you need to meet your expectations – the more structure you require, the more you will need to re-teach these expectations

  24. Three-Step Process for Communicating Expectations

  25. Teaching CHAMPS Expectations • Organize and display expectations for students • Use CHAMPS acronym for the basis of teaching expectations • Shows consistency, gives meaning to CHAMPS, shows you have definite thoughts about activities/transitions, content is already organized for you • Visual Displays • 6 versions to choose from with 396 icons in CD for each heading (Version 3 recommended for intermediate students) • Model/role play • PowerPoint/video • Bulletin Board, sentence strips • CHAMPS visual poster for each type of activity • Check for understanding

  26. CHAMPS Icons

  27. Customize CHAMPS • CHAMPS is a flexible approach that can be adapted to meet your needs. This template is designed for high school students.

  28. CHAMPS Lesson for High Structure • Introduce activity • Explain expectations using CHAMPS • Model Behaviors emphasizing Participation • Have students demonstrate expectations • Model things not to do • Model correct way (Do it right, do it wrong, do it right) • Check for understanding – model a behavior and have students tell you if it is correct or not • Review all positive expectations and re-model • Have students start the activity/transition • Repeat for at least first 10 days of school, then every other day, then every third day, then every 3-4 weeks

  29. CHAMPS Self-Assessment Checklist

  30. CHAMPS in the Classroom

  31. CHAMPS in the Classroom

  32. Seven Deadly Sins • (I’ve committed them all…) Lack of enthusiasm Distracting visuals, verbals and vocals Material that is too technical Failure to stop talking Poor Preparation Information Overload Inappropriate Pace Adapted from Sprick's CHAMPs TTT; by L. Hamilton & J. Whitaker

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