1 / 67

CHAMPS: A Proactive & Positive Approach to Classroom Management (2 nd Edition) February 1, 2012

CHAMPS: A Proactive & Positive Approach to Classroom Management (2 nd Edition) February 1, 2012. Facilitators: Mary Perfitt-Nelson Jim Wood. Ground Work. Cell Phones Breaks The Attention Signal Lunch Ending.

callum-rodriquez
Download Presentation

CHAMPS: A Proactive & Positive Approach to Classroom Management (2 nd Edition) February 1, 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CHAMPS:A Proactive & Positive Approachto Classroom Management(2nd Edition)February 1, 2012 Facilitators: Mary Perfitt-Nelson Jim Wood

  2. Ground Work • Cell Phones • Breaks • The Attention Signal • Lunch • Ending

  3. The Great DivorceDAVID BROOKSNew York Times 1/30/12Charles Murray’s “Coming Apart” describes the most important cultural trends today and offers a better understanding of America’s increasingly two-caste society.http://www.nytimes.com/2012/01/31/opinion/brooks-the-great-divorce.html?_r=2&hp

  4. Introduction The goal of classroom management is to develop a classroom of students who are: • respectful, • responsible, • ready to roll (i.e. motivated), • and responsive (i.e. highly engaged in meaningful tasks). Overview: Setting The Stage Introduction (pages 1-12)

  5. There are techniques and strategies that can improve student behavior, attitude, and motivation.

  6. Understatement: “Not all students come to us motivated and/or responsible.” • Some are responsible and highly motivated. • Some are responsible, but only moderately motivated. • Some are like Huck Finn. Or MORE!

  7. Overview Of CHAMPS

  8. Overall organization of the book—see Table of Contents Video-Part 2: The Big Picture

  9. Goal For The Day The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities. Today we hope you will leave with a completed, comprehensive classroom management plan!

  10. Where We Are Heading

  11. We will • Cover chapters related , primarily, to the organization and management of the environment

  12. Book Study: Motivating Reluctant Learners  (2 Day Event) (Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012Time(s): 3:30 - 5:30 PMLocation: Oakland Schools, 2111 Pontiac Lake Rd., Waterford 48328Cost: $8.00Presenter(s): Mary Perfitt-Nelson, Sue WelcomeClass Limit: 20

  13. Section 1 Structure Your Classroom for Success

  14. Chapter 1VisionDevelop a Clear Vision for Your ClassPages 15- 61

  15. Chapter 2 p 63-106OrganizationCreate Consistent Organizational Patterns

  16. Tasks Arrange and effective daily schedule (p64) Create a positive physical space Use an attention signals Design effective beginning & ending routines Manage student assignments Manage independent work periods

  17. Chapter 2, Task 1: page 64Arrange an Efficient Daily Schedule • Refer to Pages 64-70 Ch. 2 Task One: Arrange an Efficient Daily Schedule • Provide enough VARIETY to increase time on task and interest • Write down your schedule of daily subjects, • List the activities inherent within each subject • Determine amount of time per activity and whether the activity is teacher directed (lecture, discussion, question/answer) or independent work (seatwork, lab) or a cooperative task. • Find BALANCE among types of activities: 40% teacher directed; 35% independent work; 25% cooperative groups • Avoid having any task run too long • Schedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasks

  18. Task 2:Create a positive physical space • Read pages 70-76 • Discuss with table • Report relevant pieces to group

  19. Task 3:Create attention signal Chapter 2, Task 3:Use an Attention Signal • Every teacher needs to have an attention signal • The goal is to have the attention of all within 5 seconds. • I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.

  20. Chapter 2, Task 4:Design Effective Beginning and Ending RoutinesPages 78-89 Task 4: Develop Effective Beginning and Ending Routines Story……………VISUALIZE the end of your day • Video: Disc 2 Chapter 2 Task 4 • Complete section of the plan

  21. Chapter 2, Task 5:Manage Student Assignmentsp. 90-98 Task 5: Managing Student Assignments • Read pages 90-98 • Discuss with table • Report relevant pieces to group • Complete section of plan

  22. Chapter 2, Task 6:Manage Independent Work Periodsp 99-104 Task 6: Manage Independent Work Periods Tips • Only assign independent work that I know students can do independently. • Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule).

  23. Chapter 2, Task 6: Manage Independent Work Periods (Continued) • Establish a clear vision of what student behavior should look and sound like during independent work times. • Arrange to provide guided practice on tasks and assignments that I expect students to do independently. • Develop a specific system for how students can ask questions and get help during independent work periods.

  24. Chapter 3Creating a management plan

  25. Chapter 3: Management Planp 107-144 Tasks • Determine the level of classroom structure • Develop & display classroom rules • Correct rule violations during the first week of school • Establish corrective consequences for rule violations • Know when (& when not) to use disciplinary referral

  26. Chapter 3, Task 1:Determine the Level of Classroom Structure p109-115 • What level of classroom structure do you need? • This is about two things: • YOUR preference/style • STUDENT characteristics

  27. ActivityLevel of Structure (High, Middle, or Low) of Your Management Plan Fill out Figure 3.1 (page 111) and Reproducible 3.1 (page 112) of your CHAMPS book and total your scores.

  28. “Survey says…” Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH 31-60 MEDIUM: Students need MEDIUM or HIGH structure 61-120 HIGH: Students need HIGH structure

  29. Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued) Re-evaluate • During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations. • Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.

  30. Chapter 3, Task 2:Develop and Display Classroom Rulesp115-119 Display Classroom Rules • Read Pages 115-119 • Discuss at table • Report Out

  31. Expectations In The Classroom: Behavior Matrices • Your classroom rules are essentially found in a behavior matrix:

  32. Chapter 4 ExpectationsGenerate Clear Expectations Video: Ch 4 Intro: Teaching Expectations

  33. Tasksp Clarify CHAMPS expectations for Instructional activities Clarify CHAMPS expectations for Transitions Prepare lessons to communicate your expectations

  34. Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities Three-Step Process for Communicating Expectations Video: Disc 3 Ch 4 Task 1

  35. Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions Repeat for TRANSITIONS

  36. Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations • Video: Ch 4Task 3 • Discuss notes at table • Report Out To Group

  37. Chapter 5LaunchLaunchYour Management Planin the First Month of School

More Related