Welcome to CHAMPs A Proactive and Positive Approach to Classroom Management

1. Welcome to CHAMPsA Proactive and Positive Approach to Classroom Management Soraya Coccimiglio, Katy Holverstott, and Janice DiGiovanni Van Buren Intermediate School District Have a seat and make yourself comfortable!

2. CHAMPs A Proactive and Positive Approach to Classroom Management Introduction

3. Our Goals • Provide an overview of CHAMPs • Highlight specific CHAMPs tasks in each module • Share options for CHAMPs training at your school • Share additional resources to supplement and support CHAMPs

4. Introduction to CHAMPs Soraya’s 1st year: Substitute Teaching

5. CHAMPs: What IS It? A set of decisions the teacher must make in order to structure for TODAY’S STUDENTS A “Template” A Process A Common Language Among Staff

6. CHAMPs: What It Is Not? • A Canned Program • Another Bandwagon • Just a Product • All teachers ARE NOT expected to have the same CHAMPs expectations!

7. Introduction to CHAMPs Why Champs? The goal of classroom management is to develop a classroom of students who are: • Responsible • Motivated • Highly engaged in meaningful tasks

8. Introduction to CHAMPs 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, severely at risk.

9. A Note about Huck Finn Graduation Rates in the U.S. • 1900: 6% • 1946: 48% • 1998: 71% • 2002: 71% In Michigan 78% overall • 48% Hispanic • 56% African American • 78 % White (Source: Greene & Winters, 2005)

10. There are no “simple” solutions. • Punitive consequences are not enough. • Role-bound power is not enough. You’ll find “Classroom Discipline in Three Easy Lessons” in fiction

11. Introduction to CHAMPs CHAMPs provides research-based techniques and strategies that can improve student behavior, attitude, and motivation.

12. The CHAMPs Basic Beliefs • Teachers can structure and organize their classrooms to prompt responsible student behavior. • Teachers should overtly and consciously teach students how to behave responsibly in every classroom/school situation.

13. The CHAMPs Basic Beliefs • Teachers should focus more time, attention, and energy on acknowledging responsible behavior than responding to misbehavior. • Teachers should preplan their responses to misbehavior to ensure that they will respond in a brief, calm, and consistent manner.

14. Introduction to CHAMPs FBA/BIP BEP & Other Strategies CHAMPs & RtI School-wide PBS CHAMPs Classroom Management

15. Introduction to CHAMPs • The acronym CHAMPs reflects the “categories” or types of expectations that you, as a teacher need to clarify for students about every major activity or transition that occurs in your classroom.

16. The CHAMPs Acronym Conversation: Can students talk to each other during this activity/transition? Help: How can studentsask questions during this activity/transition? How do they get your attention? Activity: What is the task/objective of this activity/transition? What is the expected end product? Movement: Can students move about during this activity/transition? Can they sharpen their pencil? Participation: What does appropriate student work behavior for this activity/transition look/sound like?

17. CHAMPs Expectations for Us! CONVERSATION • Honest, out loud, and on topic • Humor is good • Cell phones off or on vibe HELP • Questions are great! • Ask at any time • Any question or concern can be addressed/discussed by the group

18. CHAMPs Expectations for Us! ACTIVITY • Lecture • Activities • Individual tasks MOVEMENT • Stand, stretch, use the restroom • Get coffee, a bite to eat PARTICIPATION • Be on time after breaks • Share--we can benefit from others experiences

19. CHAMPs Modules • CHAMPs is organized into 8 modules. • Each module focuses on one important aspect of effective classroom management. • Within each module, specific tasks are presented to help you achieve such tasks. • Each module includes a self assessment tool that you can use to identify which of the tasks you have completed, and those you still need to address.

20. CHAMPs Modules Module 1: Vision Module 2: Organization Module 3: Expectations Module 4: The First Month Module 5: Motivation Module 6: Monitor & Revise Module 7: Correction Procedures Module 8: Class-wide Motivation Systems

21. CHAMPs A Proactive and Positive Approach to Classroom Management MODULE 1 Vision

22. Module 1: Vision You must know for which harbor you are headed if you are able to catch the right wind to take you there. Seneca

23. Module 1: Vision • Task 1: Long-Range Classroom Goals • Task 2: Guidelines for Success (PBS Behavior Expectations) • Task 3: Positive Expectations • Task 4: Family Contacts • Task 5: Professionalism • Task 6: Behavior Management Principles • Task 7: Level of Classroom Structure

24. Vision: Task 4 Family Contacts Build positive relationships with your students’ families by making initial contact with them at the beginning of the year and maintaining contact throughout the year.

25. Vision: Task 4 Family Contacts The probability of effectively educating students increases tremendously when schools and families work together. The greater the needs of the students, the greater the need to establish and maintain contact with their families.

26. Vision: Task 4 Family Contacts • Ideally contact should be made before school starts. • Contacts within the first 2 weeks of school will increase parental involvement throughout the school year. • It’s never too late to initiate a relationship with your students’ families.

27. Vision: Task 4 Family Contacts Provide the following information: • A welcome greeting that indicates that you are interested in getting to know your students’ families • Some information about your background • A list of the major goals for the rest of the year (academic and social-emotional) • The best time for parents to contact you • A copy of classroom guidelines for success and rules • Invitation for questions or comments

28. Vision: Task 6Behavior Management Principles Pleasant consequences result in the behavior increasing in the future. (reinforcing consequence) Conditions that set the stage (antecedents) Student behavior Must teach replacement behavior Unpleasant consequences result in the behavior decreasing in the future. (punishing consequence) Effective teaching involves the management of both antecedents and consequences

29. Vision: Task 6Behavior Management Principles Small Group Activity • Divide into groups of 3-4 • Assign each person one section to read: • Promoting Responsible Behavior (p. 30-31) • Misbehavior Occurs for a Reason (p. 31-32) • Case Study (p. 32-34) • Teach your assigned section to the other members of your group.

30. Vision: Level of Structure • Determine whether your students need a classroom management plan that involves high, medium, or low structure. • When a class has high risk factors and there is low structure, academic and behavior problems will occur. • Disengagement causes chaos!

31. Vision: Level of Structure • To determine the level of structure needed for your management plan, take 5 minutes to complete the “Management and Discipline Planning Questionnaire”

32. CHAMPs A Proactive and Positive Approach to Classroom Management MODULE 2 Organization

33. Organization When you have well organized routines and procedures for your classroom, you model and prompt organized behavior from your students.

34. Organization • Classroom organization influences the behavior and motivation of students. • This module presents 7 tasks to help organize a classroom. • These tasks can be completed before school starts so that a solid organizational structure is in place beginning on day one.

35. Organization • Task 1: Daily Schedule • Task 2: Physical Space • Task 3: Attention Signal • Task 4: Beginning and Ending Routines • Task 5: Classroom Rules • Task 6: Student Work • Task 7: Classroom Management Plan

36. Organization: Classroom Rules Identify and post 3-5 classroom rules that will be used as a basis for providing positive and corrective feedback.

37. Organization: Classroom Rules • Keep the number of rules to a • Keep the wording of rules • Have rules logically represent your minimum simple basic expectation

38. Organization: Classroom Rules • Keep the wording • Make your rules • Make your rules describe behavior that is positive specific observable

39. Organization: Classroom Rules • Publicly post rules in a • Tie following the rules to • Always include a prominent place consequences compliance rule

40. Organization: Classroom Rules • Students should be as familiar with the consequences as they are with the rules. (Consider a “What If Chart.”) • Deliberately teach the consequences for rule infractions and rule compliance. • Consider different rules for different centers.

41. Organization: Classroom Rules • Example rules: • Arrive on time with all of your materials. • Keep hands, feet, and objects to yourself. • Work during all work times. • Follow directions immediately.

42. Organization: Classroom Management Plan Prepare a “Classroom Management Plan” with which you can summarize the important information, policies, and procedures that you will use to motivate students and address student misbehavior.

43. Organization: Classroom Management Plan • Major categories of the Classroom Management plan: • Level of classroom structure (Module 1) • Guidelines for success (Module 1) • Rules (Module 2) • Teaching expectations (Modules 3 & 4) • Monitoring (Module 6) • Acknowledgement procedures (Module 5) • Correction procedures (Module 7) • Managing student work (Module 2)

44. Organization: Classroom Management Plan • See example of a Classroom Management Plan • CHAMPs training/classes provide teachers a framework and guidance for developing a complete Classroom Management Plan that is compatible with school-wide PBS.

45. CHAMPs A Proactive and Positive Approach to Classroom Management MODULE 3 Expectations

46. Expectations When your expectations are clear, students never have to guess how you expect them to behave.

47. Expectations • Avoid misbehaviors by clearly defining and then explicitly teaching students how you expect them to behave in class and during transitions. • Expectations will vary from teacher to teacher. What are your expectations? • The purpose of the CHAMPs acronym is to provide a template for which you define your expectations for your students’ behavior in any given setting or activity.

48. Expectations: CHAMPs • Conversation: Can students talk to each other during this activity/transition? • Help: How can studentsask questions during this activity/transition? How do they get your attention? • Activity: What is the task/objective of this activity/transition? What is the expected end product? • Movement: Can students move about during this activity/transition? Can they sharpen their pencil? • Participation: What does appropriate student work behavior for this activity/transition look/sound like?

49. Randy Sprick on Expectations • Video

50. Expectations • It is noted that clearly defined behavior expectations are not enough. • Expectations must also be communicated and taught in a 3-step process: 1 Teach your expectations before the activity or transition begins. 2 Monitor student behavior by circulating and visually scanning. 3 Provide feedback during and at the conclusion of the activity. Begin the cycle again for the next activity