CHAMPs: A Proactive and Positive Approach to Classroom Management Presented by:

1. CHAMPs: A Proactive and Positive Approach to Classroom Management Presented by: JJ Torres, Diana Salcedo, Rafael Serna, Eduardo Avila & Miriam Aguilar

2. Incorporating CHAMPs in the classroom What the Effective Schools Research shows Content of CHAMPs Module 1: Vision Effective Teachers: -Establish smooth efficient classroom routines. -Interact with students in positive caring ways. -Provide incentives recognition, and rewards to promote excellence. -Set clear standards for behavior and apply then fairly and consistently. See Appendix 1 pages 391-394 for more information on the research. Module 2: Organization Review And Revise Self- Assessment Peer Discussion & Observation Module 3: Expectations Module 4: First Month Module 5: Motivation Module 6: Monitor & Revise Module 7: Correction Module 8: Classwide Motivation

3. Module 5: Motivation

4. Module 5: Motivation When you implement EFFECTIVE INSTRUCTIONand POSITIVE FEEDBACK, you motivate students to demonstrate their BEST BEHAVIOR

5. Module 5: Motivation • Motivation Formula! • Task 1: Enthusiasm • Task 2: Effective Instruction • Task 3: Noncontingent Attention • Task 4: Positive Feedback • Task 5: Intermittent Celebrations • Task 6: Ratio of Interactions • Peer Study Work Sheet Self- Assessment Checklist

6. Module 5: Motivation “The simplest way to ensure that students expect success is to make sure that they achieve it consistently.” Brophy, 1987

7. Task 1: Introduction to ENTHUSIASM • What do you remember about a teacher that motivated/inspired you to do your absolute best? • What do you remember about the most boring college professor that you had?

8. Where Are You On The Enthusiasm Spectrum? Your Boring College Professor The Teacher That Inspired You

9. I Can Generate Enthusiasm By: • …explaining how the task/behavior will be useful to students • …giving students a vision of • what they will be able to do • …relating the new task/behavior • to previously learned skills • …rallying student enthusiasm and energy for the task/behavior

10. Effective Instructional Practices

11. Teacher’s Presentational Style Vary your tone of voice to avoid monotony Vary the intensity of your presentation; do not always act excited or calm Use humor; try to make at least some part of every lesson fun or funny Clarify the lesson’s purpose. Make sure students know what they are supposed to be learning and why it’s important Clarify the information you present. Zero in on the key concepts students need to understand; the more direct you are, the better

12. 2. Effective Instructional Practices • Actively Involving Students in Lessons • Ask Questions • Initiate brainstorming sessions • Give students tasks to work on in pairs • Present small tasks for students to work on independently • Have students volunteer personal examples • Give mini-quizzes • Set up role-plays • Bring in visual aids • Present guided practice of tasks students will work on later

13. Effective Instructional Practices • Having Clear Objectives and Evaluating Student Progress • Ensuring High Rates of Student Success • Providing Students with Immediate Performance Feedback

14. Positive Feedback

15. Feedback • Feedback should be accurate: effective positive feedback should be related to a behavior, or set of behaviors, that did in fact occur. • Feedback should be specific and descriptive: Tell the students exactly what they did.

16. Continued… • The “Good Job” syndrome- avoid repetitive phrases. When a particular phrase is overused, it becomes like background noise, and the students will cease to “hear” it. • Do not make judgments about the student- be cautious about stating that the student is “good” or “smart”. Always focus on specific information about the student.

17. Continued… • Avoid calling attention to yourself- do not use phrases such as “I like the way you…”. Keep the focus on the student’s behavior.

18. Intermittent Celebrations

19. Intermittent Celebrations • The major distinction between a group of people who happen to be together and a community is: • That a community of people support each other and celebrate together through rituals and ceremonies. • Use of rituals and ceremonies increase motivation by creating a sense of community in a classroom.

20. Ideas for Celebrations • Congratulate the student in front of another adult. • Let the class listen to music during an independent work period. • Give student a ticket to school dance. • Ask administration or counselors to call in the student and congratulate him/her. • Send student or parent(s) a letter via the mail.

21. Continued… • Make a school announcement to recognize a class’s specific achievement. • Have a popcorn party • Teacher wears funny clothes to class • Take a student’s picture an post it. • Identify a student as “Special Student of the Day.”

22. IT’S ABOUT RELATIONSHIPS • Jonathan Cohen in Educational Leadership (Sept. 1999) Educators can increase their ability to spot signs of trouble by establishing caring, responsive, and supportive relationships with their students.

23. Increasing Positive Interactions • Each time you have a negative interaction, remind yourself that you “owe” three positives. • Use individual conference times to compliment individual students on their performance. • Frequently scan the room and “search” for important reinforceable behavior.

24. Module 6:Monitor and Revise

25. When you MONITORwhat is actually going on in your classroom, you are able to make ADJUSTMENTSto your Classroom Management Plan that will dramatically INCREASE STUDENT SUCCESS!

26. CHAMPs v. Daily Reality Rating Scale 5=all students met expectations4=all but one or two students met expectations3=most students met expectations2=about half the class met expectations1=most students did not meet expectations

27. Ratio of Interactions During a lesson, record yourself, or ask a mentor or colleague to count how many positive and negative interactions you use in a specific class. (There should always be 3 positive interactions for every negative one)

28. Module 7: Correction Procedures

29. Correction Procedures • Task 1: Analyze Misbehavior • Task 2: Early-Stage Misbehavior • Task 3:AwarenessType Misbehavior • Task 4:Ability Type Misbehavior • Task 5:Attention-SeekingMisbehavior • Task 6: Purposeful/HabitualMisbehavior

30. Analyze Misbehavior • Learn to differentiate between: • Classroom Rule Violations – Requires immediate implementation of preplanned consequences • Early Stage Misbehavior – Gives you permission not to have a plan, but just to intervene in a rational manner • Chronic Misbehavior– Requires a planned approach

31. It’s not the SEVERITY of your consequences that will make them effective…it’s the CERTAINTY!

32. Steps to Managing Classroom Rule Violations • Teach (vs. Tell) expectations for classroom • Monitor behaviors continually • Feedback– Provide both positive feedback when you see responsible behavior and corrective feedback for rule violations.

33. Steps to Managing Early Stage Misbehaviors Use: • Proximity • Gentle verbal reprimands • Discussion • Family contact • Praise someone behaving responsibly • Restitution • An emotional reaction – “guest speaker”

34. Chronic Misbehaviors – Reasons Why Kids Misbehave • Attention-Seeking– the person knows that they are misbehaving and how to behave appropriately, but wants/needs attention.

35. Chronic Misbehaviors – Reasons Why Kids Misbehave • Purposeful/Habitual– the person knows how to behave responsibly and is not seeking attention, but wants something else (i.e., power, control, revenge, etc.)

36. Steps in Dealing with CHRONIC • Analyze the nature of the problem,which will include collecting data. • Develop a preliminary plan based on the analysis.

37. Continued… 3. Discuss the preliminary plan with the student (and family). 4. Implement the intervention plan for at least two weeks while monitoring student behavior to determine progress.

38. Menu for Effectively Responding to Classroom Misbehavior B E H A V I O R R E S P O N S E

40. Module 8: ClasswideMotivation System

41. How can we increase motivation in our classrooms? Know the difference between increasing motivation in a specific student or as a classroom.

42. Ideas… • Have a raffle at the end of the week for good behavior. • Have a student of the week • Allow the students to play games the last 10 minutes of class at the end of the week. • Create a weekly infraction chart with the students name. • Establish a Class points system.