A Proactive and Positive Approach to Classroom Management

1. A Proactive and Positive Approach to Classroom Management

2. CHAMPs Beliefs • All students should be treated with dignity and respect. • Students should be taught the skills and behaviors necessary for success. • Staff members should encourage motivation through positive interactions and building relationships with students. • Student misbehavior provides a teaching opportunity.

3. To accomplish these beliefs effective teachers focus on the following: . • Proactive – preventing problems instead of constantly dealing with them. • Positive – building collaborative relationships with students and provide meaningful, positive feedback. • Instruction – directly teach and review expectations throughout the year.

4. STOIC • Structure • Teaching Expectations • Observation • Interactions • Corrections

5. Numbered Heads Together • C in CHAMPs • H-Give an example of a help signal • A in CHAMPs • M in CHAMPs • Participation • Give examples and of what participating looks like Conversation Activity Movement Non-examples

6. Chapter 5: Launch • Task 1: Summarize your classroom Management and Discipline Plan • Task 2: Make Final Preparations for Day One • Task 3: Implement your Plan on Day One • Task 4: Implement your Plan on Days 2 Through 20 (The First Four Weeks) • Task 5: Prepare Your Students for Special Circumstances

7. First Month Timeline • Review task reading assignment with school group • Teams work on poster representation of assigned task (be creative) • Post charts on timeline • Task presentations

8. Chapter 7-Motivation What motivates YOUR students?

9. What does this mean? • If your students are unmotivated… Recall the Value x Expectancy formula (p.28-29) • Do they value the task and/or the reinforcement? • Do they expect to succeed? • Consider what they believe, NOT what you believe they can do. • Consider what reinforces THEM, not what reinforces you.

10. When you invest in building positive relationships and providing frequent positive feedback, you motivate students to demonstrate their best behavior.

11. In Summary • Student behavior will let you know what they are motivated & not motivated to do • Use both intrinsic and extrinsic motivation • Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……

12. Putting the Pieces Together(turn to p. 278)

13. Chapter 7 Investigations • Number off 1-4. • Group by numbers. • Divide in half. • Discover “bright ideas” for • Chapter 7 tasks

14. Chapter 7 Tasks • T1- Build Positive Relationships with Students p. 278-283 • T2 - Provide Positive Feedback p. 283-292 • T3 – Provide Intermittent Celebrations p. 293-297 • T4 – Strive to Provide a High Ratio of Positive Interactions p. 298-301

15. Positive Interactions

16. Positive Interactions focuses on… teaching students to get attention through responsible behavior rather than misbehavior.

17. Both of her parents have heavy work • schedules Mary • Spends lots of time without adult supervision • Has many negative adult interactions Sue • Single parent home - lots of supervision • Receives many positive adult interactions

18. Students with Chronic Behaviors Easier and more reliable to get attention by doing things wrong than by following the rules. Responsible behavior often goes unnoticed while behavior that annoys the teacher or disrupts results in attention.

19. Jigsaw Choose #1-6 passage. Read and prepare. (3 minutes) #1-6 shares around table. (10 minutes)

20. Powerful Intervention! Use every opportunity possible to provide each student with non-contingent attention!

21. CHAMPS is • A winner of a wrestling match • A sound a bird makes • A proactive and positive approach to • classroom management Mix Freeze Group • Make a group of: The number of leaves in a four leaf clover

22. The more structure your class requires: • The looser your expectations will be • The more tightly you will need to design • your expectations Mix Freeze Group • Make a group of: The number of tires on a bicycle

23. Classroom Rules should be: • Stated negatively • 3-6 positively stated rules • Are the same as Guidelines for Success Mix Freeze Group • Make a group of: How many blind mice chased the farmer’s wife?

24. During independent work time, I will: • Give new and unfamiliar work to the students • Let the students fill up their own free time • Only assign independent work that I know • the students can do Mix Freeze Group • Make a group of: The number of feet in a yard

25. A Visit from Ocoee MS

26. Chapter 8Classwide Motivation Systems • Class behaves for the most part but the honey- moon period is over • Most students are responsible, but a few students have a problem with one specific behavior • Behavior of many of your students is challenging

27. Step 1: Preparation—Identify problems, goals & level of structure Structure and Support! Management & Discipline Planning Questionnaire Low Structure Medium Structure High Structure What did you learn about the level of structure your class needs? This is critical to creating a match between your students’ needs and an appropriate classwide motivation system

29. Step 2: Decide on a ClasswideMotivational System • Decide to use a non-reward or a reward-based system • Choose, design and implement Meet Mr. Harn

30. Reward or Non-Reward • Fan –n- Pick (Kagan, 2009)

31. Nonreward-Based System • Nonreward-based=intrinsic • Goal Setting (Reproducible 8.9, p. 349) • Goal Contract (Reproducible 8.10, p. 351)

32. Tips for Choosing & Implementing a Reward-Based System • Make sure the system is for and to students. • Make sure the rewards the students will be working for are . • Set the system up in ways that make student likely. appropriate interesting highly motivating success

33. Tips for Choosing & Implementing a Reward-Based System • Avoid systems with time limits. • Carefully the entire system before you begin implementation. • Make sure your for student behavior are clear and that you have adequate for monitoring student behavior. arbitrary organize expectations procedures

34. Tips for Choosing & Implementing a Reward-Based System • Teach the students the entire system works. • Make sure that you that the system will help improve student behavior. how believe

35. Motivation Systems by Level of Classroom Structure

36. Menu of Class-wide Systems Table Groups • Each person reviews one folder and shares with group. • Would this motivation system work in my class – why or why not? • How would I adapt this to meet the needs in my class?

37. Step 3: Maintaining and Fading a Reward Based System • Keep you energy and about the system high. • Keep your focus on the students’ behavior rather than the they earn. • Continue using other strategies at a high level. enthusiasm rewards motivational

38. Maintaining and Fading a Reward Based System • When a system has been successful for a period of time, start making it more . • Once a system is fairly “lean,” modify it to be based on rewards. challenging intermittent

39. Maintaining and Fading a Reward Based System • Once a class is working successfully for intermittent rewards, consider adding (or switching to) one of the systems described in the menu. • When appropriate, have a class discussion about the use of the reward-based system. goal setting abandoning

40. We have never failed unless we have ceased to try. Eleanor Roosevelt

41. Closing • Post organizer • Homework: • Self Assessment • Reflections on Modules 5 & 8 • Day 4