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

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Presentation on theme: "CHAMPS: A Proactive & Positive Approach to Classroom Management (2 nd Edition) February 1, 2012 Facilitators: Mary Perfitt-Nelson Jim Wood 1."— Presentation transcript:

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

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

3 The Great Divorce DAVID BROOKS New York Times 1/30/12 Charles Murray’s “Coming Apart” describes the most important cultural trends today and offers a better understanding of America’s increasingly two- caste society. divorce.html?_r=2&hp DAVID BROOKS 3

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). 4 Overview: Setting The Stage Introduction (pages 1-12)

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

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! 6

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

9 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! 9

10 Where We Are Heading 10

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12 We will Cover chapters related, primarily, to the organization and management of the environment 12

13 13 Book Study: Motivating Reluctant Learners (2 Day Event) (Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012 Time(s): 3:30 - 5:30 PM Location: Oakland Schools, 2111 Pontiac Lake Rd., Waterford Cost: $8.00 Presenter(s): Mary Perfitt-Nelson, Sue Welcome Class Limit: 20

14 Section 1 Structure Your Classroom for Success 14

15 Chapter 1 Vision Develop a Clear Vision for Your Class Pages

16 Chapter 2 p Organization Create Consistent Organizational Patterns 16

17 Tasks 17 1.Arrange and effective daily schedule (p64) 2.Create a positive physical space 3.Use an attention signals 4.Design effective beginning & ending routines 5.Manage student assignments 6.Manage independent work periods

18 Chapter 2, Task 1: page 64 Arrange an Efficient Daily Schedule – Refer to Pages 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

19 Task 2: Create a positive physical space Read pages Discuss with table Report relevant pieces to group 19

20 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 Task 3: Create attention signal

21 Chapter 2, Task 4: Design Effective Beginning and Ending Routines Pages Story……………VISUALIZE the end of your day Video: Disc 2 Chapter 2 Task 4 Complete section of the plan 21 Task 4: Develop Effective Beginning and Ending Routines

22 Chapter 2, Task 5: Manage Student Assignments p Read pages Discuss with table Report relevant pieces to group Complete section of plan 22 Task 5: Managing Student Assignments

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26 Chapter 2, Task 6: Manage Independent Work Periods p 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). 26 Task 6: Manage Independent Work Periods

27 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. 27

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29 Chapter 3 Creating a management plan 29

30 Chapter 3: Management Plan p Tasks 1.Determine the level of classroom structure 2.Develop & display classroom rules 3.Correct rule violations during the first week of school 4.Establish corrective consequences for rule violations 5.Know when (& when not) to use disciplinary referral 30

31 Chapter 3, Task 1: Determine the Level of Classroom Structure p What level of classroom structure do you need? – This is about two things: YOUR preference/style STUDENT characteristics 31

32 Activity Level 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. 32

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35 “Survey says…” Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH MEDIUM: Students need MEDIUM or HIGH structure HIGH: Students need HIGH structure 35

36 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. 36

37 Chapter 3, Task 2: Develop and Display Classroom Rules p Read Pages Discuss at table Report Out 37 Display Classroom Rules

38 Expectations In The Classroom: Behavior Matrices Your classroom rules are essentially found in a behavior matrix: 38

39 Chapter 4 Expectations Generate Clear Expectations 39 Video: Ch 4 Intro: Teaching Expectations

40 Tasks p 40 1.Clarify CHAMPS expectations for Instructional activities 2.Clarify CHAMPS expectations for Transitions 3.Prepare lessons to communicate your expectations

41 Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities Three-Step Process for Communicating Expectations Video: Disc 3 Ch 4 Task 1 41

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44 Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions Repeat for TRANSITIONS 44

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49 Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations Video: Ch 4Task 3 Discuss notes at table Report Out To Group 49

50 Chapter 5 Launch Launch Your Management Plan in the First Month of School 50

51 Tasks 51 1.Summarize your classroom management & discipline plan 2.Make final preparations for Day One 3.Implement your plan on Day One 4.Implement your plan on Days 2 through 20 (the first 4 weeks) 5.Prepare your students for special circumstances

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55 Mary Perfitt-Nelson Jim Wood 55

56 Chapter 6 Observe Use Data to Monitor and Adjust Your Management Plan 56

57 Tasks 57 Task One: Circulate and Scan Task Two: Use Data From Tools To Monitor Tools: 1.CHAMPS vs. Daily reality Rating Scale 2.Ratio of Interactions Monitoring Form 3.Misbehavior Recording Sheet 4.Grade Book Analysis Worksheet 5.On-Task Behavior Observation Sheet 6.Opportunities to Respond Observation Sheet 7.Family/Student Satisfaction Survey

58 Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously Video: Ch 6, Task 1 58

59 Chapter 6, Task 2: Use Data to Monitor and Adjust Your Classroom Management and Discipline Plan 59

60 Tools for Monitoring 1.CHAMPS vs. Daily reality Rating Scale 2.Ratio of Interactions Monitoring Form 3.Misbehavior Recording Sheet 4.Grade Book Analysis Worksheet 5.On-Task Behavior Observation Sheet 6.Opportunities to Respond Observation Sheet 7.Family/Student Satisfaction Survey 60

61 Tool 1: CHAMPS versus Daily Reality Rating Scale Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS expectations. Video: ch 6 task 1 61

62 WHY: To help you decide whether you need to re-teach your CHAMPS expectations To help you decide whether your current level of structure fits the needs of your class To help you decide whether you might need some kind of classwide system to increase students' motivation to behave responsibly WHEN: During the fourth or fifth week of school Shortly after major vacations (e.g., winter and spring breaks) 62

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64 Tool 2: Ratio of Interactions Monitoring Form(s) Determine whether you are interacting with students at least three times more often when they are behaving responsibly than when they are misbehaving. Read: Page

65 WHY: To help you evaluate whether you have fallen into the Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over time To help you decide whether you need to increase the number of interactions you have with students when they are behaving appropriately WHEN: During the second month of school In early to mid-February Any time you sense that you are nagging a lot 65

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67 Tools 3-7 Jigsaw 1.Misbehavior Recording Sheet (p 257) 2.Grade Book Analysis Worksheet (p262) 3.On-Task Behavior Observation Sheet(p264) 4.Opportunities to Respond Observation Sheet (p268) 5.Family/Student Satisfaction Survey (p271) 67


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