Presentation on theme: "A Proactive and Positive Approach to Classroom Management Chapter 4"— Presentation transcript:
1A Proactive and Positive Approach to Classroom Management Chapter 4
2Chapter 4: Expectations When your expectations are clear students never have to guess how you expect them to behave.
3Chapter 4: Expectations Task 1: Clarify CHAMPS Expectations for Instructional ActivitiesTask 2: Clarify CHAMPS Expectations for TransitionsTask 3: Prepare Lessons to Communicate your Expectations
4CHAMPS C H Conversation Can students talk to each other? Level 0 SilenceLevel 1 WhisperLevel 2 Soft conversationLevel 3 PresentationalLevel 4 OutsideHHelpHow do they get your attention?
5CHAMPS A P S Success! What is the task or end product? Movement ActivityWhat is the task or end product?AMMovementCan the students move about?PParticipationWhat does the behavior look or sound like?SSuccess!
6Task 1: Expectations for Instructional Activities The first step in defining your behavioral expectations is to make a list of activities in which your students will participate on a day to day basis.Activity: AllWrite RoundRobin (Kagan, 09)Goal: In teams, students take truns sharing responses. All teammates write each answer shared.Teacher gives prompt “As a team, make a list of instructional activities your students will participate on a day to day basis”.In teams, students each in turn respond orally while all students write each response on their own paper or worksheet.
7Instructional Activities Stand-N-Share (Kagan, 2009)Brainstorming Activity:Goal: Students stand to share their answers with the class and sit when all their answers are shared.All students stand with their own listTeacher calls on one student to shareStudents add the shared item to their list if they don’t have it, or check it off if the doStudents wit when all their items are shared, continuing to add each new item to their listWhen all students are seated, Stan-N-Share is complete.
9CHAMPS Activities Worksheet Step 1:Make a list of the activities you have in your daily schedule.Step 2:Prioritize the needs of your classroom based on which activities appear to be the most difficult at this time for you and your students.
10CHAMPS Activities Worksheet Step 3:Select one activity from your priority list.Write it at the top of the CHAMPS Activity Worksheet.
11CHAMPS Activities Worksheet Step 4:Complete the CHAMPS Activity Worksheet by answering each question on the worksheet.Remember you are only describing your expectations for one activity at a time.
12CONVERSATION HELP ACTIVITY PARTICIPATION Activity: Independent seatworkCONVERSATIONCan students engage in conversations with each other during this activity?If yes, about what? Yes, level 2 ( Only about work assigned )With whom? Only students they sit next toHow many students can be involved in a single conversation? Only twoHow long can the conversation last? Only about a minute then back to workHELPHow do students get questions answered? How do students get your attention? Put up red card and mark the question that needs helpIf students have to wait for help, what should they do while they wait? Continue working on the rest of the assignmentACTIVITYWhat is the expected end product of this activity? (Note: This may vary from day to day.) Short follow up review to mini lectureMOVEMENTCan students get out of their seats during the activity?If yes, acceptable reasons include:Pencil Yes Restroom yes, after signing outDrink No Hand in/pick up materials yesOther:Do they need permission from you? Only for the restroomPARTICIPATIONWhat behaviors show that students are participating fully and responsibly? Looking at papers, writing or doing what task requiresWhat behaviors show that a student is not participating?CHAMPs Classroom Activity Worksheetwandering around the room, talking about something other than assignment, not doing task
13Task 2: Clarify CHAMPS Expectations for Transitions Transition times, or times when students transition from one activity to the next, can be problematic in terms of student behavior. It could end up costing valuable instruction time.
14Transition Activities Before the bell rings.After the bell rings.Getting out paper, pencil, and heading paper.Getting a book out and opening to a particular page.Moving to and from groups.Cleaning up.Trading papers for corrections.Handing things outHanding things backOpening and dismissal routines.Leaving the classroom for another activity.Putting things away.Handing in work.
15Pay attention to the “level of structure” your students need. For a low-structure class, you probably don’t need to specify the routes the students are to take to the small-group instruction area. On the other hand, for students needing high structure, you should include the expectation that students need to take the most direct route and they need to keep their hands to themselves so they do not disturb others.
16The more structure your class requires, the more specific and tightly orchestrated you need to make your expectations for transitions.
17CHAMPS Transition Worksheet Step 1:Make a list of the transitions you have in your daily schedule.Step 2:Prioritize the needs of your classroom based on which transition appears to be the most difficult at this time for you and your students.
18CHAMPS Transition Worksheet Step 3:Select one transition from your priority list.Write it at the top of the CHAMPS Transition Worksheet.
19CHAMPS Transition Worksheet Step 4:Complete the CHAMPS Transition Worksheet by answering each question on the worksheet.Remember you are only describing your expectations for one transition at a time.
20CONVERSATION HELP ACTIVITY MOVEMENT PARTICIPATION CHAMPS Transition WorksheetTransition:CONVERSATIONCan students engage in conversations with each other during this transition?If yes, clarify how (so that they are keeping their attention on completing the transition).HELPHow do students get questions answered? How do students get your attention?ACTIVITYExplain transition. What will be different afterwards? (e.g., change in location, use of differentmaterials, etc.). Include time criteria (i.e., how long it should take).MOVEMENTIf the transition itself DOES NOT involve getting out of seats, can students get out of their seat for any reason during the transition?If "yes," what are acceptable reasons?If the transition itself involves out-of-seat movement, can a student go elsewhere, for example, to sharpen a pencil?PARTICIPATIONWhat behaviors show that students are participating in the transition fully and responsibly?What behaviors show that a student is not participating appropriately in the transition?
21CHAMPS Transition Worksheet Step 5:Prepare to teach the expectations you have described using the information in.Task 3: Prepare Lessons on Expectations.
22Task 3: Prepare Lessons on Expectations Develop a preliminary plan and prepare lessons for teaching your CHAMPS expectations to students.If students are going to be able to meet your expectations, you need to be able to communicate your expectations clearly and thoroughly. Effectively communicating expectations can be accomplished through a three-step process.
23Three Step Process1. Teach your expectations before the activity or transition begins2. Monitor student behavior by circulating and visually scanning.3. Provide feedback during the activity and at the conclusion of the activity.Begin the cycle again for the next activity/transition
24Options to organize the content of your expectations Create a listT-Chart: “looks like/sounds like”Visual DisplaysOverheadsFlip ChartsDemonstrationsPractice and RehearsalOpportunities Modeling/Role Playing
25Things to Think About How detailed do your lessons need to be? How long do you anticipate having to actively teach the lessons?What is the best way to organize the content you are teaching?
26Things to Consider Your own teaching style Level of Structure (high, medium, low)Age and sophistication of your studentsA class that needs a highly structured management plan might require visual displays, demonstrations, and even practice to understand your expectationsA class that only needs a low structure behavior plan may only need a verbal description of your expectations.
27Why do we OVERTLY teach our expectations? “If a child doesn’t know how to read, we teach.”“if a child doesn’t know how to swim, we teach”If a child doesn’t know how to multiply, we teach”.If a child doesn’t know how to drive, we teach.”If a child doesn’t know how to behave, we….…….teach? …….punish?”
28Tom Herner (NASDE President) Counterpoint, 1998, p.2 “Why can’t we finish the last sentence as automatically as we do the others?”Tom Herner (NASDE President) Counterpoint, 1998, p.2
30Self Reflection with Checklist Read through the 16 essential elements.Check all the elements you have in place.Celebrate your success and what is currently working for you.Review the essential elements that are not in place and prioritize 1 through 5.Review the text, read the information you need. Find a strategy that matches the level of structure you need and your personal style. Match the structural needs of your students to each activity & transition.Work on one or two elements at a time.