1. A Proactive and Positive Approach to Classroom Management Chapter 4

2. Chapter 4: Expectations
When your expectations are clear students never have to guess how you expect them to behave.

3. Chapter 4: Expectations
Task 1: Clarify CHAMPS Expectations for Instructional Activities
Task 2: Clarify CHAMPS Expectations for Transitions
Task 3: Prepare Lessons to Communicate your Expectations

4. CHAMPS C H Conversation Can students talk to each other?
Level 0 Silence
Level 1 Whisper
Level 2 Soft conversation
Level 3 Presentational
Level 4 Outside H
Help
How do they get your attention?

5. CHAMPS A P S Success! What is the task or end product? Movement
Activity
What is the task or end product? A M
Movement
Can the students move about? P
Participation
What does the behavior look or sound like? S
Success!

6. Task 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.

7. Instructional 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 list
Teacher calls on one student to share
Students add the shared item to their list if they don’t have it, or check it off if the do
Students wit when all their items are shared, continuing to add each new item to their list
When all students are seated, Stan-N-Share is complete.

8. Instructional Activities
Teacher Lecture
Co-Taught lesson
Experiment
Independent Seatwork
Small Groups
Whole groups
Direct Instruction
Stations
Peer Tutoring
Cooperative Groups

9. CHAMPS 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.

10. CHAMPS Activities Worksheet
Step 3:
Select one activity from your priority list.
Write it at the top of the CHAMPS Activity Worksheet.

11. CHAMPS 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.

12. CONVERSATION HELP ACTIVITY PARTICIPATION
Activity: Independent seatwork
CONVERSATION
Can 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 to
How many students can be involved in a single conversation? Only two
How long can the conversation last? Only about a minute then back to work
HELP
How do students get questions answered? How do students get your attention? Put up red card and mark the question that needs help
If students have to wait for help, what should they do while they wait? Continue working on the rest of the assignment
ACTIVITY
What is the expected end product of this activity? (Note: This may vary from day to day.) Short follow up review to mini lecture
MOVEMENT
Can students get out of their seats during the activity?
If yes, acceptable reasons include:
Pencil Yes Restroom yes, after signing out
Drink No Hand in/pick up materials yes
Other:
Do they need permission from you? Only for the restroom
PARTICIPATION
What behaviors show that students are participating fully and responsibly? Looking at papers, writing or doing what task requires
What behaviors show that a student is not participating?
CHAMPs Classroom Activity Worksheet
wandering around the room, talking about something other than assignment, not doing task

13. Task 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.

14. Transition 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 out
Handing things back
Opening and dismissal routines.
Leaving the classroom for another activity.
Putting things away.
Handing in work.

15. Pay 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.

16. The more structure your class requires, the more specific and tightly orchestrated you need to make your expectations for transitions.

17. CHAMPS 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.

18. CHAMPS Transition Worksheet
Step 3:
Select one transition from your priority list.
Write it at the top of the CHAMPS Transition Worksheet.

19. CHAMPS 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.

20. CONVERSATION HELP ACTIVITY MOVEMENT PARTICIPATION
CHAMPS Transition Worksheet
Transition:
CONVERSATION
Can 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).
HELP
How do students get questions answered? How do students get your attention?
ACTIVITY
Explain transition. What will be different afterwards? (e.g., change in location, use of different
materials, etc.). Include time criteria (i.e., how long it should take).
MOVEMENT
If 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?
PARTICIPATION
What 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?

21. CHAMPS Transition Worksheet
Step 5:
Prepare to teach the expectations you have described using the information in.
Task 3: Prepare Lessons on Expectations.

22. Task 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.

23. Three 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 the activity and at the conclusion of the activity.
Begin the cycle again for the next activity/transition

24. Options to organize the content of your expectations
Create a list
T-Chart: “looks like/sounds like”
Visual Displays
Overheads
Flip Charts
Demonstrations
Practice and Rehearsal
Opportunities Modeling/Role Playing

25. Things 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?

26. Things to Consider Your own teaching style
Level of Structure (high, medium, low)
Age and sophistication of your students
A class that needs a highly structured management plan might require visual displays, demonstrations, and even practice to understand your expectations
A class that only needs a low structure behavior plan may only need a verbal description of your expectations.

27. Why 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?”

28. Tom 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

29. CHAMPS Things To Do Checklist

30. Self 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.