1. CHAMPS A Proactive & Positive Approach to Classroom Management

2. Review What does STOIC stand for? Each chapter starts with a list of T_________ Each chapter ends with a S_____ __________

3. Review What are the components of classroom management that add STRUCTURE to your classroom?

4. STOIC Structure of classroom Differentiated Levels of Structure pg. 113 How much structure?

5. Page 195 – 200

6. Review What does CHAMPS stand for? CHAMPS worksheets are developed for all… I___________ A________ & T____________

8. STOIC Teaching CHAMPS Three step communication process Teach CHAMPS expectations Monitor student behavior Provide feedback

9. Teach students how to behave responsibly in the classroom pg 209 Three-Step Process for Communicating Expectations

10. Group Groups of 3 1 takes STEP 1 pg 209 2 takes STEP 2 pg 210 3 takes STEP 3 pg 211 At signal 1 will share Rotate at next signal

11. Putting It All Together STEP 1Greet Students at the door STEP 2Gain Students Attention STEP 3Direct Students to Posted Schedule – Review schedule STEP 4Identify Next Instructional Activity STEP 5Teach/Review Expectations for Instructional Activity STEP 6Pre-Correct Potential Problem Behaviors STEP 7Observe Student Behavior During Instructional Activity STEP 8Provide Feedback During Activity & At the End A. Positive B. Corrective STEP 9Repeat for Next Activity

12. Review With Partner – Putting It All Together – Think about the order of the steps Write the steps down Tell your partner – 2’s first – then 1’s Compare

13. Putting It All Together STEP 1Greet Students at the __________ STEP 2Gain Students ___________ STEP 3Direct Students to Posted ___________ – Review schedule STEP 4Identify Next Instructional ___________ STEP 5Teach/Review _________________ for Instructional Activity STEP 6________________ Potential Problem Behaviors STEP 7_____________ Student Behavior During Instructional Activity STEP 8Provide _____________ During Activity & At the End A. _________ B. __________ STEP 9Repeat for Next ____________

14. Putting It All Together STEP 1Greet Students at the door STEP 2Gain Students Attention STEP 3Direct Students to Posted Schedule – Review schedule STEP 4Identify Next Instructional Activity STEP 5Teach/Review Expectations for Instructional Activity STEP 6Pre-Correct Potential Problem Behaviors STEP 7Observe Student Behavior During Instructional Activity STEP 8Provide Feedback During Activity & At the End A. Positive B. Corrective STEP 9Repeat for Next Activity

15. Consistency with Routine?

16. STOIC – Observe How does the teacher know if students understand the expectations?

17. STOIC – Observe How does the teacher know if students understand the expectations? As a Coach – How can you help in this process?

20. Group cont. CASE STUDY Groups of 3 Differentiated Coaching Which teachers and under What conditions would you use… 1 = Instructional? 2 = Collaborative? 3 = Facilitative?

21. Group cont. CASE STUDY with triad - Instructional 5 min Facilitative 5 min Use handout pages 32 & 33 –Review Develop a plan for recommended practices/Next Steps How will you start the conversation How will you share data How will you share your suggestions?

22. Group cont. CASE STUDY with triad Monitoring Plan/Next Steps How will you monitor progress Develop observation tool for plan

23. STOIC Observe Think about one of your teachers What should you use? Instructional – Collaborative or Facilitative Identify recommended practices How would you monitor Develop observation protocol

27. Group CASE STUDY – Review the case study for Mr. Jepson Discuss possible recommendations – See page 99 CHAMPS Keep track of additional questions you may have.

29. STOIC Chapter 9 - Correcting Fluently 355 Review self assessment Chapter 3 Review Classroom Management plan Corrective Procedures Encouragement Procedures Review positive interactions with student Problem solve with chronic misbehavior

30. Page 195 – 200

31. What If? Chart WHAT IF YOU DO?WHAT IF YOU DON’T? SEVERE BEHAVIOR CLAUSE ? Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992)

32. PUNITIVE PROCEDURESPOSITIVE APPROACHES 1.Rapidly stops behavior 2.Provides immediate relief to teachers 3.Teaches the student and peers what not to do 4.Decreases positive self concept 5.Decreases positive attitudes towards school and school work 6.Causes withdrawal (non-task, tardy, truancy drop out) 7.Causes aggression (against property and others 8.Teaches students to respond in a punitive manner 1.Slowly stops behavior 2.Provides no immediate relief to teacher 3.Teaches the student and peers how to behave 4.Increases positive self concept 5.Increases positive attitudes towards school and school work 6.Promotes enhanced participation 7.Decreases likelihood of aggression 8.Teaches students to recognize the positive COMPARISON OF PUNITIVE METHODS AND POSITIVE APPROACHES Results in suppression of undesirable behaviors, not elimination Results in alternative, positive behavior to replace maladaptive behavior. Positive environments, Dianna Browning Wright Diagnostic Center, Southern California

33. Corrective Consequences Create a list of different types of punitive & corrective consequences Discuss the role of punitive/corrective consequences When to use? & When NOT to use?

34. Group Groups of 5 Divvy the following: 1. Time Out (another class) pg 132 2. Time Owed Pg 130 3. Response Cost pg 133 4. Behavior Improvement pg 134 5. Demerits pg 135

35. Requirements for Systematically Correcting Problem behavior Pre-Determined procedures that…… Early Brief without arguing Unemotional Consistent Fits the severity

36. Hierarchy of Negative Consequences Emergency or Severe Clause for major rule infractions Increase or add another level of consequence Increase the consequence slightly Mild and inconveniencing Consequence + minor incident report Precision Request or Warning Proximity Praise Close the gap MILD BEHAVIOR MODERATE BEHAVIOR SEVERE BEHAVIOR

37. Precision Requests First Request: Suzy, Come here please. Second Request: Suzy, I need you to come here. 5 seconds 5 Seconds Non Compliance Please Request Need Request Compliance Non Compliance Reinforce Follow Through

38. Precision Requests Reavis Rhode Jenson (1992) Used to establish instructional control towards our directions rather than warning statements Paired with interventions – stops problem behavior early in behavior chain Includes variables that affect compliance 1. One at a time6. Give response time 2. Describe behavior7. Eye Contact 3. Non emotional8. Get Close 4. No questions9. Ask only 2 X ’ s 5. Reinforce compliance10. More starts than stops

39. Secondary Example HOW TO IMPLEMENT If you talk – time starts over If you walk out without paying time = time doubles If you reach 6 min of time owed = Office referral Parent conference lunch detention WHAT IT LOOKS LIKE Proximity Praise Please – Warning 1 Need – Warning 2 Skill Builder Change Seat assignment + minor incident report/name in consequence book :30 seconds 1:12 1:28 2:07

40. Plan for Systematically Correcting Problem behavior Does the Plan Address the Following? Yes or No Intervene Early Yes or No Intervene briefly without arguing Yes or No Allows the teacher to be unemotional Yes or No Allows for consistency Yes or No Differentiates for severity

41. Encouragement Procedures Think of various encouragement procedures for……

42. Group Divide poster into two (line down middle) Left side – ideas for individual students Right side – ideas for whole group Take a walk & review list on page 297

43. What do the critics say? Groups of 5 Page 311 & 312

44. To Be effective….. Non contingent vs contingent pg 278 IFEED AV pg 283 Ratio of 4:1

45. Task 2: Provide Positive Feedback pg 283 I – Immediate F – Frequent E – Eye contact E – Enthusiastic D – Descriptive A – Build anticipation V – Vary your feedback

46. Strive to Provide a High Ratio of Positive Interactions to corrections. 4:1

47. Requirements for an Effective Reinforcement System Focused on specific behavior(s) Students can visually monitor their performance Intermittent – Short and Long term How will you fade the system over time?

48. Example positive strategy with requirements Clock light

49. Requirements for a Structured Positive System Yes NoFocused on specific behavior(s) Yes NoStudents can visually monitor their performance Yes NoIntermittent – Short and Long term Yes NoThere is a plan to fade the system over time

50. Group 5/6 Chapter 8 Class-wide Systems – pg 324 1. Whole Class Points pg. 324 2. Token Economies pg. 329 3. Reducing misbehavior pg. 331 4. Good Behavior game pg. 333 5. 100 Squares pg. 337 6. Self Evaluation pg. 343 Use Checklist

51. Requirements for a Structured Positive System Yes NoFocused on specific behavior(s) Yes NoStudents can visually monitor their performance Yes NoIntermittent – Short and Long term Yes NoThere is a plan to fade the system over time

52. Group Continued Jig Saw Sharing At your table Count off from 1-6. after 6 start over at 1 until everyone has a number from 1-6 1’s go to poster 1 2’s go to poster 2 etc… If its your poster, you share with group. Rotate to next poster at signal