2. 1 A Proactive and Positive Approach to Classroom Management Randy Sprick Mickey Garrsion Lisa Howard Randy Sprick Mickey Garrsion Lisa Howard

3. 2 CHAMPs Overview Conversation: Discuss CHAMPs classroom management modular series. Help: Raise hand or speak up. Activity: Understand the eight modules and the Classroom Management Plan. the Classroom Management Plan. Movement: At your discretion and as needed. Participation: Active discussion and activity; ask lots of questions. Practice SLANT!!

4. 3 SLANT S = Sit up tall L = Lean Forward Slightly A = Activate Your Thinking N = Nod T = Track the Talker

5. 4 CHAMPS is a modular series of materials designed to develop an effective classroom management plan that is proactive and positive based on the following beliefs: Classroom organization has a huge impact on student behavior Teachers should overtly teach students how to behave responsibly in every situation

6. 5 CHAMPS is a modular series of materials designed to develop an effective classroom management plan that is proactive and positive based on the following beliefs: Teachers should focus more time, attention and energy on acknowledging responsible behavior than on responding to misbehavior Teachers should preplan their responses to misbehavior to ensure that they will respond in a brief, calm, and consistent manner

7. 6 The Foundation for Completing Tasks is the CHAMPS acronym C-Conversation (Can students talk to each other?) H-Help (How do students get their questions answered?) A-Activity (What is the task/the end product?) M-Movement (Can students move about?) P-Participation (How do students show they are fully participating?)

8. 7 A quote from Haim Ginott… I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Between Teacher and Child

9. 8 Module 1: Vision When you know where you are headed, you can guide students toward their own success. Long-Range Classroom Goals Guidelines for Success Positive Expectations Family Contact Professionalism Behavior Management Principles Level of Classroom Structure

10. 9 Module 2: Organization When you have well-organized routines and procedures for you classroom, you model and prompt organized behavior from you students. Daily Schedule Physical Space Attention Signal Beginning and Ending Routines Classroom Rules Student Work Classroom Management Plan

11. 10 Module 3: Expectations CHAMPS When your expectations are clear, students never have to guess how you expect them to behave. CHAMPS Expectations for Classroom Activities CHAMPS Expectations for Transitions Prepare Lessons on Expectations

12. 11 Module 4: The First Month When you teach students how to behave responsibly during the first month of school, you dramatically increase their chances of have a productive year. Final Preparations Day One Day 2 Through 20 (The First Four Weeks) Special Circumstances

13. 12 Module 5: Motivation When you implement effective instruction and positive feedback, you motivate students to demonstrate their behavior. Noncontingent Attention Enthusiasm Effective Instruction Positive Feedback Intermittent Celebrations Ratio of Interactions

14. 13 Module 6: Monitor and Revise When you monitor what is actually going on in your classroom, you are able to make adjustments to your Classroom Management Plan that will increase student success CHAMPS vs. Daily Reality Rating Scale Ratio of Interactions Monitoring Form(s) Misbehavior Recording Sheet Gradebook Analysis Worksheet On-Task Behavior Observation Sheet Family/Student Satisfaction Survey

15. 14 Module 7: Correction Procedures When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes. Analyze Misbehavior Early-Stage Misbehaviors Awareness Type Misbehaviors Ability Types Misbehaviors Attention-Seeking Misbehaviors Purposeful/Habitual Misbehaviors

16. 15 Module 8: Classwide Motivation Systems When you implement classwide systems appropriate to the collective needs of your students, you can enhance student motivation to behave responsibly and strive for success. Deciding whether to use a nonreward-based or a reward-based system Effectively choosing, designing, and implementing a reward-based system Effectively maintaining and fading a reward- based system

17. 16 A Classroom Management Plan includes… Level of Classroom Structure (M-1 T-7) Guidelines for Success (M-1 T-2) Rules (M-2 T-5) Teaching Expectations (M-3, all tasks; M-4 T-2/3) M-4 T-2/3) Monitoring (M-6, T-1/3) Encouragement Procedures (M-5 T-4/5/6) Correction Procedures (M-7 all tasks) Managing Student Work (M-2 T-6)

18. 17 Level of Classroom Structure Determines whether your students need you to implement a classroom management plan that involves high, medium, or low structure Management & Discipline Planning Questionnaire

19. 18 Guidelines for Success Develop, and plan to actively share with your students, “guidelines” that describe basic attitudes, traits, and behaviors that will help students be successful in your classroom and throughout their lives. Guidelines for Success Develop, and plan to actively share with your students, “guidelines” that describe basic attitudes, traits, and behaviors that will help students be successful in your classroom and throughout their lives. Guidelines for Success should represent “noble ideals”

20. 19 Sample Guidelines for Success Be responsible Always try Do your best Cooperate with other Treat everyone with respect (including yourself)

21. 20 Guidelines for Success Considerations Frame them as phrases that describe attitudes, traits and characteristics Post in prominent place Keep them alive by using them often Guidelines for Success can be used for celebrations of progress

22. 21 Classroom Rules Identify and post three to six Classroom Rules that will be used as a basis for providing positive and corrective feedback. Classroom Rules Identify and post three to six Classroom Rules that will be used as a basis for providing positive and corrective feedback. Decide who will have input into the rules Make sure your rules will be “effective” Develop consequences for infractions Teach students what the rules are and how they can demonstrate compliance

23. 22 Expectations CHAMPS When your expectations are clear, students never have to guess how you expect them to behave. CHAMPS Expectations for Classroom Activities CHAMPS Expectations for Transitions Prepare Lessons on Expectations

24. 23 The foundation for completing tasks is the CHAMPS acronym C-Conversation (Can students talk to each other?) H-Help (How do students get their questions answered?) A-Activity (What is the task/the end product?) M-Movement (Can student’s move about?) P-Participation (How do students show they are fully participating?)

25. 24 Three-step process for communicating expectations TEACH YOUR EXPECTATIONS Before the activity or Transition Begins MONITOR STUDENT BEHAVIOR by Circulating and Visually Scanning PROVIDE FEEDBACK during the Activity and at the Conclusion of the Activity 12 3 Begin the Cycle again for the Next Activity

26. 25 CHAMPS Expectations for Classroom Activities Define clear and consistent behavioral expectations for all regularly scheduled activities (e.g., small group instruction, independent work periods, etc.). List each major classroom activity and/or category of activity that will occur during a typical day in your classroom. Complete CHAMPS Activity Worksheet (examples)

27. 26 Develop a preliminary plan for who you will teach your CHAMPs expectations 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”?

28. 27 Develop a preliminary plan for who you will teach your CHAMPs expectations Use your CHAMPs worksheets Use the CHAMPS acronym List 3-4 main expectations for the activity or transition on the board T-Charts

29. 28 T-Charts are good for medium to high structure classrooms Looks Like: Looks Like: Eyes on speaker Everyone look as if they are listening Notes being taken on essential points Everyone in seat No nonverbal expressions of disagreement Sounds Like: Sounds Like: Only one voice at a time can be heard Presentation voice is used No noise other than writing or turning pages All verbal participation sounds respectful

30. 29 Prepare lessons for teaching your CHAMPs expectations Visual Displays -Overhead Transparencies -Overhead Transparencies -Flip Charts -Flip ChartsDemonstrations Practice and Rehearsal Opportunities Verification (check for understanding)

31. 30 Teach your expectations (Step 1) Use lesson developed (module3, task 3) to prepare students for what you expect during that particular activity/transition Spend as much time as necessary Taking the time to thoroughly teach your expectations will save time in the long run (fewer disruptions better on-task behavior)

32. 31 Monitor student behavior (Step 2) Two of the most useful and efficient ways to monitor: -circulating -visual scanning Use this information to determine type and frequency of feedback to give

33. 32 Give students feedback on their implementation of expectations (Step 3) Giving students clear information about the degree to which they are behaving as expected for a particular activity/transition Provide positive and corrective feedback calmly, immediately and consistently

34. 33 Providing Feedback Positive Feedback -give feedback that is accurate -specific and descriptive -contingent-immediate -feedback that fits your style

35. 34 Providing Feedback Corrective Feedback -view as “instructional opportunity” -determine whether student did not understand the expectations or does not know how to meet the expectations Correct misbehavior immediately, calmly and consistently

36. 35 Positive Feedback Give student positive feedback in a variety of ways on their progress/success in meeting behavioral and academic goals Positive Feedback Give student positive feedback in a variety of ways on their progress/success in meeting behavioral and academic goals Feedback should be accurate specific and descriptive –“good job syndrome” –making judgments/conclusions about student –calling attention to yourself ContingentAge-appropriate Given in a manner that fits your style Your level of structure and positive feedback

37. 36 Ratio of Interactions Plan to interact at least three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving (3:1 ratio) Students who are starved for attention Positive or negative interactions Dr. Wes Becker’s “Criticism Trap”

38. 37 Ratio of Interactions Each time you have a negative interaction, tell yourself that your owe the student three positive interactions Identify specific times during each day that you will give students positive feedback Schedule individual conference times Make a point of periodically scanning the classroom, “searching” for reinforce able behaviors

39. 38 Ratio of Interactions Identify particular events that occur during he day that will prompt you to observe the class Make a point to reduce attention for misbehavior and increase attention the absence of that misbehavior Engage in frequent noncontingent positive interactions

40. 39 Basic concepts about correcting misbehavior Importance of being prepared ahead of time to deal with student misbehavior Correction procedures can only be effective if they reduce the future occurrence of the misbehaver they are intended to address Correction efforts for specific misbehaviors will be more effective if they address the underlying causes of those behaviors

41. 40 Reasons why students misbehave: They do not know precisely what the teacher expects They are unaware of when or how much they exhibit an inappropriate behavior They do not know how to exhibit the appropriate behavior

42. 41 Reasons why students misbehave: They generally feel powerless and have discovered they can get a sense of power by making adults angry In order to get sent out of class because they are afraid of looking stupid at a task They are starved for attention and found it easier to get attention through reprimands

43. 42 Analyze Misbehavior Be prepared to categorize misbehaviors as early-stage, awareness type, ability type, attention-seeking, or purposeful/habitual-and be prepared to use a basic correction strategy for each category Classroom rule violation Early-stage misbehaviors Chronic misbehaviors

44. 43 Early-Stage Misbehaviors For “early-stage” misbehaviors, be prepared to respond with one of a repertoire of correction strategies that are designed to provide information Proximity Gentle Verbal Reprimand Discussion Family Contact Humor Praise someone Behaving Responsibly Restitution An Emotional Reaction

45. 44 A Menu of Classroom-Based Corrective Consequences Time Owed Time-out –Time-out from a favorite object (primary level) –Time-out from small group instruction (elementary level) –Time-out at desk (elementary level) –Time-out in class-isolation are (elementary and middle school levels) –Time-out in another class ( middle school levels)

46. 45 A Menu of Classroom-Based Corrective Consequences Restitution Positive practice Response cost-Loss of points Response Cost Lottery DetentionDemerits Office referral

47. 46 Student Work Design efficient and effective procedures for assigning, monitoring, and collecting student work. Student Work Design efficient and effective procedures for assigning, monitoring, and collecting student work. 5 major areas related to managing work Assigning Classwork & Homework Managing Independent Work Periods Collecting Completed Work Keeping Records and Providing Feedback Dealing with Late/Missing Assignments

48. 47 Assigning Classwork and Homework Students should have a consistent place to look to find out what their assignments are. Teach students to keep their own records of assigned homework

49. 48 Managing Independent Work Periods Be sure that any independent work you assign can be done independently by students Schedule independent work time in a way that maximizes on-task behavior Develop a clear vision of what you want student behavior during work times to look and sound like

50. 49 Managing Independent Work Periods Continued Provide guided practice on tasks and assignments Develop a specific system for how students can get questions answered during independent work periods

51. 50 Collecting Completed Work Collect the work personally from each student whenever possible Consider having students “check off” completed tasks

52. 51 Keeping Records and Providing Feedback Use a computer grade book and print out a weekly report for each student on each subject Have students keep a Student Grade Record

53. 52 Dealing with Late/Missing Assignments Example Any assignment that is turned in late will receive an immediate 10% penalty No assignment will be accepted beyond one week late Students who have more than __ late or missing will have their families informed No more that four late assignments will be accepted during the quarter