A Proactive and Positive Approach to Classroom Management Chapter 7 Motivation

CHAMPs Beliefs All students should be treated with dignity and respect. Students should be taught the skills and behaviors necessary for success. Staff members should encourage motivation through positive interactions and building relationships with students. Student misbehavior provides a teaching opportunity.

To accomplish these beliefs effective teachers focus on the following: Proactive – preventing problems instead of constantly dealing with them. Positive – building collaborative relationships with students and provide meaningful, positive feedback. Instruction – directly teach and review expectations throughout the year..

STOIC Structure Teaching Expectations Observation Interactions Corrections

Numbered Heads Together C in CHAMPs H-Give an example of a help signal A in CHAMPs M in CHAMPs Participation – Give examples and of what participating looks like Conversation Activity Movement Non-examples

Chapter 5: Launch Task 1: Summarize your classroom Management and Discipline Plan Task 2: Make Final Preparations for Day One Task 3: Implement your Plan on Day One Task 4: Implement your Plan on Days 2 Through 20 (The First Four Weeks) Task 5: Prepare Your Students for Special Circumstances

First Month Timeline Review task reading assignment with school group Teams work on poster representation of assigned task (be creative) Post charts on timeline Task presentations

Chapter 7-Motivation What motivates YOUR students?

What does this mean? If your students are unmotivated… Recall the Value x Expectancy formula (p.28-29) Do they value the task and/or the reinforcement? Do they expect to succeed? Consider what they believe, NOT what you believe they can do. Consider what reinforces THEM, not what reinforces you.

When you invest in building positive relationships and providing frequent positive feedback, you motivate students to demonstrate their best behavior.

In Summary Student behavior will let you know what they are motivated & not motivated to do Use both intrinsic and extrinsic motivation Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……

Putting the Pieces Together (turn to p. 278)

Number off 1-4. Number off 1-4. Group by numbers. Group by numbers. Divide in half. Divide in half. Discover “bright ideas” for Discover “bright ideas” for Chapter 7 tasks Chapter 7 tasks Chapter 7 Investigations

Chapter 7 Tasks T1- Build Positive Relationships with Students p T2 - Provide Positive Feedback p T3 – Provide Intermittent Celebrations p T4 – Strive to Provide a High Ratio of Positive Interactions p

Positive Interactions

focuses on… teaching students to get attention through responsible behavior rather than misbehavior.

Both of her parents have heavy work schedules Mary Spends lots of time without adult supervision Has many negative adult interactions Sue Single parent home - lots of supervision Receives many positive adult interactions

Students with Chronic Behaviors Easier and more reliable to get attention by doing things wrong than by following the rules. Responsible behavior often goes unnoticed while behavior that annoys the teacher or disrupts results in attention.

Jigsaw Choose #1-6 passage. Read and prepare. (3 minutes) #1-6 shares around table. (10 minutes)

Use every opportunity possible to provide each student with non- contingent attention! Powerful Intervention!

Mix Freeze Group Make a group of: The number of leaves in a four leaf clover CHAMPS is 1.A winner of a wrestling match 2.A sound a bird makes 3.A proactive and positive approach to classroom management

Mix Freeze Group Make a group of: The number of tires on a bicycle The more structure your class requires: 1.The looser your expectations will be 2.The more tightly you will need to design your expectations

Mix Freeze Group Make a group of: How many blind mice chased the farmer’s wife? Classroom Rules should be: 1.Stated negatively positively stated rules 3.Are the same as Guidelines for Success

Mix Freeze Group Make a group of: The number of feet in a yard During independent work time, I will: 1.Give new and unfamiliar work to the students 2.Let the students fill up their own free time 3.Only assign independent work that I know the students can do