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CHAMPS Teaching expectations Creating a positive physical space

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Presentation on theme: "CHAMPS Teaching expectations Creating a positive physical space"— Presentation transcript:

1 CHAMPS Teaching expectations Creating a positive physical space
Routines for activities and transitions Class procedures Effective teaching strategies

2 Classroom Expectations
Discuss with a partner the classroom management practices you utilize in your classroom Complete Classroom Management Practice self-survey

3 Physical Classroom Structure
Create a positive physical space that is welcoming, safe, and clean to minimize distractions and reduce misbehavior. Arrange desks so that the teacher can circulate throughout the room to reach as many students as possible Keep in mind the types of instruction/activities you use Have designated areas for small group instruction Pair students together with meaningful intent, not randomly, ie. Proficiency levels, gender, special needs Examples….

4 Optimum Interior Loop Teacher Student Student Student Student Student

5 Central Aisle Teacher Student Student Student Student Student Student

6 Double E Teacher Student Student Student Student Student Student

7 Student Student Student Student Student U-shape Teacher

8 Electives? Teacher

9 Free Form Teacher Student Student Student Student Student Student

10 Activity Expectations
Clarifying operating structures (routines) for activities and transitions What are all the different activities you do in the classroom? pair-share

11 Activities Opening/attendance routines Teacher-directed instruction
Group work Partner work Tests/quizzes Independent work Lab work Silent reading Locker-room Clean-up

12 Transition Expectations
Define clear and consistent behavioral expectations for transitions between activities How do you transition between activities and do students understand them? Discuss

13 Transitions Before/after the bell rings Getting out supplies
Students handing in work Teacher handing out materials Trading papers for correction Cleaning up after projects Putting things away Leaving the classroom Moving as a class to a different location To and from individual and cooperative group-work

14 C H A M P S Conversation Help Activity Movement Participation Success

15 C: Conversation Can students talk to each other during this activity or transition?

16 Voice Levels 0= Silence/No Sound
1=Whisper (No Vocal Chords, next person over) 2= Quiet Conversational Voice (people near you can hear) 3= Presentational Voice (entire class can hear you) 4= Outside Voice (hear across a playing field)

17 H: Help How do students get their questions answered? How do they get attention? Raising hands, ask a partner, come to the teacher, using signals, go to resources….

18 A: Activity What is the task or objective? What is the expected end product? Clearly posted and referred to before/after lessons

19 M: Movement Can students move about?

20 P: Participation What does the expected student behavior look and sound like? How do students show they are fully participating?

21 S: Success Teach CHAMPS for success

22 CHAMPS Worksheets CHAMP an activity – review example, choose activity, do on your own CHAMP a transition – review example, choose transition, do on your own

23 Class Procedures Defining clear and consistent procedures in the classroom leads to greater structure and reduces misbehavior. How do students enter the class, how do they get attention, how to sharpen pencil, restroom usage, what to do when tardy, returning from an absence, silent signals, finishing work early… Explicitly teach these procedures from the beginning. Re-teach often

24 Procedures video clip

25 Maintain Positive Expectations
“When a teacher has low expectations for students, they achieve less than if the teacher has high expectations (Brophy & Good, 1986; Fuchs, Fuchs, & Hamlett, 1989).

26 Positive attitude and high expectations
Maintain a positive and realistic vision of students behaving successfully Evaluate your own behavior and look for areas for improvement Don’t take it personally Make an overt effort to interact positively with each student Colleague discussions about students should be positive Consult colleagues for help Take care of yourself: physical, mental, and emotional health

27 Effective Teaching Strategies
Implement effective instructional practices to keep students interested and academically engaged Students do not have time to misbehave when engaged in meaningful tasks

28 Teaching Strategies Clear group rules Maintaining student attention
Smooth and effective transitions (CHAMPS) Rapid pacing Frequent checks for understanding Appropriate student performance and behavioral feedback Incentives/rewards are used Personal and positive interactions with students State clear objectives Prior knowledge Making connections Be enthusiastic

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