1. CHAMPS: A Proactive & Positive Approach to Classroom Management (2nd Edition) February 1, 2012
Facilitators:
Mary Perfitt-Nelson
Jim Wood

2. Ground Work
Cell Phones
Breaks
The Attention Signal
Lunch
Ending

3. The Great Divorce DAVID BROOKS New York Times 1/30/12 Charles Murray’s “Coming Apart” describes the most important cultural trends today and offers a better understanding of America’s increasingly two-caste society.
My Story
Video: Disc One; Intro Part One. Beginning to 3 minutes and stop

4. Introduction (pages 1-12)
Overview: Setting The Stage
Introduction (pages 1-12)
The goal of classroom management is to develop a classroom of students who are:
respectful,
responsible,
ready to roll (i.e. motivated),
and responsive (i.e. highly engaged in meaningful tasks).
They meet our SchoolWide expectations!

5. There are techniques and strategies that can improve student behavior, attitude, and motivation.

6. “Not all students come to us motivated and/or responsible.”
Understatement:
“Not all students come to us motivated and/or responsible.”
Some are responsible and highly motivated.
Some are responsible, but only moderately motivated.
Some are like Huck Finn. Or MORE!
Video Introduction: start at 15minutes, 30seconds regarding the NEEEDDDDDDD~

7. Overview Of CHAMPS
Review this,

8. Video-Part 2: The Big Picture
Overall organization of the book—see Table of Contents
Video-Part 2: The Big Picture
Disc 1; Task 2

9. Goal For The Day The Big Picture
An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities.
Today we hope you will leave with a completed, comprehensive classroom management plan!
Refer them to the Classroom Management Plan!

10. Where We Are Heading
Have them find this handout: Tell them what it is……….

12. We will
Cover chapters related , primarily, to the organization and management of the environment

13. Book Study: Motivating Reluctant Learners  (2 Day Event)
(Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012 Time(s): 3:30 - 5:30 PM Location: Oakland Schools, 2111 Pontiac Lake Rd., Waterford Cost: $8.00 Presenter(s): Mary Perfitt-Nelson, Sue Welcome Class Limit: 20

14. Structure Your Classroom for Success
Section 1
Structure Your Classroom for Success
The way a classroom is structured greatly influences student behavior

15. Chapter 1 Vision Develop a Clear Vision for Your Class Pages 15- 61
Review Ch. 1 Self Assessment
Chapter one includes ….seven tasks that help you understand the basic principles of behavior and motivation that set the stage for the remainder of the book. After working through Chapter 1, you should have a clear understanding of how behavior is learned and the role that you and your management plan can play in shaping student behavior in positive and successful directions.

16. Chapter 2 p 63-106 Organization Create Consistent Organizational Patterns
Chapter two includes six tasks with suggestions and examples of how you can mani;pulate variables such as schedule, physical setting, using and attention signal, beginning and ending routines, procedures for managaing student wpork, and strategies for getting students to be academically engaged during independent work periods. By manipulating these variables, you can create momentum in your classroom that draws students into functioning in a unified manner that is mature, responsible and productive.

17. Tasks Arrange and effective daily schedule (p64)
Create a positive physical space
Use an attention signals
Design effective beginning & ending routines
Manage student assignments
Manage independent work periods
Refer to ASSESEMENT for the chapter! JIM Leads this! Simply refer them to the self assessment of chp 2 ask that they scan over it. We will be covering all 6 tasks here.

18. Chapter 2, Task 1: page 64 Arrange an Efficient Daily Schedule
Refer to Pages 64-70
Ch. 2 Task One: Arrange an Efficient Daily Schedule
Provide enough VARIETY to increase time on task and interest
Write down your schedule of daily subjects,
List the activities inherent within each subject
Determine amount of time per activity and whether the activity is teacher directed (lecture, discussion, question/answer) or independent work (seatwork, lab) or a cooperative task.
Find BALANCE among types of activities: 40% teacher directed; 35% independent work; 25% cooperative groups
Avoid having any task run too long
Schedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasks
Lecture: Within each activir5y avoid any running too long. This invites problems. How long? There are no hard rules here. It depends on part on your skill as a teacher………clear, interesting and fun independent assignments will work longer than the opposite.

19. Task 2: Create a positive physical space
Read pages 70-76
Discuss with table
Report relevant pieces to group
Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO

20. Chapter 2, Task 3: Use an Attention Signal
Task 3: Create attention signal
Chapter 2, Task 3: Use an Attention Signal
Every teacher needs to have an attention signal
The goal is to have the attention of all within 5 seconds.
I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.
demonstrate. Have them demonstrate and practice. JIM will time us! AFTERWARDS…………they look at their plan and complete this!

21. Task 4: Develop Effective Beginning and Ending Routines
Chapter 2, Task 4: Design Effective Beginning and Ending Routines Pages 78-89
Task 4: Develop Effective Beginning and Ending Routines
Story……………VISUALIZE the end of your day
Video: Disc 2 Chapter 2 Task 4
Complete section of the plan
VISUALIZE activity: visualize what the typical “end of the day” is like in your class. What would you see? Tell story of my end of the day routines……
Video: Disc 2 Chapter 2 Task 4: the seven essential beginning and ending routines”: Rword

22. Chapter 2, Task 5: Manage Student Assignments p. 90-98
Task 5: Managing Student Assignments
Read pages 90-98
Discuss with table
Report relevant pieces to group
Complete section of plan
Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO

25. Refer to Book
Complete: manage student assignments section

26. Chapter 2, Task 6: Manage Independent Work Periods p 99-104
Tips
Only assign independent work that I know students can do independently.
Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule).
Lecture: Reword
Get out plan afterwards.

27. Chapter 2, Task 6: Manage Independent Work Periods (Continued)
Establish a clear vision of what student behavior should look and sound like during independent work times.
Arrange to provide guided practice on tasks and assignments that I expect students to do independently.
Develop a specific system for how students can ask questions and get help during independent work periods.
reword

28. Complete Managaing independent work periods section of management plan

29. Chapter 3 Creating a management plan
This section is about creating your overall plan for classroom management and discipline. This is about creating a framework that supports a varity of rituals, routines, rules, consequences and motivational techniques that ensure kids stay acqdemically engaged and emotinally thriving. Your plan should be in place at the beginning os chool, although you will likely revise and update it often- Your plan may be “tight” or losely sturctured. This is not about how friendly or punitive it is, but instead about the degree to which we orchestrate student b ehavior. Low structure requires greater maturity: (give example)

30. Chapter 3: Management Plan p 107-144
Tasks
Determine the level of classroom structure
Develop & display classroom rules
Correct rule violations during the first week of school
Establish corrective consequences for rule violations
Know when (& when not) to use disciplinary referral
Refer to Ch 3 ASSESSMENT : Jim just tells them to take it out. Read over it quickly to get an idea of where we are going. We will be covering all five tasks here.

31. Chapter 3, Task 1: Determine the Level of Classroom Structure p109-115
What level of classroom structure do you need?
This is about two things:
YOUR preference/style
STUDENT characteristics
You may be INTOLERANT of noise; messes; movement that is not orderly;
Your students may need more structure to function well.

32. Activity Level of Structure (High, Middle, or Low) of Your Management Plan
Fill out Figure 3.1 (page 111) and Reproducible 3.1 (page 112) of your CHAMPS book and total your scores.
Lecture Before we get started, It may be wise to think about the amoung of structure you feel you need for you management plan.

33. Lecture Review this! Add to management Plan!

34. Lecture

35. “Survey says…”
Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH MEDIUM: Students need MEDIUM or HIGH structure HIGH: Students need HIGH structure
Lecture

36. Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued)
Re-evaluate
During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations.
Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.
Lecture reword

37. Chapter 3, Task 2: Develop and Display Classroom Rules p115-119
Read Pages
Discuss at table
Report Out
Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO
ADD to plan

38. Expectations In The Classroom: Behavior Matrices
Your classroom rules are essentially found in a behavior matrix:
Discuss how the Matrix for classroom is a good idea.

39. Chapter 4 Expectations Generate Clear Expectations
Mary: story FIRST…..then video Video: Disc 3 Chapter four, Introduction to Expectations 3 minutes PICTURE!!!!!!
Video: Ch 4 Intro: Teaching Expectations

40. Tasks p Clarify CHAMPS expectations for Instructional activities
Clarify CHAMPS expectations for Transitions
Prepare lessons to communicate your expectations
Overview: Refer to Self Ass- JIM

41. Three-Step Process for Communicating Expectations
Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities
y“: Video: Disc 3; Ch 4, Task 1
23 minutes
Three-Step Process for Communicating Expectations
Video: Disc 3 Ch 4 Task 1

43. Complete This for Activities Take it out of packet and complete it
Complete This for Activities Take it out of packet and complete it! ACTIVITY: create list of activities to champ 1

44. Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions
Repeat for TRANSITIONS
Refer them to pages 176 with Reproducible They will NOT complete this now. Just refer them to it so they know. ASK IF there is anything relevant for them and if so, share with the group. No Elmo

48. CHAMP one of your transition/activities

49. Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations
Video: Ch 4Task 3
Discuss notes at table
Report Out To Group
Video is 10 minutes long………………. Have them TAKE NOTES about anything that STICKS out or impresses or makes them think. WE will TAKE NOTEs on the ELMO

50. Chapter 5 Launch Launch Your Management Plan in the First Month of School
Mary to add notes here tonight for her

51. Tasks Summarize your classroom management & discipline plan
Make final preparations for Day One
Implement your plan on Day One
Implement your plan on Days 2 through 20 (the first 4 weeks)
Prepare your students for special circumstances
Jim: Self ASS here………..
We are only going to focus on Task One………………………….please read this chapter for preparation at the beginning of the year!

55. Mary Perfitt-Nelson Mary. perfitt. nelson@oakland. k12. mi
Mary Perfitt-Nelson Jim Wood

56. Chapter 6 Observe Use Data to Monitor and Adjust Your Management Plan
Mary-write notes from page 239!!!!!!!

57. Tasks Task One: Circulate and Scan
Task Two: Use Data From Tools To Monitor
Tools:
CHAMPS vs. Daily reality Rating Scale
Ratio of Interactions Monitoring Form
Misbehavior Recording Sheet
Grade Book Analysis Worksheet
On-Task Behavior Observation Sheet
Opportunities to Respond Observation Sheet
Family/Student Satisfaction Survey

58. Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously
Video: Ch 6, Task 1

59. Chapter 6, Task 2: Use Data to Monitor and Adjust Your Classroom Management and Discipline Plan

60. Tools for Monitoring CHAMPS vs. Daily reality Rating Scale
Ratio of Interactions Monitoring Form
Misbehavior Recording Sheet
Grade Book Analysis Worksheet
On-Task Behavior Observation Sheet
Opportunities to Respond Observation Sheet
Family/Student Satisfaction Survey

61. Tool 1: CHAMPS versus Daily Reality Rating Scale
Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS expectations.
Video: ch 6 task 1
Lecture: This tool allows you to rate the degree to which student behavior during daily activities and transitions matches your champs expectations.

62. WHY:
To help you decide whether you need to re-teach your CHAMPS expectations
To help you decide whether your current level of structure fits the needs of your class
To help you decide whether you might need some kind of classwide system to increase students' motivation to behave responsibly
WHEN:
During the fourth or fifth week of school
Shortly after major vacations (e.g., winter and spring breaks)

63. They have this handout!

64. Tool 2: Ratio of Interactions Monitoring Form(s)
Determine whether you are interacting with students at least three times more often when they are behaving responsibly than when they are misbehaving.
Read: Page

65. WHY:
To help you evaluate whether you have fallen into the Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over time
To help you decide whether you need to increase the number of interactions you have with students when they are behaving appropriately
WHEN:
During the second month of school
In early to mid-February
Any time you sense that you are nagging a lot

67. Misbehavior Recording Sheet (p 257)
Tools 3-7 Jigsaw
Misbehavior Recording Sheet (p 257)
Grade Book Analysis Worksheet (p262)
On-Task Behavior Observation Sheet(p264)
Opportunities to Respond Observation Sheet (p268)
Family/Student Satisfaction Survey (p271)
Five folks read one tool. Stand statue up when table is done. Share with table.