1. A Proactive and Positive Approach to Classroom Management

2. 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.

3. 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..

4. STOIC Structure Teaching Expectations Observation Interactions Corrections

5. Day 1 Homework What activities/content from Modules 1 & 2 are applicable for your school based professional development?

6. Chapter 1, Task 5 Maintain Positive Expectations Research says – low expectations predict low achievement. Your vision of student achievement has significant impact on your students.

7. Remember…. What you focus on you get more of in your …..?

8. Discussion Question Is the atmosphere at your school one of positive expectations for all students?

9. A positive goal for all schools is to form a belief in the potential success of every student.

10. Chapter 3: Management Plan Task 1: Determine the Level of Classroom Structure Task 2: Develop and display Classroom Rules Task 3: Correct Rule Violations Task 4: Establish Corrective Consequences for Rule Violations Task 5: Know When (and When Not) to Use Disciplinary Referral

11. Task 1: Determine the Level of Classroom Structure CHAMPS text pp. 109 – 114 Classroom Management and Discipline Planning Questionnaires – Teacher Needs (CD reproducible 3.1) – Student Needs (CD reproducible 3.1)

12. Activity Management & Discipline Planning Questionnaire Low Structure Medium Structure High Structure Complete questionnaire individually. Group share.

13. If your total is: If your total is: Your Risk Factors Are: Your Risk Factors Are: 0 to 30 Low, which means your students can probably be successful with a classroom management plan that involves Low, Medium or High Structure 31 to 60 Medium, which means that for your students to be successful, your classroom management plan should involve Medium or High Structure 61-120 High, which means that for your students to be successful, your classroom management plan should involve High Structure

14. Task 2: Develop and Display Classroom Rules CHAMPS text pp. 115 – 119 Tips – Input options – Stated positively – Specific/observable – Teach with examples – Be consistent – Display so they can (really) see them Be on time. Keep hands, feet and objects to yourself.

15. Guidelines for Success vs. Rules GUIDELINES Reflect overall guiding principles for student attitudes and behavior All specific RULES should connect to these guidelines RULES Tell students specifically what to do Are measurable and observable Examples: 1. Be on time. 2. Come to class with your materials - paper, pencil and book. 3. Complete your work.

16. Task 3: Correct Rule Violations During the First Week of School CHAMPS text 119 – 126 Early Stage Problems – Family Contact Form (CD reproducible 3.2)

17. Options: Correction Procedures Early stage – Precorrection – prompt desired behavior – Proximity – Gentle verbal reprimand – Discussion – Family contact – Humor – Praise other student(s) – catch the behavior you want – Restitution – Emotional reaction * Reinforce appropriate behavior with positive feedback: “catch ‘em being good!”

18. Task 4: Establish Corrective Consequences for Rule Violations CHAMPS text 126 - 139 Reminders: – Be consistent – Be careful to match the consequence to the misbehavior – Be “stoic” (unemotional) – Be brief. Early Stage Problems – Family Contact Form (CD reproducible 3.2)

19. Options: Correction Procedures Rule violations – Time owed – Time out (in class) – Time out (in another class) – Restitution – Positive practice – with supervision and instruction – Response cost – loss of points – Response cost – lottery – Detention – Behavior Improvement Form – CD reproducibles page 135 – Demerits

20. DVD clip Matches 1 st Edition, Module 7 – Correction Procedures Use DVD, guided notes, discussion, book study format or a combination. Guided notes with DVD covers the majority of correction procedure examples. Guided notes could also be used with other options.

21. Progressive and Nonprogressive Consequences Important information - pages 136 - 139 Important information - pages 136 - 139 Read individually. Read individually. Share comments with the group. Share comments with the group.

22. Task 5: Know When (and When Not) to Use Disciplinary Referral CHAMPS text 139 – 143 Plan ahead - classroom action/office action. Behavior Incident Report Form (CD reproducible 3.4/page 143) Self-assessment checklist on CD