1. A Proactive and Positive Approach to Classroom Management

2. CHAMPs Beliefs All students should be treated with dignity and respect. All students should be treated with dignity and respect. Students should be taught the skills and behaviors necessary for success. Students should be taught the skills and behaviors necessary for success. Staff members should encourage motivation through positive interactions and building relationships with students. Staff members should encourage motivation through positive interactions and building relationships with students. Student misbehavior provides a teaching opportunity. 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. Proactive – preventing problems instead of constantly dealing with them. Positive – building collaborative relationships with students and provide meaningful, positive feedback. Positive – building collaborative relationships with students and provide meaningful, positive feedback. Instruction – directly teach and review expectations throughout the year. Instruction – directly teach and review expectations throughout the year..

4. STOIC Structure Structure Teaching Expectations Teaching Expectations Observation Observation Interactions Interactions Corrections Corrections

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

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

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

8. Chapter 7-Motivation What motivates YOUR students?

9. What does this mean? If your students are unmotivated… 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 value the task and/or the reinforcement? Do they expect to succeed? Do they expect to succeed? Consider what they believe, NOT what you believe they can do. Consider what they believe, NOT what you believe they can do. Consider what reinforces THEM, not what reinforces you. Consider what reinforces THEM, not what reinforces you.

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

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

12. Putting the Pieces Together (turn to p. 278)

13. 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

14. Chapter 7 Tasks T1- Build Positive Relationships with Students T1- Build Positive Relationships with Students p. 278-283 p. 278-283 T2 - Provide Positive Feedback T2 - Provide Positive Feedback p. 283-292 T3 – Provide Intermittent Celebrations T3 – Provide Intermittent Celebrations p. 293-297 p. 293-297 T4 – Strive to Provide a High Ratio of Positive Interactions T4 – Strive to Provide a High Ratio of Positive Interactions p. 298-301

15. Positive Interactions

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

17. 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

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

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

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

21. Mix Freeze Group Make a group of: 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

22. Mix Freeze Group Make a group of: 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

23. Mix Freeze Group Make a group of: Make a group of: How many blind mice chased the farmer’s wife? Classroom Rules should be: 1.Stated negatively 2.3-6 positively stated rules 3.Are the same as Guidelines for Success

24. Mix Freeze Group Make a group of: 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

25. A Visit from Ocoee MS

26. Chapter 8 Classwide Motivation Systems Class behaves for the most part but the honey- moon period is over Class behaves for the most part but the honey- moon period is over Most students are responsible, but a few students have a problem with one specific behavior Most students are responsible, but a few students have a problem with one specific behavior Behavior of many of your students is Behavior of many of your students is challenging challenging

27. Step 1: Preparation—Identify problems, goals & level of structure Structure and Support! Management & Discipline Planning Questionnaire Management & Discipline Planning Questionnaire Low Structure Medium Structure High Structure What did you learn about the level of structure your class needs? This is critical to creating a This is critical to creating a match between your students’ needs and an appropriate classwide motivation system

28. 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

29. Step 2: Decide on a Classwide Motivational System Decide to use a non-reward or a reward-based system Decide to use a non-reward or a reward-based system Choose, design and implement Choose, design and implement Meet Mr. Harn Meet Mr. Harn

30. Reward or Non-Reward Fan –n- Pick Fan –n- Pick (Kagan, 2009) (Kagan, 2009)

31. Nonreward-Based System Nonreward-based=intrinsic Nonreward-based=intrinsic Goal Setting (Reproducible 8.9, p. 349) Goal Setting (Reproducible 8.9, p. 349) Goal Contract (Reproducible 8.10, p. 351) Goal Contract (Reproducible 8.10, p. 351)

32. Tips for Choosing & Implementing a Reward-Based System Make sure the system is for and to students. Make sure the system is for and to students. Make sure the rewards the students will be working for are. Make sure the rewards the students will be working for are. Set the system up in ways that make student likely. Set the system up in ways that make student likely. interesting appropriate highly motivating success

33. Tips for Choosing & Implementing a Reward-Based System Avoid systems with time limits. Avoid systems with time limits. Carefully the entire system before you begin implementation. Carefully the entire system before you begin implementation. Make sure your for student behavior are clear and that you have adequate for monitoring student behavior. Make sure your for student behavior are clear and that you have adequate for monitoring student behavior. arbitrary organize expectations procedures

34. Tips for Choosing & Implementing a Reward-Based System Teach the students the entire system works. Teach the students the entire system works. Make sure that you that the system will help improve student behavior. Make sure that you that the system will help improve student behavior. how believe

35. Motivation Systems by Level of Classroom Structure Appropriate Systems for Classes Needing Low Structure Appropriate Systems for Classes Needing Medium Structure Appropriate Systems for Classes Needing High Structure Goal Setting Procedures: Teacher sets goals for individual students Teacher sets goals for individual students Teacher guides students in the process of setting their own goals Teacher guides students in the process of setting their own goals Teacher guides students in setting class wide goals Teacher guides students in setting class wide goals 100 squares 100 squares Group Response Cost Group Response Cost Lottery Tickets Lottery Tickets Mystery Behavior of the Day Mystery Behavior of the Day Public Posting Classwide/Individual Public Posting Classwide/Individual Self-Evaluation of on/off task behavior Self-Evaluation of on/off task behavior Target & Reward a specific behavior Target & Reward a specific behavior Behavioral Grading Behavioral Grading Economic Simulation Economic Simulation Reinforcement Based on Reducing Misbehavior Reinforcement Based on Reducing Misbehavior

36. Menu of Class-wide Systems Table Groups Each person reviews one folder and shares with group. Each person reviews one folder and shares with group. Would this motivation system work in my class – why or why not? Would this motivation system work in my class – why or why not? How would I adapt this to meet the needs in my class ? How would I adapt this to meet the needs in my class ?

37. Step 3: Maintaining and Fading a Reward Based System Keep you energy and about the system high. Keep you energy and about the system high. Keep your focus on the students’ behavior rather than the they earn. Keep your focus on the students’ behavior rather than the they earn. Continue using other strategies at a high level. Continue using other strategies at a high level. enthusiasm rewards motivational

38. Maintaining and Fading a Reward Based System When a system has been successful for a period of time, start making it more. When a system has been successful for a period of time, start making it more. Once a system is fairly “lean,” modify it to be based on rewards. Once a system is fairly “lean,” modify it to be based on rewards. challenging intermittent

39. Maintaining and Fading a Reward Based System Once a class is working successfully for intermittent rewards, consider adding (or switching to) one of the systems described in the menu. Once a class is working successfully for intermittent rewards, consider adding (or switching to) one of the systems described in the menu. When appropriate, have a class discussion about the use of the reward-based system. When appropriate, have a class discussion about the use of the reward-based system. goal setting abandoning

40. We have never failed unless we have ceased to try. Eleanor Roosevelt

41. Closing Post organizer Post organizer Homework: Homework: Self Assessment Self Assessment Reflections on Modules 5 & 8 Reflections on Modules 5 & 8 Day 4 Day 4