A Proactive and Positive Approach to Classroom Management

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CHAMPS

• A Proactive and Positive Approach to Classroom
  Management
• Randy Sprick Mickey Garrsion
  Lisa Howard

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CHAMPs Overview

• Conversation Discuss CHAMPs classroom
  management modular series.
• Help Raise hand or speak up.
• Activity Understand the eight modules
  and
• the Classroom Management Plan.
• Movement At your discretion and as needed.
• Participation Active discussion and activity
  ask lots of questions.
  
  Practice SLANT!!

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SLANT

• S Sit up tall
• L Lean Forward Slightly
• A Activate Your Thinking
• N Nod
• T Track the Talker

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CHAMPS is a modular series of materials
designed to develop an effective classroom
management plan that is proactive and positive
based on the following beliefs

• Classroom organization has a huge impact on
  student behavior
• Teachers should overtly teach students how to
  behave responsibly in every situation

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CHAMPS is a modular series of materials
designed to develop an effective classroom
management plan that is proactive and positive
based on the following beliefs

• Teachers should focus more time, attention and
  energy on acknowledging responsible behavior than
  on responding to misbehavior
• Teachers should preplan their responses to
  misbehavior to ensure that they will respond in a
  brief, calm, and consistent manner

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The Foundation for Completing Tasks is the CHAMPS
acronym

• C-Conversation (Can students talk to each
  other?)
• H-Help (How do students get their
  questions answered?)
• A-Activity (What is the task/the end
  product?)
• M-Movement (Can students move about?)
• P-Participation (How do students show they
  are fully participating?)

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A quote from Haim Ginott

• I have come to a frightening conclusion. I am
  the decisive element in the classroom.It is my
  personal approach that creates the climate.It is
  my daily mood that makes the weather.As a
  teacher I possess tremendous power to make a
  child's life miserable or joyous.I can be a tool
  of torture or an instrument of inspiration.I can
  humiliate or humor, hurt or heal.In all
  situations, it is my response that decides
  whether a crisiswill be escalated or
  de-escalated, and a child humanized or
  de-humanized. Between Teacher and Child

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Module 1 VisionWhen you know where you are
headed, you can guide students toward their own
success.

• Long-Range Classroom Goals
• Guidelines for Success
• Positive Expectations
• Family Contact
• Professionalism
• Behavior Management Principles
• Level of Classroom Structure

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Module 2 OrganizationWhen you have
well-organized routines and procedures for you
classroom, you model and prompt organized
behavior from you students.

• Daily Schedule
• Physical Space
• Attention Signal
• Beginning and Ending Routines
• Classroom Rules
• Student Work
• Classroom Management Plan

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Module 3 ExpectationsCHAMPSWhen your
expectations are clear, students never have to
guess how you expect them to behave.

• CHAMPS Expectations for Classroom Activities
• CHAMPS Expectations for Transitions
• Prepare Lessons on Expectations

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Module 4 The First MonthWhen you teach
students how to behave responsibly during the
first month of school, you dramatically increase
their chances of have a productive year.

• Final Preparations
• Day One
• Day 2 Through 20 (The First Four Weeks)
• Special Circumstances

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Module 5 MotivationWhen you implement
effective instruction and positive feedback, you
motivate students to demonstrate their behavior.

• Noncontingent Attention
• Enthusiasm
• Effective Instruction
• Positive Feedback
• Intermittent Celebrations
• Ratio of Interactions

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Module 6 Monitor and ReviseWhen you monitor
what is actually going on in your classroom, you
are able to make adjustments to your Classroom
Management Plan that will increase student success

• CHAMPS vs. Daily Reality Rating Scale
• Ratio of Interactions Monitoring Form(s)
• Misbehavior Recording Sheet
• Gradebook Analysis Worksheet
• On-Task Behavior Observation Sheet
• Family/Student Satisfaction Survey

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Module 7 Correction ProceduresWhen you
treat student misbehavior as an instructional
opportunity, you give studentsthe chance to
learn from their mistakes.

• Analyze Misbehavior
• Early-Stage Misbehaviors
• Awareness Type Misbehaviors
• Ability Types Misbehaviors
• Attention-Seeking Misbehaviors
• Purposeful/Habitual Misbehaviors

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Module 8 Classwide Motivation SystemsWhen
you implement classwide systems appropriate to
the collective needs of your students, you can
enhance student motivation to behave responsibly
and strive for success.

• Deciding whether to use a nonreward-based or a
  reward-based system
• Effectively choosing, designing, and implementing
  a reward-based system
• Effectively maintaining and fading a reward-based
  system

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A Classroom Management Plan includes

• Level of Classroom Structure (M-1 T-7)
• Guidelines for Success (M-1 T-2)
• Rules (M-2 T-5)
• Teaching Expectations (M-3, all
  tasks
• M-4 T-2/3)
• Monitoring (M-6, T-1/3)
• Encouragement Procedures (M-5 T-4/5/6)
• Correction Procedures (M-7 all
  tasks)
• Managing Student Work (M-2 T-6)

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Level of Classroom StructureDetermines whether
your students need you to implement a classroom
management plan that involves high, medium, or
low structure

• Management Discipline Planning Questionnaire

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Guidelines for SuccessDevelop, and
plan to actively share with your students,
guidelines that describe basic attitudes,
traits, and behaviors that will help students be
successful in your classroom and throughout their
lives.

• Guidelines for Success should represent noble
  ideals

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Sample Guidelines for Success

• Be responsible
• Always try
• Do your best
• Cooperate with other
• Treat everyone with respect (including yourself)

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Guidelines for Success Considerations

• Frame them as phrases that describe attitudes,
  traits and characteristics
• Post in prominent place
• Keep them alive by using them often
• Guidelines for Success can be used for
  celebrations of progress

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Classroom RulesIdentify and post three to six
Classroom Rules that will be used as a basis for
providing positive and corrective feedback.

• Decide who will have input into the rules
• Make sure your rules will be effective
• Develop consequences for infractions
• Teach students what the rules are and how they
  can demonstrate compliance

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ExpectationsCHAMPSWhen your expectations are
clear, students never have to guess how you
expect them to behave.

• CHAMPS Expectations for Classroom Activities
• CHAMPS Expectations for Transitions
• Prepare Lessons on Expectations

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The foundation for completing tasks is the CHAMPS
acronym

• C-Conversation (Can students talk to each
  other?)
• H-Help (How do students get their
  questions answered?)
• A-Activity (What is the task/the end
  product?)
• M-Movement (Can students move about?)
• P-Participation (How do students show they
  are fully participating?)

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Three-step process for communicating expectations
1
2
3
TEACH YOUR EXPECTATIONS Before the activity
or Transition Begins
MONITOR STUDENT BEHAVIOR by Circulating and
Visually Scanning
PROVIDE FEEDBACK during the Activity and at the
Conclusion of the Activity
Begin the Cycle again for the Next Activity
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CHAMPS Expectations for Classroom
ActivitiesDefine clear and consistent behavioral
expectations for all regularly scheduled
activities (e.g., small group instruction,
independent work periods, etc.).

• List each major classroom activity and/or
  category of activity that will occur during a
  typical day in your classroom.
• Complete CHAMPS Activity Worksheet
• (examples)

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Develop a preliminary plan for who you will
teach your CHAMPs expectations

• How detailed do your lessons need to be?
• How long do you anticipate having to actively
  teach the lessons?
• What is the best way to organize the content?

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Develop a preliminary plan for who you will
teach your CHAMPs expectations

• Use your CHAMPs worksheets
• Use the CHAMPS acronym
• List 3-4 main expectations for the activity or
  transition on the board
• T-Charts

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T-Charts are good for medium to high structure
classrooms

• Looks Like
• Eyes on speaker
• Everyone look as if they are listening
• Notes being taken on essential points
• Everyone in seat
• No nonverbal expressions of disagreement

• Sounds Like
• Only one voice at a time can be heard
• Presentation voice is used
• No noise other than writing or turning pages
• All verbal participation sounds respectful

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Prepare lessons for teaching your CHAMPs
expectations

• Visual Displays
• -Overhead Transparencies
• -Flip Charts
• Demonstrations
• Practice and Rehearsal Opportunities
• Verification (check for understanding)

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Teach your expectations (Step 1)

• Use lesson developed (module3, task 3) to prepare
  students for what you expect during that
  particular activity/transition
• Spend as much time as necessary
• Taking the time to thoroughly teach your
  expectations will save time in the long run
  (fewer disruptions better on-task behavior)

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Monitor student behavior (Step 2)

• Two of the most useful and efficient ways to
  monitor
• -circulating
• -visual scanning
• Use this information to determine type and
  frequency of feedback to give

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Give students feedback on their implementation
of expectations (Step 3)

• Giving students clear information about the
  degree to which they are behaving as expected for
  a particular activity/transition
• Provide positive and corrective feedback calmly,
  immediately and consistently

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Providing Feedback

• Positive Feedback
• -give feedback that is accurate
• -specific and descriptive
• -contingent
• -immediate
• -feedback that fits your style

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Providing Feedback

• Corrective Feedback
• -view as instructional opportunity
• -determine whether student did not
  understand the expectations or does not know how
  to meet the expectations
• Correct misbehavior immediately, calmly and
  consistently

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Positive FeedbackGive student positive
feedback in a variety of ways on their
progress/success in meeting behavioral and
academic goals

• Feedback should be accurate
• specific and descriptive
• good job syndrome
• making judgments/conclusions about student
• calling attention to yourself
• Contingent
• Age-appropriate
• Given in a manner that fits your style
• Your level of structure and positive feedback

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Ratio of InteractionsPlan to interact at least
three times more often with each student when he
or she is behaving appropriately than when he or
she is misbehaving (31 ratio)

• Students who are starved for attention
• Positive or negative interactions
• Dr. Wes Beckers Criticism Trap

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Ratio of Interactions

• Each time you have a negative interaction, tell
  yourself that your owe the student three positive
  interactions
• Identify specific times during each day that you
  will give students positive feedback
• Schedule individual conference times
• Make a point of periodically scanning the
  classroom, searching for reinforce able
  behaviors

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Ratio of Interactions

• Identify particular events that occur during he
  day that will prompt you to observe the class
• Make a point to reduce attention for misbehavior
  and increase attention the absence of that
  misbehavior
• Engage in frequent noncontingent positive
  interactions

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Basic concepts about correcting misbehavior

• Importance of being prepared ahead of time to
  deal with student misbehavior
• Correction procedures can only be effective if
  they reduce the future occurrence of the
  misbehaver they are intended to address
• Correction efforts for specific misbehaviors will
  be more effective if they address the underlying
  causes of those behaviors

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Reasons why students misbehave

• They do not know precisely what the teacher
  expects
• They are unaware of when or how much they exhibit
  an inappropriate behavior
• They do not know how to exhibit the appropriate
  behavior

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Reasons why students misbehave

• They generally feel powerless and have discovered
  they can get a sense of power by making adults
  angry
• In order to get sent out of class because they
  are afraid of looking stupid at a task
• They are starved for attention and found it
  easier to get attention through reprimands

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Analyze MisbehaviorBe prepared to categorize
misbehaviors as early-stage, awareness type,
ability type, attention-seeking, or
purposeful/habitual-and be prepared to use a
basic correction strategy for each category

• Classroom rule violation
• Early-stage misbehaviors
• Chronic misbehaviors

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Early-Stage MisbehaviorsFor early-stage
misbehaviors, be prepared to respond with one of
a repertoire of correction strategies that are
designed to provide information

• Proximity
• Gentle Verbal Reprimand
• Discussion
• Family Contact
• Humor
• Praise someone Behaving Responsibly
• Restitution
• An Emotional Reaction

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A Menu of Classroom-Based Corrective Consequences

• Time Owed
• Time-out
• Time-out from a favorite object (primary level)
• Time-out from small group instruction (elementary
  level)
• Time-out at desk (elementary level)
• Time-out in class-isolation are (elementary and
  middle school levels)
• Time-out in another class ( middle school levels)

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A Menu of Classroom-Based Corrective Consequences

• Restitution
• Positive practice
• Response cost-Loss of points
• Response Cost Lottery
• Detention
• Demerits
• Office referral

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Student WorkDesign efficient and effective
procedures for assigning, monitoring, and
collecting student work.

• 5 major areas related to managing work

Assigning Classwork Homework
Managing Independent Work Periods
Collecting Completed Work
Keeping Records and Providing Feedback
Dealing with Late/Missing Assignments
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Assigning Classwork and Homework

• Students should have a consistent place to look
  to find out what their assignments are.
• Teach students to keep their own records of
  assigned homework

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Managing Independent Work Periods

• Be sure that any independent work you assign can
  be done independently by students
• Schedule independent work time in a way that
  maximizes on-task behavior
• Develop a clear vision of what you want student
  behavior during work times to look and sound like

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Managing Independent Work Periods Continued

• Provide guided practice on tasks and assignments
• Develop a specific system for how students can
  get questions answered during independent work
  periods

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Collecting Completed Work

• Collect the work personally from each student
  whenever possible
• Consider having students check off completed
  tasks

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Keeping Records and Providing Feedback

• Use a computer grade book and print out a weekly
  report for each student on each subject
• Have students keep a Student Grade Record

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Dealing with Late/Missing Assignments

• Example
• Any assignment that is turned in late will
  receive an immediate 10 penalty
• No assignment will be accepted beyond one week
  late
• Students who have more than __ late or missing
  will have their families informed
• No more that four late assignments will be
  accepted during the quarter