Champs Highlights

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Champs Highlights

• Modules 1-4

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Module 1 Vision

• Without a destination in mind, you may arrive at
  a place you dont want to be.
• Task 1 Long Range Classroom Goals
• Task 2 Guidelines for Success
• Task 3 Positive Expectations
• Task 4 Family Contacts
• Task 5 Professionalism
• Task 6 Behavior Management Principles
• Task 7 Level of Classroom Structure

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Module 1 Task 1Long Range Classroom Goals

• Identify several major goals (instructional and
  behavioral) that you want to accomplish with all
  your students by the end of the year.
• Example Goals
• Stay on task, listen and follow directions
• Turn in completed work in a timely fashion
• Treat room and all people in the room with
  respect
• Read for understanding, not only content but
  authors intent.
• Write as a form of effective communication (not
  just another task to do)

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Module 1 Task 2Guidelines for Success

• Actively share with your students guidelines that
  describe basic attitudes, traits, and behaviors
  that will help them be successful both in your
  classroom and in their lives.
• These are traits that would help students achieve
  your long-range goals.
• Make them a cause for celebration!
• Class awards, writing assignments, class
  discussions, etc.

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Module 1 Task 3Positive Expectations

• Ensure that you have, and that you convey, high
  positive expectations for the success of all your
  students.
• Include academic achievement as well as their
  ability to behave responsibly
• To be successful, you must have and communicate
  high expectations for every students success.
  In other words, expect your students to be able
  to learn to behave independently and responsibly
  in your classroom.
• Take the time to mark your calendar for times
  during the year that you will thoroughly examine
  your thoughts and statements about students.
  You cant dislike kids on company time!

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Module 1 Task 4Family Contacts

• Build positive relationships with your students
  families by making initial contact with them at
  the beginning of the year and maintaining regular
  contact throughout the year.
• Your initial contact is the most important one
  and should be made as quickly as possible.
• Provide families with a statement that welcomes
  the student, provides information about your
  history, looks forward to working with the
  student, anticipates a good year, provides major
  goals for the year, shows how you can be
  contacted, and provides a syllabus that details
  homework schedules, routines, etc.
• An example first day letter is on page 22.
• Maintain regular ongoing contact throughout the
  year.
• Record ongoing contacts. This allows you to
  monitor how often and in what ways youve
  contacted students as well as allowing you to see
  what students families you have not contacted.

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Module 1 Task 5Professionalism

• Demonstrate professionalism at all times.
• Be an active problem solver.
• Work cooperatively with colleagues.
• Respect the confidentiality of both students and
  colleagues.
• Engage in ongoing professional development, which
  includes reflecting on your own teaching
  practices.
• Act in a professional manner.
• Present a professional appearance.

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Module 1 Task 6 (a)Behavior Management
Principles

• Develop an understanding of fundamental behavior
  management principles so that you can make
  effective decisions and take appropriate actions
  to help your students learn to behave
  responsibly.
• Know why and how to 1) structure your class to
  promote responsible student behavior 2)
  effectively acknowledge responsible student
  behavior and 3) effectively respond to
  irresponsible student behavior.
• Spend more time promoting responsible behavior
  than responding to irresponsible behavior
• Recognize that misbehavior occurs for a reason.
  This reason should be taken into account when
  determining how to respond.

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Module 1 Task 6 (b)Behavior Management
Principles

• Promoting Responsible Behavior
• Set up conditions that prompt responsible
  behavior (e.g. fast-paced lesson, physical space
  arrangement, etc.).
• Ensure that students experience positive results
  when they engage in responsible behavior (e.g.
  verbal/written praise, other rewards).
• Ensure that students do not experience negative
  result from exhibiting responsible behavior (e.g.
  embarrassing with praise).

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Module 1 Task 6 (c)Behavior Management
Principles

• Misbehavior occurs for a reason
• Modify any conditions that may be perpetuating
  the misbehavior.
• lessons on responsible behavior, different seats,
  modifying work, pacing lessons more quickly,
  provide alternate assignments for students who
  are done
• Remove any pleasant outcomes that might be
  resulting from misbehavior.
• Ignore, respond calmly, ensure student does not
  get out of assigned work
• Implement corrective consequences that will make
  exhibiting the misbehavior more unpleasant for
  the student
• Demerit system, take away passing time, point
  system fines, contacting students parents

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Module 1 Task 7Level of Classroom Structure

• Determine whether your students need you to
  implement a classroom management plan that
  involves high, medium, or low structure before
  the beginning of the year. Then, re-evaluate the
  level of structure your class needs at various
  times of the year.
• See page 37 to fill out Management Discipline
  Planning Questionnaire

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Module 2 - Organization

• When you have well-organized routines and
  procedures for your classroom, you model and
  prompt organized behavior from your students.
• Task 1 Daily Schedule
• Task 2 Physical Space
• Task 3 Attention Signal
• Task 4 Beginning and Ending Routines
• Task 5 Classroom Rules
• Task 6 Student Work
• Task 7 Classroom Management Plan

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Module 2 Task 1Daily Schedule

• Arrange (or modify) your daily schedule so that
  it maximizes instructional time and responsible
  behavior and minimizes wasted time and
  irresponsible behavior.
• An effective schedule provides enough variety
  that students wont have a hard time focusing
  their attention.
• Make sure that you have a reasonable balance
  among types of activities during the period
  (direct instruction, independent seatwork, peer
  group)
• Within each activity, avoid having any one type
  of task run overly long (no more than 30
  minutes).
• Schedule independent work and peer group tasks so
  that they immediately follow review or
  introduction of new skills.
• Troublesome times for teachers are immediately
  following a break, last hour of the day, and last
  5 minutes of class. See pages 52/53 for
  suggestions.

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Module 2 Task 2Physical Space

• Arrange the physical space in your classroom so
  that it promotes positive student/teacher
  interactions and reduces the possibility of
  disruptions.
• Arrange student desks to optimize the most common
  types of instructional tasks that you will have
  students engage in.
• Make sure you have easy access to all parts of
  the room.
• Minimize the disruptions caused by high traffic
  areas in the class.
• Devote some of your bulletin board space to
  student work.
• Arrange an unobtrusive time-out space in your
  classroom.

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Module 2 Task 3Attention Signal

• Decide upon a signal you can use to get
  students attention. Teach them to respond to
  the signal by focusing on you and maintaining
  complete silence.
• Your signal should be able to be given from any
  location in the room.
• Your signal should be able to be given outside
  the classroom.
• Your signal should be both visual and auditory.

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Module 2 Task 4 (a)Beginning and Ending
Routines

• Design efficient and effective procedures for
  beginning and ending the class period.
• Entering Class
• Greet students as they enter to help them feel
  welcome.
• Have a short, 3-5 minute review task prepared
  that students can work on as they sit down.
• Have students grade their own papers then hand
  them in for a completion grade.
• The goal is for students to feel welcome and
  immediately go to their seats to start on a
  productive task.

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Module 2 Task 4 (b)Beginning and Ending
Routines

• Opening Activities
• The goal is that students will be instructionally
  engaged while you take attendance.
• Use a seating chart, rather than calling out
  names, to determine if students are present.
• The goal for dealing with tardiness is to
• Ensure that students who are tardy do not disrupt
  class or take your attention away from teaching
• Keep accurate records of excused and unexcused
  tardies
• Assign consistent corrective consequences for
  unexcused tardiness.
• Keep a record of tardies and train students that
  when they are tardy, whether excused or
  unexcused, they are to 1) quietly enter the
  classroom without interrupting the class 2) go to
  the tardy notebook, put their name in the
  appropriate box, indicate excused or
  unexcused, and attach the excuse and 3) quietly
  take a seat. See the record of tardies on page
  67.
• The goal is to not allow announcements and other
  housekeeping tasks to take up too much time.
• Do not spend more than a minute or two on
  non-instructional activities.

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Module 2 Task 4 (c)Beginning and Ending
Activities

• Being Prepared with Materials
• Your procedures for dealing with students who do
  not have materials and/or who are not prepared
  should
• Ensure that a student who does not have the
  necessary materials to participate in class can
  get them in a way that does not disrupt or slow
  down instruction
• Establish reasonable penalties that will reduce
  the likelihood the student will forget materials
  in the future
• Reduce the amount of time and energy that you
  spend dealing with the problem.
• Make sure you clearly communicate what materials
  you expect them to have both in writing to the
  parents and verbally to the students. Give
  verbal reminders every day for the first week of
  school.
• Develop a procedure for students to get what they
  need to be productive in class without causing a
  disruption and impose a penalty (one minute after
  class).
• For students who need to go to their lockers,
  have them fill out the hall pass to minimize
  distraction from your teaching. Assign a
  penalty.
• 4. Teach the students these procedures during
  the first week of school.

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Module 2 Task 4 (d)Beginning and Ending
Routines

• Dealing with Students Returning after an Absence
• Goal Students who havee beedn absent can find
  out what assignments they have missed and get any
  handouts and/or returned papers in a way that
  does not involve a large amount of your time and
  energy.
• Set up two baskets 1) Absent, What you Missed and
  2) Absent, Assignments in.
• Anytime a student is absent, put any material
  handed out into a folder that includes the
  students name, date, and class period.
• Teach students to empty the What You Missed
  folder any day they return after an absence.
• Teach the students to place any assignments due
  during an absence into the Assignments In
  folder.
• As a general rule, allow students to have the
  same number of days to complete missed
  assignments as the number of days they were
  absent.

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Module 2 Task 4 (e)Beginning and Ending
Routines

• Wrapping up the end of the period.
• Goal 1) Ensure that students will not leave the
  classroom before they have organized their own
  materials and completed any necessary clean-up
  tasks and 2) ensure that you have enough time to
  give students both positive and corrective
  feedback and set a positive tone for the end of
  class.
• At the beginning of the year, leave more time for
  this than necessary to help students understand
  their responsibilities and give them feedback.

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Module 2 Task 4 (f)Beginning and Ending
Routines

• Dismissal
• Goal Students will not leave the classroom
  until they are dismissed by you (not the bell
  ringing).
• On the first day of school and periodically
  thereafter, remind students they are not to leave
  their seats when the bell rings. Explain that
  the bell is a signal to you and they will leave
  when things are quiet and clean up is completed.

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Module 2 Task 5Student Work

• Identify 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 the rules will be effective.
• The rules should be stated positively.
• Rules should refer to specific and observable
  behaviors.
• Rules should be posted in a prominent place that
  is visible from all parts of the classroom.
• Develop consequences for rule infractions.
• Teach students what the rules are and how they
  can demonstrate compliance.

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Module 2 Task 6 (a)Student Work

• Design efficient and effective procedures for
  assigning, monitoring, and collecting student
  work.
• Assigning Classwork and Homework
• Create a permanent, consistent place for students
  to look to find assigned work.
• For long-term assignments, include daily
  reminders and prompts for portions that should
  have been already completed by that time.
• Managing Independent Work Periods
• Be sure that any independent work you assign can
  be done independently by the students.
• Modify or provide alternate assignments for some
  students work with a small group while the rest
  of the class works independently have students
  work in pairs or cooperative groups.

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Module 2 Task 6 (b)Student Work

• Schedule independent work times in a way that
  maximizes on-task behavior. Do not schedule
  independent work periods that
• are overly-long.
• immediately follow high excitement times (lunch,
  assemblies, etc.)
• follow some form of teacher-directed instruction
• are at the end of the day unless they are shorter
  than those occurring at the beginning of the day.
• Develop a clear vision of what you want student
  behavior during work times to look and sound
  like.
• Provide guided practice on tasks and assignments
  (i.e. work with students in a teacher-directed
  activity for the first 10-50 of an assignment
• Develop a specific system for how students can
  get questions answered during independent work
  periods.
• Do not ask students to raise their hands when
  they need help. (physically difficult, student
  is off-task while hand is up, draws attention to
  the student)

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Module 2 Task 6 (c)Student Work

• Collecting Completed Work
• Having students hand in work directly to you
  allows you and the student to know you know
  whether work has been turned in.
• It also allows you to later reemphasize with
  students who do not turn in their work that work
  completion is an important aspect of responsible
  behavior on your class.
• Keeping Records and Providing Feedback
• Contact parents of students who are falling
  behind by the second week of school and/or who
  are missing a certain number of assignments.
• Use a computer gradebook and print out (or email
  home) a weekly report.
• Keep a wall chart of work completion (classwide
  percentage of work turned in).
• This gives the opportunity to discuss the
  importance of being responsible and accountable
  for homework.
• Also allows for small-scale rewards when
  completion is above a certain percenetage.

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Module 2 Task 6 (d)Student Work

• Dealing with late/missing assignments
• Create a late policy that mildly penalizes
  occasional late work but that steps up penalties
  for chronic late work.
• Sample late policy
• 10 penalty per day late
• No assignment accepted over 1 week late
• Students with more than ___ late assignments will
  have families informed
• No more than 4 late assignments/trimester

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Module 2 Task 7Classroom Management Plan

• Prepare a Classroom Management Plan with which
  you can summarize the important information,
  policies, and procedures that you will use to
  motivate students and address student
  misbehavior.
• Summarize your organizational and discipline
  policies and strategies on a brief form. (pgs
  94-96)
• This will help you determine whether your plan is
  clear and simple enough.

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Module 3Expectations

• When your expectations are clear, students never
  have to guess how you expect them to behave.
• Common problems, students talk too much, working
  on other class work, socializing, wandering,
  monopolizing/not participating in classroom
  discussions, disrupting/doing nothing.
• Task 1 Expectations for Classroom Activities
• Task 2 Expectations for Transitions
• Task 3 Prepare Lessons on Expectations

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Module 3 Task 1CHAMPs Expectations for
Classroom Activities

• Define clear and consistent behavioral
  expectations for each regularly-scheduled daily
  classroom activity. See page 113.
• Then, for each activity, define behavioral
  expectations for Conversation, Help, Activity,
  Movement, and Participation.
• Pay attention to the level of structure needed
  for each activity.
• Its easier to lessen highly structured
  procedures than to implement more structure later.

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Module 3 Task 2CHAMPs Expectations for
Transitions

• Define clear and consistent behavioral
  expectations for the common transitions (with and
  between activities) that occur during a typical
  school day.
• First, define the major transitions that occur
  during your class period.
• before the bell rings, after the bell rings,
  getting out paper/pencil, heading the paper,
  getting out book and finding a page, moving
  to/from small group locations, leaving and
  entering the classroom, putting things away,
  trading papers for corrections, cleaning up after
  projects, leaving the classroom, moving as a
  class to a different location (library), hanging
  things out, handing things back, opening and
  dismissal routines.
• Then, define the different behavioral
  expectations using the CHAMPs acronym. See page
  127

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Module 3 Task 3 (a)Prepare Lessons on
Expectations

• Develop a preliminary plan and prepare lessons
  for teaching your CHAMPs expectations to
  students.
• 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.
• See the T-Chart on page 141 for an example.

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Module 3 Task 3 (b)Prepare Lessons on
Expectations

• Explain the expectation and then verify that
  students understand the expectation.
• Visual Displays
• Demonstrations
• Practice and Rehearsal
• Verification
• See pages 147-151

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Module 4The First Month

• When you teach students how to behave responsibly
  during the first month of school, you
  dramatically increase their chances of having a
  productive year.
• Task 1 Final Preparations
• Task 2 Day One
• Task 3 Days 2-20
• Task 4 Special Circumstances

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Module 4 Task 1 (a)Final Preparations

• Review and complete the essential tasks from
  Modules 1-3, and make final preparations for the
  first day of school.
• Develop a modified daily (class) schedule for the
  first day of school. See example, pg 158
• Have the class be as representative as possible,
  but include activities that will accomplish first
  day functions (students feel comfortable/settled,
  communicate classroom goals/rules/guidelines/expec
  tations, communicate school rules/expectations,
  deal with logistics.
• Getting acquainted activities should not be a
  part of every class period.
• Make a sign for your room.
• Prepare an initial activity for students to work
  on when they enter the room.
• Have students fill out a general information form
  with name, phone number, address, email, etc.
• Have students write answers to one or two
  questions that will help you get to know them
  better. (two things they would like to receive
  public praise for and two things for which they
  prefer to get private feedback)
• Prepare a plan for dealing with families who want
  to take your time on the first day of school.

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Module 4 Task 2Day 1

• Be prepared to implement strategies on the first
  day of school that will allow you to make a great
  impression on your students.
• Write your Day One Schedule on the board, on
  the projector, or a flip chart.
• Greet the studetns individually as they enter the
  room.
• Get students attention as soon as the bell
  rings.
• Communicate the essential classroom information
  in the first ten minutes.
• Teach your attention signal.
• Orient students to the First Day Schedule and
  begin using the three-step process for
  communicating your expectations.
• Teach your expectations.
• Monitor student behavior.
• Give students feedback on their implementation of
  expectations.
• Conclude the class period by orienting students
  to your end-of-day procedures.

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Module 4 Task 3Days 2-20 (The First Four Weeks)

• During the first month of school, continue to
  implement the three-step process for
  communicating expectations, and take the time to
  verify that students understand what is expected
  of them.
• Communicate expectations for student behavior in
  response to your attention and during independent
  work times when you are otherwise engaged.
• Verify that students understand the behaviors
  expected from them.

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Module 4 Task 4Special Circumstances

• Be prepared to teach your CHAMPs expectations to
  any new students who enter your class, and be
  prepared to develop and teach all students your
  expectations for any unique events that may
  occur.
• Teach expectations to new students.
• Teach individually, reteach the class, buddy
  system
• Teach expectations for unique events.
• Assemblies, fire drills, etc.