CHAMPS: A Proactive

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CHAMPSA Proactive Positive Approachto
Classroom Management(2nd Edition)

• Welcome!

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Norms for CHAMPS presentation

• Respect the presenters and the others who are
  listening. No side-bar conversations.
• If you have a question, please raise your hand
  and wait to be called on or post your question on
  a sticky note and put it on the parking lot.
• Take care of your needs. You may step out as
  needed for restroom breaks or emergency phone
  calls.
• Participate fully in the presentation and
  discussions.
• Cell phone on silent texting kept to a minimum.
• Take notes.
• Share ideas.

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Safe Civil Schools
Foundations Rules, Expectations Procedures for
all Common Areas
CHAMPS Rules, Expectations Procedures for the
Classroom
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What is Classroom Management?
Classroom managementrefers to the actions
teachers take to create, implement, and maintain
a classroom environment that supports
learning. -Carolyn Evertson
Effective classroom management consists of
teacher behaviors that produce high levels of
student involvement in classroom activities,
minimal amounts of student behavior that
interferes with the teachers or other students
work, and efficient use of instructional
time. -Emmer Evertson
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Introduction

• The goal of classroom management is to develop a
  classroom of students who are
• respectful,
• responsible,
• motivated,
• and highly engaged in meaningful tasks.

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• 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.

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• We must accept students as they are, while
  helping them move to where they need to be.
• There are probably no "simple" solutions.
• Increasing emotional intensity is not enough.
• Punitive consequences are not enough.
• Role-bound power is not enough.
• Wishing and hoping is not enough.

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

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CHAMPS is Proactive
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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.

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What do you want?

• Take 5 minutes to write down
• The types of student behaviors which concern you.
• The types of behaviors you would like to see your
  students display in your class.

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• Ive come to the frightening conclusion that I
  am the decisive element in the classroom. Its my
  personal approach that creates the climate. Its
  my daily mood that makes the weather. As a
  teacher, I possess a tremendous power to make a
  childs life miserable or joyous. I can be a tool
  for 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 crisis will be escalated or deescalated and a
  child humanized or dehumanized.
• Haim Ginott

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The Magic Question

• What variables can we manipulate to change
  someones behavior?

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• STOIC is an adjective meaning tending to remain
  unemotional, especially showing admirable
  patience and endurance in the face of adversity.

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• STOIC represents five variables you can
  experiment with to try to guide students toward
  the goal of respectful, responsible, motivated
  behavior.
• S Structure
• T Teach expectations
• O Observe
• I Interact positively
• C Correct fluently

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1. Structure (organize) your classroom to
prevent misbehavior.

• The way a setting is structured has a big impact
  on the behavior and attitude of people in that
  setting.

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• A few examples
• Organization of desks
• Schedule of activities
• Teacher clarity
• Teacher enthusiasm
• Quality of curriculum
• Classroom climate

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2. Teach your expectations regarding how to be
successful within the structure that you have
created.
Effective teachers overtly teach students how to
behave responsibly and respectfully in every
classroom situation. Group work Test Seatwork Etc.

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3. Observe whether students are meeting
expectations (monitor!).

• In the short run, this means circulate and
  visually scan.
• In the long run, this means collect and analyze
  meaningful data on student progress.

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4. Interact positively with students.

• Provide frequent non-contingent attention to
  build relationships.
• Provide frequent, age-appropriate positive
  feedback to acknowledge students effort to be
  successful.

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5. Correct misbehavior fluently (briefly, calmly,
consistently, immediately, and (as much as
possible) privately).

• Brief corrections maintain instructional flow and
  reduce the degree of disruption the misbehavior
  causes.
• Calm corrections model responsible ways to deal
  with conflict, avoid escalating emotional
  intensity, and keep your blood pressure at
  reasonable levels.

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• Consistent corrections allow you to be on
  automatic pilot and demonstrate to students you
  are fair and equitable.
• Immediate corrections prevent minor misbehavior
  from becoming major misbehavior.
• Reasonably private corrections model respect and
  help maintain the students dignitywhile still
  addressing the problem.

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CHAMPS is Instructional

• Teach Monitor Feedback

3 Steps to Changing Behavior
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CHAMPS is Instructional

• Youll need to be
• Nauseatingly Clear

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• Classroom management is a journey we take with
  our students.
• The students who are motivated and responsible
  are like crew members
• the students who are responsible, but not
  terribly motivated, are like passengers
• and Huck Finn is our hostage.

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CHAMPs

• Take 1 minute to draw both sides of a penny by
  YOURSELF on a blank piece of paper. Dont sneak
  a look at a penny.
• Now, at your table work together . You have 4
  minutes.

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CHAMPs

• Two messages from this activity

• There is always more to learn!
• We know more collectively!

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• Four new tails sides to the penny in 2009 in
  honor of the 200th anniversary of Lincolns birth.

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Champs
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The CHAMPS Material

• What the CHAMPS approach is NOT
• A canned program
• A rigid set of procedures

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• What the CHAMPS approach IS
• A guide to the decisions teachers can make to
  build and implement a proactive and positive
  approach to classroom management
• A process of continuous improvement
• A common language among staff
• An acronym

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The CHAMPS Acronym

• CConversation Can students talk to each other
  during this activity or transition?
• HHelp How do students get their questions
  answered? How do they get your attention?
• AActivity What is the task or objective? What is
  the expected end product?
• MMovement Can students move about? (E.g., are
  they allowed to get up to sharpen a pencil?)
• PParticipation What does the expected student
  behavior look and sound like? How do students
  show they are fully participating?

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• SSuccess! If students follow the CHAMPS
  expectations, they will be successful.

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Norms for CHAMPS presentation

• Respect the presenters and the others who are
  listening. No side-bar conversations.
• If you have a question, please raise your hand
  and wait to be called on or post your question on
  a sticky note and put it on the parking lot.
• Take care of your needs. You may step out as
  needed for restroom breaks or emergency phone
  calls.
• Participate fully in the presentation and
  discussions.
• Cell phone on silent texting kept to a minimum.
• Take notes.
• Share ideas.

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YOUR CLASSROOM MANAGEMENT PLAN

• Three Things to Consider
• Your style
• The needs of your students
• What the effective schools research says

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Level of Structure - Teacher

• What is your tolerance for background noise?
• What is your tolerance for individual voices
  (volume, pitch, whiny, mumbling, etc.)?
• What is your tolerance for interruption?
• What is your tolerance for movement?
• What is your ability to multitask without
  becoming flustered?

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Level of Structure - Students

• What grade/age of child do you teach?
• How many students are in your class?
• How many students have been identified with
  special needs (ELL, SE, ED, etc.)?
• How have your students performed in previous
  years?
• How would you describe the level of interest and
  support provided by parents?

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Effective School Research says

1. Include high expectations for student success.
2. Build positive relationship with students.
3. Create consistent, predictable classroom
   routines.
4. Teach students show to behave successfully.
5. Provide frequent positive feedback.
6. Correct misbehavior in a calm, consistent, and
   logical manner.

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Level of Structure

• The greater the level of structure needed in
  your classroom, the more detailed and prolonged
  you are going to have to be when teaching your
  CHAMPS expectations.

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What is Structure?

• Structure
• ISNT
• Punitive.

• Structure
• IS
• Orchestrated Care!

Randy Sprick
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Classroom Structure Example

• Using the pencil sharpener
• Low structure says
• Medium structure says
• High structure says

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What Does Structure LookLike - Sound Like?

• The principal steps into your room and asks to
  speak to you in the hallway
• Low structure says
• Medium structure says
• High structure says

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• There is one absolute rule within the CHAMPS
  approach
• Students should be treated with dignity and
  respect.
• Belittling or ridicule has no place in the
  effective teachers repertoire of behavior
  support practices.

• Basic Beliefs

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When you treat student misbehavior as an
instructional opportunity, you give students
the chance to learn from their mistakes
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• They may forget what you said, but they will
  never forget how you made them feel.
• --Carol Buchner

• Your role as a leader is even more important than
  you might imagine. You have the power to help
  people become winners.
• --Ken Blanchard