CHAMPS Classroom Management That Works Presented by Kathy

CHAMPS Classroom Management That Works!!! Presented by Kathy Hoes 1

For C—Conversation H—Help A—Activity M—Movement P—Participation S—Success! TODAY Limit side conversations and use technology appropriately. Ask for help anytime. No question left behind. Text me 214 -477 -4347. Teacher directed instruction, cooperative learning and fun for all. Take care of your need to stand up, stretch, or use the restroom. Morning and afternoon breaks will occur. Taking notes, actively participating and encouraging others to participate. Be ready for a successful school year Be the ONE! 2

The goal of positive behavior support is not “perfect” children. Rather, the goal should be the perfect environment for enhancing their growth. -John Marzano

Introduction • Discipline problems have always been and will continue to be a leading cause of frustration for teachers. – ½ of new teachers will leave the profession within 5 years – Most have little knowledge of the variables that can be manipulated to positively influence student behavior – Even experienced teachers become frustrated with student behavior and lack of

Historical Perspective Behavior management has typically consisted of trying to make students behave. – This attitude leads to an overdependence on reactive procedures. – Reactive procedures are not bad or wrong; they are simply ineffective in changing behavior. – They make us hold onto “simple solutions. ” © Safe & Civil Schools 5

An Increase In Emotional Intensity

Dependence on Role-Bound Authority

A Dependence on Punishment

Wishing and Hoping

There are techniques and strategies that can improve student behavior, attitude, and motivation. 10

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.

The Big Picture Outcomes of effective management are: – High rates of academic engagement – Consistently respectful interactions – Posted expectations and observed student behavior match

Grab a post it note and… Respectful Responsible Motivated Engaged

STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity. ” 14

There are five variables we can manipulate that have evidence S = Structure for Success in T the research literature for = Teach Expectations making a difference in the O = Observe Behavior socio-emotional health of I = Interact Positively individuals. C = Correct Fluently Page 2

Section 1 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. • Beginning and ending routines • Layout of the classroom • Transitions and activities • Overall order of the room 16

Section 1 1. Structure (organize) your classroom to prevent misbehavior. A few school based examples: • Cafeteria, halls, class breaks, passing periods • Teacher clarity • Teacher enthusiasm • Schedule of activities • Quality of curriculum • Classroom climate 17

Section 2 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 the classroom. 18

BE CLEAR Bring your classroom management plan in high-def focus for your students, making it clear and comprehensible- because ambiguity and confusion are the enemies of effective classroom management. Check for Understanding multiple times.

Turn and Talk With your elbow partner, determine some strategies you can use to check for understanding. 20

Section 3 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. • Even responsible adults will push limits without monitoring. 21

Section 3 Observe (supervise) • Circulate and scan • Watch for praiseworthy behaviors • Use proximity to nip early stage misbehaviors • Collect observable data when appropriate 22

Section 4 4. Interact positively with students. • Provide frequent noncontingent attention to build relationships. • Provide frequent, ageappropriate positive feedback to acknowledge students’ effort to be successful. 23

Section 5 5. Correct misbehavior fluently • BRIEF corrections maintain instructional flow and reduces the degree of disruption the misbehavior causes. • CALM corrections model responsible ways to deal with conflict, avoided escalating emotional intensity, and keep your blood pressure at a good level. 24

• 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 25 student’s dignity—while still addressing

STOIC—Cheap, simple, and effective Structure the environment for success. Teach expectations. Observe (monitor, supervise). Interact positively (build relationships and provide positive feedback). Correct fluently (calmly, consistently, immediately, respectfully). © Safe & Civil Schools 26

What the CHAMPS approach IS: Not in handout • 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 all staff members • An acronym 27

Four Basic CHAMPS Beliefs 1. Classroom structure has a huge impact on student behavior; therefore, educators should carefully structure their classroom environments in ways that prompt responsible student behavior. 2. Educators should overtly teach students how to behave responsibly (i. e. , be successful) in every classroom situation.

Four Basic CHAMPS Beliefs 3. Educators should focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior. 4. Educators should preplan their responses to misbehavior to ensure that they will respond in a brief, calm, immediate, and consistent manner.

Basic Beliefs 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 teacher’s repertoire of behavior support

Basic Concepts of Behavioral Interventions Ninety+ years of research on behavior has repeatedly shown: – Behavior is learned. – Behavior can be changed. – Lasting behavior change is more likely with positive, rather than punitive, techniques. – No student should be intentionally or unintentionally embarrassed or belittled. 31

May sound easy, but the reality is: Unlike academics, behavior is much more complex and difficult to predict. Behavior problems influenced by variables, many of which teachers can’t control. There are NO guarantees. However… 32

33

The Goals The goal of classroom management is to develop a classroom of students who are: • respectful, • responsible, • motivated, • and highly engaged in meaningful tasks. 34

STOIC Pg. 6 By using the acronym STOIC you can educate students about the behaviors and attitudes needed for the classroom. 35

Turn and Talk 1, 2, rapid fire. Recap the information shared so far. An AHA What I want to remember

OK! Time to get to work and start planning !

CHAMPS – pg 110 What about Teacher Needs? ? Complete the Classroom Management and Discipline Planning Questionnaire (Teacher’s Needs). SCALE: 1 -20 (1=LOVE, 20=HATE) What is your structure quotient? ?

39

40 HI G H Me diu m LO W

CD Reproducible CHAMPS Planning Complete the “Classroom Management and Discipline Planning Questionnaire to help determine the level of structure necessary for the classroom.

Think about using the pencil sharpener in your classroom. What would the procedure look like for students who need Low structure? Medium structure? High structure? 42

Classroom Structure (Example): Using the pencil sharpener Low Structure 1) When someone is not teaching or speaking to the class. 2) When you need to sharpen your pencil. Medium Structure 1) When there is no line at the pencil sharpener. 2) Sharpen quietly with no talking. 3) Respect personal space of others along your way. High Structure 1) Always have two sharpened pencils for class. 2) Raise hand for permission before going to the sharpener. 3) Sharpen and return quickly and quietly to your area. © Safe & Civil Schools 43

STRUCTURE • Teachers should always develop their classroom management plans based on the level of structure that is necessary for their classrooms. • When in doubt, they should always start with a high level of structure. 44

Motivation “The simplest way to ensure that students expect success is to make sure that they achieve it consistently. ” Brophy, 1987 SUPPLEMENTAL SLIDE 45

Expectancy X Value = Motivation • Expectancy-The degree to which an individual expects to be successful at any given task. • Value-The degree to which an individual values the rewards that accompany success of the task. CHAMPS Pg 29 Expectancy Rate 10 X Value Rate 10 =100% Motivation Expectancy Rate 0 X Value Rate __ = __ Motivation Expectancy Rate __ X Value Rate 0 = __ Motivation

Four Tasks That INCREASE The “Value” Component of the Equation 1. Building Positive Relationships with Students by INCREASING NONCONTINGENT ATTENTION 2. Providing Positive Feedback to Students 3. Providing Intermittent Celebrations 4. Striving to Provide a High Ratio of Positive Interactions Pg. 277 47

THINK LIKE A STUDENT Find your partner for Be sure and take your handout and a writing instrument 48

Now, think like a student The activity: VIDEO GAMES Thinking like a student…. . From 0 - 10 How much does the student expect to be successful? How much does the student value playing the video game? What is the percentage of motivation? 49

Now, think like a student Look at the chart in your handout. List 2 more activities that you have your students complete in your classroom. Thinking like a student…. . What is the expectancy rate? What is the value of the activity? What is the percentage of motivation? 50

Motivation Expectancy is based on the student’s perception. Find out what they can do. Which piece they really get? Build on that. 51

Motivation When you implement EFFECTIVE INSTRUCTION and POSITIVE FEEDBACK, you motivate students to demonstrate their BEST BEHAVIOR 52

Complete your STOIC checklist for a guide as you develop your classroom management plan. 53

Not in handout What Is A Classroom Management Plan? A classroom management plan is a teacher created document that captures: • Rules • Procedures • Routines • Expectations • Encouragement Procedures • Correction Procedures For Misbehavior (Frey, 2011)

Example page 195 Your Classroom Management Plan Three Things to Consider: 1. Your style 2. The needs of your students 3. What the effective schools research says…. . 55

Effective Schools Research Says… 1. Include high expectations for student success. 2. Build positive relationships with students. 3. Create consistent, predictable classroom routines. 4. Teach students how to behave successfully. 5. Provide frequent positive feedback. 6. Correct misbehavior in a calm, 56

handout 2 The Classroom Management Plan

E-Engage A-Active listening G-Goals guide achievement L-Lead by example E-Every person, Every day… S-Strive to “BE THE ONE!” 58

Not in handout Rules about Rules • TEACH, PRACTICE & PROVIDE FEEDBACK to YOUR INTERPRETATION OF THE RULES – Heavy during the first month – Frequently throughout the year – Example… “following directions” • MONITOR AND PROVIDE CONSISTENT FEEDBACK AT PREDETERMINED INTERVALS.

Characteristics of Effective Rules 1. Stated POSITIVELY • Is there ever any exception to this? 2. Should be Specific and Refer to OBSERVABLE BEHAVIORS 3. TEACH your rules using POSITIVE & NEGATIVE examples 4. Applicable throughout the ENTIRE CLASS PERIOD 5. POSTED in a prominent, visible location

Not in handout What to AVOID When Developing Classroom Rules Vagueness “Treat others like you want to be treated. ” “Do your best. ” Broad Values “Be Respectful. ” “Be Responsible. ” Classroom Expectations “Raise hand before you speak. ” “Before leaving your seat, get permission. ” Classroom Procedures “Go to your seat when you enter the room. ” “Wait for the bell to ring before leaving your desk. ” 61

Develop YOUR Classroom Rules in Handout 2 My Classroom Rules CHAMPS- pg 115 EFFECTIVE RULE CHARACTERISTICS Few in number (3 – 6) Stated positively Observable Applicable Posted and taught

When you have well-organized routines and procedures for your classroom, you model and prompt organized behavior from your students.

The Effective Teacher – develops procedures for every possible circumstance, – teaches those procedures, – practices those procedures, and – enforces those procedures. Wong and Wong

The Effective Teacher –PREPARES

Common Classroom Activities Procedures to define • • Attention Signal Beginning & Ending Routines Procedures for Student Work Managing Independent Work Periods • Personal Procedures Relevant To Your Classroom

Page 76 Use an Attention Signal • Designed to get students’ attention. • Characteristics of an Effective Signal: o. Mobile o. Auditory o. Visual o. Movement 67

Attention Signal “Class, Your Attention Please. ”

Using an Attention Signal • Advantages: • Given from any location in the room • Can use outside of the classroom • Has all the characteristics: visual, auditory, mobile, movement

R U O Y is t a h w … ? l a n g Now i s n o i t n e t at Describe it in Handout 2. What does it look like? What does it sound like? 70

Does it pass “the test”? ? o. Mobile o. Auditory o. Visual o. Movement 71

Implementing Your Attention Signal • Use your attention signal when you need to have everyone’s attention. • Insure that the students have been TAUGHT and MASTERED how they are to respond. • After giving the signal, wait until you have the attention of 100% of the students. • Give the attention signal one more time, if needed. 72

Common Classroom Activities That We All Use Major classroom activities that take place during a typical school day: • Teacher directed instruction • Independent seat work • Class discussions • Cooperative group work • Taking tests/quizzes • Arrival and Dismissal

Ask Yourself… HOW and WHEN • …do you want students to have conversations? • …do you want students to get your help? • …do you want students to accomplish your assigned tasks? • …do you want students to move about the classroom? • …do you want students to participate in

The CHAMPS Acronym Page 154 C—Conversation Can students talk to each other during this activity or transition? H—Help How do students get their questions answered? How do they get your attention? A—Activity What is the task or objective? What is the expected end product? M—Movement Can students move about? (E. g. , are they allowed to get up to sharpen a pencil? ) P—Participation What does the expected student behavior look and sound like? How do students show they are fully participating? 75 S—Success! If students follow the CHAMPS

C - Conversation Page 155 Voice Levels • 0= No Sound/No Talking • 1= Whisper • 2= Quiet Conversational Voice • 3= Presentational Voice • 4= Outside Voice 76

H - Help How do students get help? • Raise your hand • Ask your partner • Put out your HELP card • Come to my desk • Skip and do what you can 77

A - Activity What are students doing? • Describe the product • Describe the task/assignment • What will the students do when finished? 78

M - Movement Can students move about? • No movement…stay in your seat • May sharpen your pencil only. • May get up as long as only one student is up at a time. 79

P - Participation How do students show they are participating? • Raising their hand answering questions • Turn in completed work • Talking only to group • Looking at paper and writing 80

S - Success If students comply with the expectations, students will be SUCCESSFUL! 81

Example page 157 Find the blank CHAMPS Activity Worksheet in the big handout.

Class Activities • Teacher directed instruction • Independent seat work • Class discussions • Cooperative group work • Taking tests/quizzes • Arrival and Dismissal 83

C—Conversation. Can students talk to each other during this activity or transition? H—Help How do students get their questions answered? How do they get your attention? A—Activity What is the task or objective? What is the expected end product? M—Movement Can students move about? (E. g. , are they allowed to get up to sharpen a pencil? ) P—Participation What does the expected student behavior look and sound like? How do students show they are 84 fully participating?

What transitions do you usually have in your class? 1. Entering the classroom. 2. Exiting the classroom 3. Going to the library, lunchroom, etc. 4. Cooperative groups. 5. Changing content area (elem) 6. Passing period 85

Transitions Page 165 • Common Transitions – Changing classes (MS & HS) – Beginning and Ending routines – Moving as a class to a different location (e. g. , library, lunchroom) – Cleaning up after a group project – Moving to and from cooperative groups

The First Month When you teach students how to behave during the first month of school, you dramatically increase their chances of having a productive year. 87

What Visual Displays Will I Use? Page 178

Adapted from Sprick's CHAMPs TTT by Laura Hamilton 89

90

Adapted from Sprick's CHAMPs TTT by Laura Hamilton

92

11/29/2020 Comprehensive Behavior Management Laura Hamilton 93

94

CHAMPS: Taking Notes C Conversation H Help No talking Raise hand A Finish all notes M Stay seated P Look up, write. Activity Movement Participation

98

1. INTENT: CHAMPS posters 1. EFFECTIVE: 90% of the students comply with the posted expectations. 99

Teaching Expectations You must develop a plan and prepare lessons for teaching your CHAMPS expectations to students for classroom activities and transitions! Page 184

Provide a RATIONALE for WHY you are TEACHING your EXPECTATIONS! 1. To create and maintain a positive, respectful, and safe learning environment for all students 2. To make behavioral and academic expectations for each student crystal clear 3. To judge each student’s needs and create strategies to meet those needs 4. To be consistent and fair* in the implementation of classroom Page 218

TEACH VS TELL 1. 2. 3. 4. 5. Overtly Teach Demonstrate Practice Re-Teach/Review/Remind Display Visually: TEXT OR PICTURE BASED? ü Review pages 179 -184; 188 -189. ü Share at your tables what visual aids you have seen or used. 102

Three-Step Process for Communicating Expectations Detailed in Chapter 5 LAUNCH, Task 3

• Teach Expectations for a Particular Activity or Transition Immediately BEFORE it Occurs. • Two Components of All Lessons: • Present the Expectations (INITIALLY 20 -50% OF THE ALLOTTED TIME) • Verify the Students Understand the Expectations 104

Employ a Classwide System to increase motivated and responsible student behavior HIGH STRUCTURE MEDIUM STRUCTURE LOW STRUCTURE 105

Classwide Motivation Systems Appropriate Systems for Classes Needing LOW STRUCTURE q Goal-Setting Procedures: • Teacher sets goals for individual students • Teacher guides students in the process of setting their own goals • Teacher guides students in setting classwide goals MEDIUM STRUCTURE q q q q q 100 Squares Group Response Cost Lottery Tickets Mystery Behavior of the Day Public Posting (Classwide) Public Posting (Individual) Self-Evaluation of On/Off Task Behavior Target and Reward a Specific Behavior Team Competition with Response Cost Lottery © Safe & Civil Schools Appropriate Systems for Classes Needing HIGH STRUCTURE q Behavioral Grading q Economic Simulation q Reinforcement Based on Reducing Misbehavior q Whole Class Points 106

107

Behavior Management Principles • Structure your class to promote responsible behavior. • Effectively acknowledge responsible behavior. • Effectively respond to irresponsible behavior. Pg. 18 of Book Adapted from Sprick's CHAMPS TOT by Laura Hamilton 108

If consequences resulting from a particular behavior are perceived as pleasant, that behavior will increase or occur more frequently. If the consequences resulting from a particular behavior are perceived as unpleasant, that behavior will decrease and occur less frequently 109

Develop responses for common rule infractions • Establish consequences that fit the nature of the problem, but that are as mild as possible. • Prediscuss consequences with students. 110 Page 126

Correct Rule Violations EARLY During the First Month 1. Pre-Correction (pg. 120) 2. Proximity (pg. 120) 3. Gentle verbal reprimands (pg. 121) 4. Discussion at a neutral time (pp. 121– 122) 5. Family contact (pg. 122) **SCRIPT (pg. 123) 111 Pg. 120 © Safe & Civil Schools

It’s not the SEVERITY of your consequences that will make them effective, it’s the CERTAINTY. Dr. Randy Sprick

Misbehaviors 1. Mild misbehavior 1. Moderate misbehavior 1. Serious Misbehavior 113

Find your partner for Responsible Be sure and take your handout and a writing instrument

Menu for Effectively Responding to Classroom Misbehavior Mild Misbehaviors Moderate Misbehaviors Severe Misbehaviors B E H A V I O R Previous responses plus R E S P O N S E Previous responses, plus:

Mild Misbehaviors B E H A V I O R • • • R E S P O N S E • • • Moderate Misbehaviors Talking out Off Task No Materials No Homework Delay in Following Directions Dress Code Violation Noncompliance • Proximity Change Seating/Location Verbal Reprimand Signal/Gesture/Look Record Misbehavior Model/Practice Expectation TEACHING AND PRACTICE OF EXPECTED BEHAVIOR Discussion with Student Planned Feedback Reference Behavior Monitor/Feedback Sheet Social Skill Correction Procedure Pre-correction Humor Planned Ignoring Previous responses plus: • Positive Practice • Conference with Teacher (paired with Behavior Improvement Form) • Timeout • Time Owed • Loss of Privileges, Points, etc. (Response Cost) • Restitution • TEACHING AND PRACTICE OF EXPECTED BEHAVIOR • Emotional Reaction (only 2 x a year) • • • Disrespect Defiance Verbal Aggression Mild Physical Aggression Class Disruption Repeat Offenses Severe Misbehaviors • • Strong and Repetitive Defiance Physical Aggression Severe Verbal Aggression Severe/Repetitive Class Disruption (e. g. , Temper Tantrum) Previous responses, plus: • Reference Level System • Individualized Behavior Intervention Plan • TEACHING AND PRACTICE OF EXPECTED BEHAVIORS • Parental Involvement • De-Escalation • Interagency Support • Detention • Suspension • Office Referral 116

But when does the kid go to the office? ? When do you think a sever behavior should be an office referral? ? P I C S N I R P R U O Y K L A 117

When you want to convert someone to your view, you go over to where he is standing, take him by the hand guide him. 118

119