CHAMPS Holy Rosary and St Pius V Catholic

CHAMPS Holy Rosary and St. Pius V Catholic Schools 2015 -2016

Structure your classrooms and all areas of school for success • Understand how to shape behavior Ø Promote responsible behavior, teach expectations and establish consequences • Motivation Ø Expectancy x Value = Motivation • Guidelines for Success Ø Direct teaching of attitudes and traits help high-needs students succeed (Sprick, 2009, p. 35). • Positive Expectations Ø Positive expectations = high achievement (Sprick, p. 42). Ø The most effective teachers increase student achievement (Golden, 2011). • Effective Instructional Practices Ø Lessons should be interesting and motivating. Monitor student engagement. Goal is 90%+ engaged during lessons. Let them move!

Organization “When you have well organized routines and procedures in your classroom, you model organized behavior from students” (Sprick, p. 63). • Arrange efficient daily schedule. See template of the 4 th grade schedule. Please use this when submitting your daily schedule for review (V. Slatin, personal communication, July 2015). • Arrange positive physical space. Align your arrangement with the common instructional tasks the students will complete (Sprick, 2009). Display student work. • Use “May I have your Attention. ” • Beginning and ending routines. Ø Have materials ready if students forget something, “Children never do nothing well!” (E. Kennedy, personal communication, August 2009). • Manage student assignments. Give feedback on assignments. See Jada Cumming’s (St. Pius alumni) workbook (being passed around) from the sub and the teacher last year. Look at differences in her work when feedback was given. • Manage Independent work periods.

Sample daily schedule

Management Plan • Determine level of structure Ø We are a high structure school! • Develop and display classroom rules • Correct rule violations immediately • Establish corrective consequences for rule violations • Know when (and not to) send student to office Ø Only administrators give referrals. Send down if danger to self or others, insubordination, threats. Do not send for classroom disruption, document it and discuss with administration or counselor during a break.

Teach Expectations • Clarify CHAMPS expectations for Instructional Activities. Ø See CHAMPS book page 7 and turn and talk with a partner about how our students’ culture affects how we teach expectations (Sprick, 2009). • Clarify CHAMPS expectations for transitions • Prepare lessons to communicate your expectations.

Use CHAMPS book Chapter 4 (Sprick, 2009) to create and communicate expectations.

Create CHAMPS worksheets for all classroom activities and transitions

Tasks • Circulate and scan all sections of the classroom • Use data to monitor and adjust your plan Ø Use Reproducible 6. 10 to monitor yourself or ask a colleague to come in and observe. How many students are on task? What does teacher do to redirect if needed? When people work together, they are more insightful and innovative than they can be individually. They create synergy (Golden, 2011). Ø Contact parents or administration to create behavior management plans for students that are consistently off task or not meeting expectations

Motivation • Build positive relationships (greet students daily) • Provide positive feedback (feedback yields positive behavioral and academic success). See page 284 of CHAMPS book. Stand discuss with 2 -3 teachers in a different grade level about ways to provide positive feedback. • Provide intermittent celebrations • Strive to provide a high ratio of positive interactions

How does this help student achievement in reading and math? • Effective teaching and learning cannot take place in a poorly managed classroom (Marzano, 2003). • According to Marzano (2003), effective teachers: Ø (1) make wise choices about the most effective instructional strategies to employ, Ø (2) design classroom curriculum to facilitate student learning, and Ø (3) make effective use of classroom management techniques.

References • Sprick, R. (2009). Champs a positive and proactive approach to classroom management. Pacific Northwest Publishing: Eugene, OR. • Golden, WC. (2011). Art and Science of Teaching Module 1. Retrieved from https: //www. floridaschoolleaders. org/fsl. Portal/co ntent. Frame. aspx? wt=/general/content/learning Sciences/AST%20 MOD%201/Files/course_shel l. htm&r. ID 1182 • Marzano, H. (2003). Classroom Management that Works. Retrieved from http: //www. ascd. org/publications/books/103027/ chapters/The-Critical-Role-of-Classroom-