CHAMPs II What do I do Classroom Management

CHAMPs II: What do I do?

Classroom Management

Foundations CHAMPS RTI

In a Well-Managed Classroom • Students are actively involved in their work • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented, but relaxed and pleasant

Best Management Tools

Management Tools • • • Effective Instruction delivered with consistency and fidelity Use of research-based curriculum and methods High rate of student participation Tasks that promote accurate responses and success Frequent reinforcement and teacher feedback

Management Tools Respect Treating people with respect provides a foundation for building social/emotional relationships. Positive relationships between students and adults creates a positive and productive learning environment.

Establish Behavioral Rules • A small number (i. e. , 3 -5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. • Publicly post the rules.

Establish Behavioral Expectations What were my directions? Is this student in compliance? Discuss.

Expectations for Common transitions n Changing classes n Beginning and ending routines n Moving as a class to a different location (i. e. , library, lunchroom) n Cleaning up after a group project n Moving to and from cooperative groups

Teach rules in the context of routines • Teach expectations explicitly. • Define rule in operational terms—tell students what the rule looks like within routine. • Provide students with examples and non-examples of rulefollowing. • Actively involve students in lesson—game, roleplay, etc. to check for their understanding. • Provide opportunities to practice rule following behavior in the natural setting.

Management Tools 1. Structure and organization of the setting Conscious construction of classroom climate (e. g. , schedules, physical space, procedures) 2. Clarify and teach expectations Consistent and detailed expectations taught in age-appropriate ways

Monitor students’ Behavior • Active supervision • Move around • Look around • Interact with students • Reinforce • Correct

10 Examples of Pre-correction • Pre-teaching • • • Identify skills & components Review steps Practice (examples & non-examples) Feedback (reinforce) Pre-correct before transitions

Management Tools 3. Provide positive consequences when students are meeting expectations 4. Provide effective corrective consequences when students violate expectation: Instructional corrective techniques when students lack information and using correctiions and consequences and when needed (e. g. , fluent corrections that maintain instructional flow and do not provide unnecessary attention to the misbehavior)

Categorize Problem Behavior • Minor school infractions • Typically managed immediately by staff in the context in which they occur • Serious/Major school violations • Written Behavior Incident Report, Parent Contact and could referred to office and to be managed by the school administration • Illegal/Major behavior • Almost always are managed by school administration in conjunction with local law enforcement agents

Minor Discipline Offenses "Minor" discipline events are behaviors that can be redirected quickly without disrupting the flow of instruction or school activity, do not require the direct contact with the office, and if performed infrequently would not be considered a problem.

Level 1: Minor Misbehaviors Off task behavior Minor disruptions Running in the hall Out of dress code Rude and disruptive noises Minor disrespect to peers

Managing Level 1 Minor Misbehaviors Fluent correction of Misbehaviors • • • Proximity Reteach Practice Gentle Reminders and Prompts Time-Owed Time Out

Level 1: Minor Misbehaviors “ When you want to convert someone to your view, you go over to where he is standing, take him by the hand guide him. ” -Saint Thomas Aquinas

Moderate: Level 2 Discipline Offenses • • • Chronic Level 1 misbehavior Disrespect to a teacher Pushing, shoving Chronic non-compliance Inappropriate language Hurtful teasing

Managing Level 2 Moderate Misbehaviors Fluent correction of Misbehaviors • • • BIR Parental Contact Lunch or PE detention After School Detention Restitution

Moderate: Level 2 Discipline Offenses • • • Chronic Level 1 misbehavior Disrespect to a teacher Pushing, shoving Chronic non-compliance Inappropriate language Hurtful teasing

Level 3 Severe Misbehaviors • • Fighting / hitting Sexual harassment Harassment Stealing Physically dangerous behavior Defiance Gender, racial, or other gross teasing Cheating

Violations at this level always include a conference with the principal, parents, and involved staff members. Consequences are determined by the principal and administrative staff and may include suspension and/or expulsion. Other corrective actions may be assigned at the discretion of the principal.

Level 4 Illegal Behaviors • • Alcohol – the possession, transfer, use or sale of any alcoholic beverages Drugs – the possession, transfer, use or sale of drugs or drug paraphernalia Tobacco – the possession, transfer, use or sale of any tobacco product Firearms – the possession of any firearm (including starter guns or parts thereof), or of any similar, destructive device • Weapons – the possession of any knife, metal knuckles, tear gas gun, chemical weapon, stun gun, BB gun, or other instrument or device that demonstrates the intent to go armed • Assault – any serious assault resulting in bodily injury • Sexual activity – consensual sexual activity between students

Consequences • When the violation occurs, the student’s parents/guardians will be called and informed of the violation and will be required to immediately pick up the student from school. Students and parents will be informed either orally or in writing of the school rules that have been violated and of the specific grounds for disciplinary action. A conference will be scheduled with the principal, parents, and involved staff members. The student will thereafter be suspended from school until a decision is reached on the consequences of the violation. Upon the recommendation of the principal, these and similar major violations may result in extended suspension, required counseling or expulsion.

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