CHAMPS: A Proactive & Positive Approach to Classroom Management (2 nd Edition)

1. CHAMPS:A Proactive & Positive Approachto Classroom Management(2nd Edition) Welcome!

2. 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.

3. Safe & Civil Schools Foundations Rules, Expectations & Procedures for all Common Areas CHAMPS Rules, Expectations & Procedures for the Classroom

4. What is Classroom Management? “Classroom management…refers 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 teacher’s or other students’ work, and efficient use of instructional time.” -Emmer & Evertson

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

6. 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.

7. 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.

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

9. CHAMPS is Proactive Adapted from Sprick's CHAMPS TOT by Laura Hamilton

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.

11. 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.

12. I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s 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

13. The Magic Question • What variables can we manipulate to change someone’s behavior?

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

15. 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

16. 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.

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

18. 2. Teachyour 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.

19. 3. Observewhether 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.

20. 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.

21. 5. Correctmisbehavior 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.

22. 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 student’s dignity—while still addressing the problem.

23. CHAMPS is Instructional Teach Monitor Feedback 3 Steps to Changing Behavior Adapted from Sprick's CHAMPS TOT by Laura Hamilton

24. CHAMPS is Instructional • You’ll need to be Nauseatingly Clear

25. 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.

26. CHAMPs • Take 1 minute to draw both sides of a penny by YOURSELF on a blank piece of paper. Don’t sneak a look at a penny. Now, at your table work together . You have 4 minutes.

27. CHAMPs Two messages from this activity There is always more to learn! We know more collectively!

28. Four new “tails” sides to the penny in 2009 in honor of the 200th anniversary of Lincoln’s birth.

29. Champs

30. The CHAMPS Material What the CHAMPS approach is NOT: • A “canned” program • A rigid set of procedures

31. 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

32. The CHAMPS Acronym 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?

33. S—Success! If students follow the CHAMPS expectations, they will be successful.

34. 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.

35. YOUR CLASSROOM MANAGEMENT PLAN Three Things to Consider: • Your style • The needs of your students • What the effective schools research says

36. 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?

37. 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?

38. Effective School Research says… • Include high expectations for student success. • Build positive relationship with students. • Create consistent, predictable classroom routines. • Teach students show to behave successfully. • Provide frequent positive feedback. • Correct misbehavior in a calm, consistent, and logical manner.

39. 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. Level of Structure Adapted from Sprick's CHAMPS TOT by Laura Hamilton

40. What is Structure? • Structure ISN’T Punitive. • Structure IS Orchestrated Care! —Randy Sprick Adapted from Sprick's CHAMPS TOT by Laura Hamilton

41. Classroom Structure Example • Using the pencil sharpener: • Low structure says… • Medium structure says… • High structure says… Adapted from Sprick's CHAMPS TOT by Laura Hamilton

42. 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… Adapted from Sprick's CHAMPS TOT by Laura Hamilton

43. 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 practices.

44. When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes

45. 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