professional development champs

8/9/2019 Professional Development Champs

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Welcome to CHAMPsWelcome to CHAMPsA Proactive and Positive Approach toA Proactive and Positive Approach to

Classroom ManagementClassroom Management

Dorie Miller Elementary

"Maintaining Integrity in Leading & Learning through

Encouraging Relationships"


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CHAMPsCHAMPsA Proactive and Positive Approach to

Classroom Management

Introduction


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Our Goals

Our Goals

y

Provide an overview of CHAMPsy Highlight specific CHAMPs tasks in each module


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Introduction to CHAMPsIntroduction to CHAMPs

Mr. Castillos 1st

year at Dorie Miller


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Why Champs?

The goal of classroom management is todevelop a classroom of students who are: Responsible

Motivated

Highly engaged in meaningful tasks


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Understatement: Not all students come to usmotivated and/or responsible.

Some are responsible and highly motivated.

Some are responsible, but only moderately motivated.

Some are like Huck Finn, severely at risk.


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Youll find Classroom Discipline in

Three Easy Lessons in fiction

There are no simple solutions.

Punitive consequences are not enough.

Role-bound power is not enough.


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CHAMPs provides research-based

techniques and strategies that can

improve student behavior, attitude, and

motivation.


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The CHAMPs Basic BeliefsThe CHAMPs Basic Beliefs

Teachers can structure and organize

their classrooms to prompt responsible

student behavior.

Teachers should overtly and consciously

teach students how to behave responsibly

in every classroom/school situation.


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The CHAMPs Basic BeliefsThe CHAMPs Basic Beliefs

Teachers should focus more time,

attention, and energy on acknowledging

responsible behavior than responding to

misbehavior.

Teachers should preplan their responses

to misbehavior to ensure that they will

respond in a brief, calm, and consistentmanner.


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School-wide PBS

CHAMPs

Classroom Management

BEP & OtherS

trategies

FBA/BIP

CHAMPs & RtI


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The acronym CHAMPs reflects the

categories or types of expectations that

you, as a teacher need to clarify for students

about every major activity or transition thatoccurs in your classroom.


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The CHAMPs AcronymThe CHAMPs Acronym

Conversation: Can students talk to each other during thisactivity/transition?

Help: How can students ask questions during thisactivity/transition? How do they get your attention?

Activity: What is the task/objective of this activity/transition?What is the expected end product?

Movement: Can students move about during this

activity/transition? Can they sharpen their pencil?Participation: What does appropriate student work behavior

for this activity/transition look/sound like?


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CHAMPs Expectations for Us!CHAMPs Expectations for Us!

CONVERSATION Honest, out loud, and on topic

Humor is good

Cell phones off or on vibe

HELP

Questions are great! Ask at any time

Any question or concern can beaddressed/discussed by the group


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CHAMPs Expectations for Us!CHAMPs Expectations for Us!

ACTIVITY Lecture

Individual tasks

MOVEMENT

Stand, stretch, use the restroom

PARTICIPATION

Be on time after breaks

Share--we can benefit from others experiences


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CHAMPs ModulesCHAMPs Modules

y CHAMPs is organized into 8 modules.

y

Each module focuses on one important aspect ofeffective classroom management.

y Within each module, specific tasks are presented to helpyou achieve such tasks.

y Each module includes a self assessment tool that you canuse to identify which of the tasks you have completed,and those you still need to address.


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CHAMPs ModulesCHAMPs ModulesModule 1: Vision

Module 2: Organization

Module 3: ExpectationsModule 4: The First Month

Module 5: Motivation

Module 6: Monitor & ReviseModule 7: Correction Procedures

Module 8: Class-wide Motivation Systems


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CHAMPsCHAMPsA Proactive and Positive Approach to Classroom

Management

MODULE 1 Vision


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Module 1: VisionModule 1: Vision

You must know for which harbor you are

headed if you are able to catch the right

wind to take you there.

Seneca


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Module 1: VisionModule 1: Vision

y Task 1: Long-Range Classroom Goals

y Task 2: Guidelines for Success (PBS

Behavior Expectations)

y Task 3: Positive Expectations

y Task 4: Family Contacts

y Task 5: Professionalismy Task 6: Behavior Management Principles

y Task 7: Level of Classroom Structure


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Vision: Task 1 VisionVision: Task 1 Vision

Identify several major goals (instructional

and behavioral) that you want to

accomplish with all your students by the

end of the year.


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Vision: Task 1 VisionVision: Task 1 Vision

y You need to identify what it is you want your

students to accomplish this year.

y

Keep your long range goals in mind when planningfor behavior management and your instructional

lessons.

y Plan on sharing your goals with your students and

families because these are your expectations.

y Handout-Come up with four to seven major goals

for your classroom this year.


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Vision: Long Range GoalsVision: Long Range Goals

y Develop basic math skills, including mastering

y Learn to work independently and finish assigned

tasks.y Learn to work cooperatively in groups.

y Learn to listen and follow directions.

y Learn to stay focused and complete all tasks.

y Learn to study independently when finished with alltasks.

y Learn to treat everyone with respect.


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Vision: Task 2Vision: Task 2

Guidelines for SuccessGuidelines for Success

Develop and plan to actively share with your

students, guidelines that describe basic

attitudes, traits, and behaviors that will

help students be successful in your

classroom and throughout their lives.


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Guidelines for SuccessGuidelines for Successy This is how you believe your students can

be successful.

y This is especially critical if you have a high

needs class because they often lack theseskills.

y Post them in a prominent place and planto invest time in teaching them, especially

at the beginning of the year.y Handout-Come up with three to five

guidelines for your classroom this year.


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Guidelines for SuccessGuidelines for Success

y Be responsible.

yAlways try your best.

y Do your best.

y Cooperate with others.

y Treat everyone with respect.


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Positive ExpectationsPositive Expectations

Ensure that you have, and that you convey,

high positive expectations for the success

of all your students.


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Statements that indicate you have low

expectations for your students:

y What is wrong with these kids.

y I wish this student would just move.

y Im not even going to answer that

question.

y These kids are getting on my nerves.


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How to maintain positive expectations:y Take care of yourself.

y Maintain a positive but realistic vision of studentsbehaving responsibly.

y Evaluate your behavior management plan and makeadjustments.

y Dont take it personal.

y Build relationships with your students.

y Consult with colleagues.

y Continue implementing these tasks.


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Vision: Task 4 Family ContactsVision: Task 4 Family Contacts

The probability of effectively educating

students increases tremendously when

schools and families work together.

The greater the needs of the students, the

greater the need to establish and maintaincontact with their families.


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y Ideally contact should be made before schoolstarts.

y Contacts within the first 2 weeks of school willincrease parental involvement throughout theschool year.

y Maintain ongoing contact with parents about

the good and the bad. For every one negative,you owe at least three positives.


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Provide the following information in your welcomeletter to student families:

A welcome greeting that indicates that you are

interested in getting to know your students families Some information about your background

A list of the major goals for the rest of the year(academic and social-emotional)

The best time for parents to contact you A copy of classroom guidelines for success and rules

Invitation for questions or comments


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Vision: Task 5 ProfessionalismVision: Task 5 Professionalism

Demonstrate professionalism at all times.


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Vision: Task 5 ProfessionalismVision: Task 5 Professionalism

y Be an active problem solver.

y Work cooperatively with colleagues.

y Respect the confidentiality of both studentsand colleagues.

y Engage in ongoing professional developmentand personal reflection.

y Act in a professional manner.

y Present a professional appearance.


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Behavior Management PrinciplesBehavior Management Principles

Studentbehavior

Conditions that setthe stage

(antecedents)

Pleasant consequences result

in the behavior increasing in

the future.

(reinforcing consequence)

Unpleasant consequences

result in the behavior

decreasing in the future.(punishing consequence)

Effective teaching involves the management of both

antecedents and consequences


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Promoting Responsible BehaviorPromoting Responsible Behaviory Set up conditions that prompt responsible

behavior and discourage irresponsible

behavior.y Ensure that students experience positive

results when they engage in responsible

behavior.

y Ensure that students do not experience

negative results for exhibiting responsible

behavior.


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Misbehavior Occurs for a ReasonMisbehavior Occurs for a Reasony Modify any conditions that may be

perpetuating the misbehavior.

y Remove any pleasant outcomes that might beresulting from the misbehavior.

y Implement corrective consequences that will

make exhibiting the misbehavior moreunpleasant for the student.


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Vision: Task 7 Level of StructureVision: Task 7 Level of Structure

y Determine whether your students need a

classroom management plan that involves high,

medium, or low structure.

When a class has high risk factors and there is lowstructure, academic and behavior problems will occur.

Disengagement causes chaos!


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Vision: Level of StructureVision: Level of Structure

y To determine the level of structure

needed for your management plan, take 5

minutes to complete the Management

and Discipline Planning Questionnaire


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CHAMPsCHAMPsA Proactive and Positive Approach to Classroom

Management

MODULE 2 Organization


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OrganizationOrganization

When you have well organized routines and

procedures for your classroom, you model

and prompt organized behavior from yourstudents.


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y Classroom organization influences the behavior

and motivation of students.

y This module presents 7 tasks to help organize a

classroom.y These tasks can be completed before school

starts so that a solid organizational structure is

in place beginning on day one.


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y Task 1: Daily Schedule

y Task 2: Physical Space

y Task 3: Attention Signal

y Task 4: Beginning and Ending Routines

y Task 5: Classroom Rules

y Task 6: Student Work

y Task 7: Classroom Management Plan


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Organization: Task 1Organization: Task 1

Daily ScheduleDaily Schedule

Arrange or modify your daily schedle so that

it maximizes instructional time and

responsible behavior and minimizes wasted

time and irresponsible behavior.


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Physical SpacePhysical Space

Arrange the physical space in your classrom

so that it promotes positive student/teacher

interactions and reduces the possibility of

disruptions.


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Attention SignalAttention Signal

Decide upon a signal you can use to get

students attention.Teach them to respond to

the signal by focusing on you and maintaining

complete silence.


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Beginning and Ending RoutinesBeginning and Ending Routines

Design efficient and effective procedures for

beginning and ending the school day.


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Opening ActivitiesOpening Activities

y Acknowledge your students as they come

in.

y Activities should be efficient and orderly.

y Activities should keep students actively

engaged.

y If students are expected to sit and do

nothing, you will have behavior problems.


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School attendance and punctualitySchool attendance and punctuality

y Communicate the importance of

attendance and punctuality.

y You may use a reward system.

y If it is chronic, you must contact parents

and try to resolve problems.


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Being prepared with materialsBeing prepared with materials

y Have materials ready for students to use.

y Establish reasonable penalties that will

reduce the likelihood the student will not

forget materials in the future.

y Communicate with parents to replenish

materials.


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Wrap up/Clean up atWrap up/Clean up at

the end of the daythe end of the day

y Ensure student will not leave the classroom

before they have organized their own

materials and completed any necessaryclean up tasks (must be taught).

y Ensure that you have enough time to give

student positive and corrective feedback,and to set a positive tone for ending the

class.


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Classroom RulesClassroom Rules

Identify and post 3-5 classroom rules that will

be used as a basis for providing positive and

corrective feedback.


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Organization: Classroom RulesOrganization: Classroom Rules

y No more than six rules.

y Should be stated positively.

y Be specific.

y Tie following the rules to consequence.

y Place them in a prominent place.


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y Students should be as familiar with the

consequences as they are with the rules.

(Consider a What If Chart.)

y Deliberately teach the consequences for

rule infractions and rule compliance.

y Consider different rules for differentcenters.


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y Example rules:

Arrive on time with all of your materials.

Keep hands, feet, and objects to yourself.

Work during all work times.

Follow directions immediately.

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