CHAMPS: A Proactive Approach to Classroom Management

1 CHAMPS: A Proactive Approach to Classroom Management Presented by: Randy Sprick and Karl Schleich Alaska Staff Development Network October 7 and 14, 2013. For more information contact Safe & Civil Schools 800-323-8819 or info@safeandcivilschools Introduction Basic Beliefs Notes: 1. Behavior is changeable! 2. Many schools depend too much on punitive consequences. 3. Punitive consequences have inherent and inescapable drawbacks, including but not limited to: Escape/avoidance Fear May become neutral May become reinforcing Can set a negative climate I've come to a frightening conclusion that I am the decisive element in the Classroom . It's my personal Approach that creates the climate.

2 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 of 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 de-escalated and a child humanized or dehumanized.. Haim Ginott 4. The goal of Classroom Management is to develop a Classroom of students who are responsible, motivated, and highly engaged in meaningful tasks. 5. There are five broad variables to implement to change behavior. Structure for success. Teach expectations (like a great basketball coach). Observe circulate and scan.

3 Interact positively with students. Correct misbehavior fluently. The remainder of this packet has 10 strategies for Classroom Management . 1. Prepare lessons on your behavioral expectations for each major activity. (CHAMPS C4T1&3, DSC C5T1&3). Identify critical content for activities such as teacher-directed instruction, independent seatwork, and cooperative groups. Be sure to clarify: Conversation Help Activity Movement Participation = Success High school teachers: Consider ACHIEVE. C H A M P S. no. CHAMPS Classroom ACTIVITY WORKSHEET. Activity _____. Conversation Can students engage in conversations with each other during this activity? Voice Level: If yes, about what? With whom?

4 How many students can be involved in a single conversation? How long can the conversation last? Help How do students get questions answered? How do students get your attention? If students have to wait for help, what should they do while they wait? Activity What is the expected end product of this activity? (Note: This may vary from day to day.). Movement Can students get out of their seats during the activity? If yes, acceptable reasons include: pencil sharpener restroom drink hand in/pick up materials other: Do they need permission from you? Participation What behaviors show that students are participating fully and responsibly? What behaviors show that a student is not participating?

5 Success! 2009 Pacific Northwest Publishing | Reproducible Form Exhibit ACHIEVE Classroom Activity Worksheet Achieve To succeed in something! Activity: _____. ( , lecture, labs, independent work, tests, cooperative groups). Taken from Discipline in the Secondary Classroom , Third Edition, by Randall S. Sprick, copyright 2013 by John Wiley & Sons, Inc. CONVERSATION. Can students talk to each other? If so, about what? What voice level? To whom? How many can be involved? How long should conversations last? HELP. How should students get questions answered during this activity? How should students get your attention? INTEGRITY. What are your expectations for students working together, quoting sources, and so forth?

6 In other words, de ne what you consider to be, for example, cheating or not cheating, plagiarizing or not plagiarizing. EFFORT. What behaviors would demonstrate active participation? What behaviors would demonstrate a lack of participation? VALUE. How would active participation be of bene t for students? EFFICIENCY. Can you provide tips to increase student productivity? 2. Prepare lessons on your behavioral expectations for each major transition. Include time criteria. (CHAMPS C4T2 & 3, DSC C5T2&3). Transitions include: Arriving at the Classroom Beginning class/routines Getting out necessary materials Changes in location Putting things away Cleaning up Leaving the Classroom Schoolwide settings (halls, cafeteria, playground, bus waiting areas, assemblies, and so on).

7 C H A M P S. no. CHAMPS TRANSITION WORKSHEET. Transition _____. Conversation Can students engage in conversations with each other during this transition? Voice Level: If yes, clarify how (so that they keep their attention on completing the transition). Help How do students get questions answered? How do students get your attention? Activity Explain the transition. What will be different afterwards? ( , change in location, use of different materials, etc.). Include time criteria (how long it should take). Movement If the transition itself does not involve getting out of seats, can students get out of their seat for any reason during the transition? If yes, what are acceptable reasons?

8 If the transition itself involves out-of-seat movement, can a student go elsewhere ( , to sharpen a pencil)? Participation What behaviors show that students are participating in the transition fully and responsibly? What behaviors show that a student is not participating appropriately in the transition? Success! 2009 Pacific Northwest Publishing | Reproducible Form Exhibit ACHIEVE Transition Worksheet ACHIEVE Transition Expectations Transition: _____. Taken from Discipline in the Secondary Classroom , Third Edition, by Randall S. Sprick, copyright 2013 by John Wiley & Sons, Inc. Describe the transition. What will be different after the transition? How long should this transition require?

9 Be speci c. Can students speak to each other or you? If so, for what reasons and how (voice level, permission, how many students, etc.)? Can students move during this transition for any reason? If so, for what reasons and how (do they need permission)? What behaviors would indicate a student is participating? What behaviors would indicate a student is not participating in this transition? 3. Develop a plan for providing frequent positive feedback for following rules, striving toward the Guidelines for Success, and meeting expectations. (CHAMPS C7T2&T4, DSC C8T3& 4). Feedback should be: Specific and descriptive Contingent Following a behavior or skill that is new Following a behavior or skill that is difficult Following anything the individual is proud of Age appropriate More frequent than attention to misbehavior 3:1 RATIO.

10 4. Design rules that communicate your most important expectations. (CHAMPS C3T2, DSC C4T2). Plan to post this information in a prominent place. If you wish to work these out with the students, predetermine whether there are any rules that you need to establish in order to effectively teach. Rules should be specific, observable, and (for the most part). stated positively. Avoid having more than five rules. SAMPLE RULES: Follow directions immediately. Work during all work times. Keep hands, feet, and objects to yourself. Arrive on time with all materials (pencil, notebook, textbook, paper). 5. Develop and post Guidelines for Success. (CHAMPS C1T4, DSC C1T3). Design the Guidelines to be hierarchical, with the first describing the most important trait you want all students to learn to exhibit.