Overview of Foundations

& Intro to CHAMPs

www.Safe and Civil Schools.com

⦿Philosophy grounded in concrete system• Procedures & policies: school / district

• Local decisions

• Data based

• Plan; implement; evaluate; plan….

• Assumption #1: Behavior is LEARNED !!

⦿Randy Sprick: University of Oregon• Classroom teacher / professor

• Research based: positive outcome studies

Individual:

PST II

5%

Classroom: CHAMPs, PST I

15% - 25%

School wide: Foundations

75% - 80%

BELIEFSPROCESSES

CHAMPs

A Proactive and Positive

Approach to Classroom

Management

This course will cover:

⦿What is CHAMPS?

⦿Structure in the Classroom

⦿Interactions with Students

⦿Corrective Feedback

⦿C.H.A.M.P.S.

What is CHAMPs?

⦿CHAMPs is the acronym for a program

that focuses on five areas that must be

explicitly covered by staff before the

start of every activity and transition that

occurs in the classroom

What is CHAMPs?

⦿Conversation⦿Help⦿Activity⦿Movement⦿Participation

Proactive approach……

⦿By stating your expectations before the

start of every activity and transition, you

have a greater chance of reducing

misbehaviors in the classroom.

How can we use CHAMPs to

be “Proactive” ?

C=Conversation

⦿Are students able to talk during the activity or transition?

⦿What is the appropriate level of noise in the conversation?

H=Help

⦿How can students get their questions

answered during the activity?

⦿How can students get the adult’s

attention?

A=Activity

⦿What is the expected task?

⦿What is the objective/purpose of the

task?

⦿What is the expected end product?

⦿How will the end product be evaluated?

M=Movement

⦿Are students allowed to move around the

room during the activity? (For example,

Can students get up and sharpen their

pencil?)

P=Participation

⦿What is appropriate student behavior

while engaged in the activity?

⦿What does it look like? What does it

sound like?

⦿How do students show that they are fully

participating in the activity?

Four Principles of

Effective Classroom Management

⦿Classroom organization impacts student behavior. Adults should structure their classrooms in ways that prompt and promote responsible student behavior.

⦿Adults should preplan their responses to misbehavior to ensure that they will respond in a brief, calm, and consistent manner.

Four Principles of

Effective Classroom Management

◉Adults should focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior.

◉Adults should overtly teach students how to behave responsibly in every classroom situation.

S = Structure for SuccessT = Teach ExpectationsO= Observe BehaviorI = Interact Positively

C = Correct Fluently

The Structure of

Structure

Components:

Classroom Rules

Attention Signal

Daily Schedule

Start/Stop Routines

Student Work Handled

Thoughts on Classroom Rules…

• Classrooms should have no more than six rules

(three to five is probably best).

• For the most part, state rules positively.

• Rules should be specific and refer to observable

behaviors.

• The rules should be posted in a prominent place that

is visible from all parts of the classroom.

Activity Point:

Please take a moment to write down 2

rules you feel you would like to have for

your classroom.

Remember…….

positive

observable

Please share your rules with

a table partner.

Classroom “structure” also

involves the physical space

within the classroom.

Arrange the physical space in

the classroom so that it

promotes positive

student/teacher interactions

and reduces the possibility of

disruptions.

PHYSICAL SPACE

Classroom set up options have

advantages for a variety of

instructional purposes…..

Learning

Center

Reading

Center

Storage

Chalk

board

Desks in Rows, Front to Back

Learning

Center

Reading

Center

Storage

Chalk

board

Desks in Rows, Side to Side

Bo

oks

hel

ves

Learning

Center

Reading

Center

Storage

Chalk

board

Desks in Clusters

Learning

Center

Reading

Center

Storage

Chalk

board

Desks in U-Shape

Activity Point:

With your table group please discuss

which format for physical space you will

most likely use when you set up your

classroom…..please share why you like

that format.

Another component of a

structured classroom is to have

an “attention 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.

Schedules and Structure

• Make sure that you have a reasonable balance

among the types of activities.

• Within each activity, avoid having any one type of

task run overly long.

• Schedule independent work and cooperative/peer

group tasks right after teacher-directed tasks.

Guidelines for

developing…

Troubleshooting difficult

situations

• Immediately following recesses or entry into class from hall.

• Provide instruction in expected re-entry behavior before

going to recesses or activity outside of classroom.

• Have a task or activity scheduled immediate after break

that helps students calm down

DAILY TIMES TO PLAN…..

Arrival Times

Dismissal Times

Last hour of the day

Last 5 minutes of class

Design efficient and

effective procedures for

beginning and ending the

school day or class period.

Transitions must be

planned!

Assigning Classwork

& Homework

Managing Independent

Work Periods

Collecting

Completed Work

Keeping Records &

Providing Feedback

Dealing with Late/

Missing Assignments

Five Major Areas to

Consider for Managing

Student Work

Activity point: Structure

1. At your table please discuss why “structure” is important for student management.

1. With your table group please share one idea you will use for student movement in your classroom.

Interactions with students

…that they WILL almost always get, one way or the other ?

What do most students want … ?

Y

O

U !

Underlying Beliefs

⬜ Dignity and respect

⬜ Teach skills and behaviors

⬜ Positive motivation and interactions

⬜ Misbehavior as an opportunity for teaching

Rules and Procedures

Activity Point:

Please share with a table partner what you think about this statement:

A good teacher has few “rules” but many “procedures”.

Begin to consider what “Rules” you will want to have this year

in your classroom. These rules should be general enough to

cover a wide variety of areas within your classroom including

safety and your expectations for students throughout the

school day.

You will have many more specific “Procedures” throughout

the year that should cover different situations. Review your

procedures with your students as needed.

Rules vs. Procedures…

Interactions and Motivation

⬜ The student’s behavior will let you know what they are motivated to do and what they are not motivated to do.

⬜ When trying to increase student motivation to behave appropriately, use procedures that address both intrinsic and extrinsic motivation.

⬜ Student’s motivation to engage in any behavior will be related to the degree to which they value the rewards of engaging in that behavior and their expectations of succeeding at the behavior.

•Actively involve students in lessons:

•Ask questions

•Give students tasks to work on in pairs.

•Chunk work in to smaller parts.

•Set up role plays.

•Have clear objectives and evaluation processes for

student progress.

•Ensure high rates of student success.

•Provide students with immediate performance feedback.

Motivation: Key Concepts:

Positive feedbackGive students positive feedback in a variety of ways on their

progress/success in meeting behavioral and academic goals.

• Feedback should be accurate.

• Feedback should be specific and

descriptive

• Feedback should be contingent.

• Feedback should be age-appropriate.

• Feedback should be given in a manner

that fits your own style.

Intermittent CelebrationsPeriodically reward

individual students

and the whole class

with some kind of

“celebration” that

acknowledges their

progress/success in

meeting behavioral

and academic goals.

“Tips” for an

effective reward-

based system

• Make sure the

system is appropriate

for and interesting to

students.

• Make sure the

rewards students will

be working for are

highly motivating.

• Set up the system in

ways that make

student success likely.

“Tips” for an

effective reward-

based system

• Teach the students

how the entire system

works.

• Keep your energy

and enthusiasm about

the system high.

“Tips” for an

effective reward-

based system

• Keep your focus on

the students’ behavior

rather than the

rewards they earn.

• When a system has

been successful for a

period of time, start

making it more

challenging.

Correction Brief overview of major concepts

Proactive = pre-planning vs.

Reactive = after-the-fact

Positive = instruct & reinforce vs.

“discipline” based = punishment

Using Positive Consequences

⦿ Deliver at high rate

⦿ Deliver consistently and

immediately

⦿ Emphasize social reinforcers

⦿ Incorporate delayed/longer-

term reinforcers

⦿ Vary reinforcers

⦿ Maintain consistent criteria for

reinforcement

Positive Reinforcers

⦿Begin to consider positive reinforcers

you will use in your classroom.

⦿Consider a smile, eye contact and a

verbal compliment as the first

reinforcers.

⦿What else can teachers use as Positive

Reinforcement?

Use of Negative

Consequences

⦿Deliver consistently

⦿ Should be mild

⦿Applied in conjunction

with instruction

⦿Ensure ratio of 3-5

positive to 1 negative

⦿Maintain student’s

dignity

⦿ Should never involve

physical contact

Activity Point:

Please write

3 consequences and

3 Positive Reinforcers

you would like to use in your classroom.

Consider first, second and third “offense”

kinds of consequences………

Please share your

“consequence” ideas with a

table buddy.

Teaching Expected Behavior

Show

Tell

Teaching takes time…..

⦿As you plan your rules, consequences

and reinforcers, plan time to “teach”

these.

⦿Use the first few days of school to share

your expectations, procedures and rules

with all of your students.

⦿Teach, assess, monitor and adjust

⦿Reteach especially after long breaks

AS A SUMMARY……

Things to Consider

⦿Positive Feedback

• Should be specific, descriptive and accurate

• Should be contingent

• Should be given immediately

• Should be given in a manner that fits your style

⦿Negative Feedback

• Should be given immediately

• Should be given calmly

• Should be given consistently

Things to consider.....…

Plan to teach your expectations

Teach your attention signal

Teach how you want students to respond

Teach how you want items turned in

T

Things to consider…….

All Adults who work with your students should

provide you with:

⚫A copy of their rules and expectations

⚫A written explanation of how students should enter

their classroom

Transition Suggestions

◉Before taking your class to another teacher’s room:

◉Make sure to tell your students where they are going and the name of that teacher

◉Take time to go over the rules and expectations for that classroom

◉Make it clear that the teacher expects students to behave responsibly and that you or the teacher can impose consequences for misbehavior

As a reminder….

⦿Verify that students understand the

behaviors expected from them• Review and practice behaviors on a daily basis

• Monitor, assess and adjust student mastery

of your expectations

• Build relationships and converse together

Expectations for behavior?

Conversation Can students talk to each other?

Help How do students get their

questions answered?

Activity What is the task/ product?

Movement Can students move about?

Participation What does the expected student

behavior look/sound like?

The bottom line of CHAMPs:

What are the expected behaviors…

How will they be taught…

And reinforced ?

Rules, Rewards and

Consequences

Please take time now to write your

classroom rules for this year.

Consider 3-4 rules that will “cover” your

expectations and safety in your classroom.

Wishing You

A Great Year!