Overview of Foundations & Intro to CHAMPs
Transcript of Overview of Foundations & Intro to CHAMPs
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Overview of Foundations
& Intro to CHAMPs
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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
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Individual:
PST II
5%
Classroom: CHAMPs, PST I
15% - 25%
School wide: Foundations
75% - 80%
BELIEFSPROCESSES
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CHAMPs
A Proactive and Positive
Approach to Classroom
Management
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This course will cover:
⦿What is CHAMPS?
⦿Structure in the Classroom
⦿Interactions with Students
⦿Corrective Feedback
⦿C.H.A.M.P.S.
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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
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What is CHAMPs?
⦿Conversation⦿Help⦿Activity⦿Movement⦿Participation
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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.
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How can we use CHAMPs to
be “Proactive” ?
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C=Conversation
⦿Are students able to talk during the activity or transition?
⦿What is the appropriate level of noise in the conversation?
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H=Help
⦿How can students get their questions
answered during the activity?
⦿How can students get the adult’s
attention?
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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?
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M=Movement
⦿Are students allowed to move around the
room during the activity? (For example,
Can students get up and sharpen their
pencil?)
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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?
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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.
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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.
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S = Structure for SuccessT = Teach ExpectationsO= Observe BehaviorI = Interact Positively
C = Correct Fluently
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The Structure of
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Structure
Components:
Classroom Rules
Attention Signal
Daily Schedule
Start/Stop Routines
Student Work Handled
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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.
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Activity Point:
Please take a moment to write down 2
rules you feel you would like to have for
your classroom.
Remember…….
positive
observable
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Please share your rules with
a table partner.
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Classroom “structure” also
involves the physical space
within the classroom.
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Arrange the physical space in
the classroom so that it
promotes positive
student/teacher interactions
and reduces the possibility of
disruptions.
PHYSICAL SPACE
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Classroom set up options have
advantages for a variety of
instructional purposes…..
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Learning
Center
Reading
Center
Storage
Chalk
board
Desks in Rows, Front to Back
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Learning
Center
Reading
Center
Storage
Chalk
board
Desks in Rows, Side to Side
Bo
oks
hel
ves
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Learning
Center
Reading
Center
Storage
Chalk
board
Desks in Clusters
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Learning
Center
Reading
Center
Storage
Chalk
board
Desks in U-Shape
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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.
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Another component of a
structured classroom is to have
an “attention signal”.
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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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Schedules and Structure
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• 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…
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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
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DAILY TIMES TO PLAN…..
Arrival Times
Dismissal Times
Last hour of the day
Last 5 minutes of class
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Design efficient and
effective procedures for
beginning and ending the
school day or class period.
Transitions must be
planned!
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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
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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.
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Interactions with students
…that they WILL almost always get, one way or the other ?
What do most students want … ?
Y
O
U !
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Underlying Beliefs
⬜ Dignity and respect
⬜ Teach skills and behaviors
⬜ Positive motivation and interactions
⬜ Misbehavior as an opportunity for teaching
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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”.
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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…
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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.
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•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:
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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.
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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.
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“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.
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“Tips” for an
effective reward-
based system
• Teach the students
how the entire system
works.
• Keep your energy
and enthusiasm about
the system high.
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“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.
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Correction Brief overview of major concepts
Proactive = pre-planning vs.
Reactive = after-the-fact
Positive = instruct & reinforce vs.
“discipline” based = punishment
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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
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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?
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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
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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………
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Please share your
“consequence” ideas with a
table buddy.
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Teaching Expected Behavior
Show
Tell
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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
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AS A SUMMARY……
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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
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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
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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
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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
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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
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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?
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The bottom line of CHAMPs:
What are the expected behaviors…
How will they be taught…
And reinforced ?
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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.
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Wishing You
A Great Year!