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A Proactive and Positive Approach to A Proactive and Positive Approach to Classroom Management Classroom Management

Randy Sprick Mickey Garrsion Lisa HowardRandy Sprick Mickey Garrsion Lisa Howard

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CHAMPs OverviewCHAMPs Overview

CConversation: Discuss CHAMPs classroom onversation: Discuss CHAMPs classroom management modular series. management modular series.

HHelp: Raise hand or speak up.elp: Raise hand or speak up.AActivity: ctivity: Understand the eight modules and Understand the eight modules and

the Classroom Management Plan.the Classroom Management Plan.MMovement: At your discretion and as needed.ovement: At your discretion and as needed.PParticipation: Active discussion and activity; ask articipation: Active discussion and activity; ask

lots of questions. lots of questions. Practice SLANT!! Practice SLANT!!

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SLANTSLANT

S = Sit up tallS = Sit up tall

L = Lean Forward SlightlyL = Lean Forward Slightly

A = Activate Your ThinkingA = Activate Your Thinking

N = NodN = Nod

T = Track the TalkerT = Track the Talker

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CHAMPSCHAMPS is a modular series of materials is a modular series of materials designed to develop an effective classroom designed to develop an effective classroom management plan that is proactive and management plan that is proactive and positive based on the following beliefs:positive based on the following beliefs:

Classroom organization has a huge impact Classroom organization has a huge impact on student behavioron student behaviorTeachers should overtly teach students Teachers should overtly teach students how to behave responsibly in every how to behave responsibly in every situationsituation

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CHAMPSCHAMPS is a modular series of materials is a modular series of materials designed to develop an effective classroom designed to develop an effective classroom management plan that is proactive and management plan that is proactive and positive based on the following beliefs:positive based on the following beliefs:

Teachers should focus more time, attention and Teachers should focus more time, attention and energy on acknowledging responsible behavior energy on acknowledging responsible behavior than on responding to misbehaviorthan on responding to misbehavior

Teachers should preplan their responses to Teachers should preplan their responses to misbehavior to ensure that they will respond in a misbehavior to ensure that they will respond in a brief, calm, and consistent mannerbrief, calm, and consistent manner

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The Foundation for Completing The Foundation for Completing Tasks is the CHAMPS acronymTasks is the CHAMPS acronym

C-Conversation (Can students talk to each C-Conversation (Can students talk to each other?) other?)

H-Help H-Help (How do students get their (How do students get their questions answered?) questions answered?)

A-Activity A-Activity (What is the task/the end (What is the task/the end product?) product?)

M-Movement M-Movement (Can students move about?) (Can students move about?)

P-Participation (How do students show they P-Participation (How do students show they are fully participating?) are fully participating?)

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A quote from Haim Ginott…A quote from Haim Ginott…

I have come to a frightening conclusion. I have come to a frightening conclusion. I am the decisive element in the classroom.I am the decisive element in the classroom.It is my personal approach that creates the climate.It is my personal approach that creates the climate.It is my daily mood that makes the weather.It is my daily mood that makes the weather.As a teacher I possess tremendous power to make a As a teacher I possess tremendous power to make a child's life miserable or joyous.child's life miserable or joyous.I can be a tool of torture or an instrument of inspiration.I can be a tool of torture or an instrument of inspiration.I can humiliate or humor, hurt or heal.I can humiliate or humor, hurt or heal.In all situations, it is my response that decides whether a In all situations, it is my response that decides whether a crisiscrisiswill be escalated or de-escalated, and a child humanized will be escalated or de-escalated, and a child humanized or de-humanized. or de-humanized. Between Teacher and ChildBetween Teacher and Child

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Module 1: VisionModule 1: VisionWhen you know where you are headed, you When you know where you are headed, you can guide students toward their own can guide students toward their own success.success.

Long-Range Classroom GoalsLong-Range Classroom GoalsGuidelines for SuccessGuidelines for SuccessPositive ExpectationsPositive ExpectationsFamily ContactFamily ContactProfessionalismProfessionalismBehavior Management PrinciplesBehavior Management PrinciplesLevel of Classroom StructureLevel of Classroom Structure

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Module 2: OrganizationModule 2: OrganizationWhen you have well-organized routines and When you have well-organized routines and procedures for you classroom, you model procedures for you classroom, you model and prompt organized behavior from you and prompt organized behavior from you students.students.

Daily ScheduleDaily Schedule

Physical SpacePhysical Space

Attention SignalAttention Signal

Beginning and Ending RoutinesBeginning and Ending Routines

Classroom RulesClassroom Rules

Student WorkStudent Work

Classroom Management PlanClassroom Management Plan

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Module 3: ExpectationsModule 3: ExpectationsCHAMPSCHAMPSWhen your expectations are clear, students When your expectations are clear, students never have to guess how you expect them never have to guess how you expect them to behave.to behave.

CHAMPS CHAMPS Expectations for Classroom Expectations for Classroom ActivitiesActivities

CHAMPSCHAMPS Expectations for Transitions Expectations for Transitions

Prepare Lessons on ExpectationsPrepare Lessons on Expectations

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Module 4: The First MonthModule 4: The First MonthWhen you teach students how to behave When you teach students how to behave responsibly during the first month of school, responsibly during the first month of school, you dramatically increase their chances of you dramatically increase their chances of have a productive year.have a productive year.

Final PreparationsFinal Preparations

Day OneDay One

Day 2 Through 20 (The First Four Weeks)Day 2 Through 20 (The First Four Weeks)

Special CircumstancesSpecial Circumstances

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Module 5: MotivationModule 5: MotivationWhen you implement effective instruction When you implement effective instruction and positive feedback, you motivate and positive feedback, you motivate students to demonstrate their behavior.students to demonstrate their behavior.

Noncontingent AttentionNoncontingent AttentionEnthusiasmEnthusiasmEffective InstructionEffective InstructionPositive FeedbackPositive FeedbackIntermittent CelebrationsIntermittent CelebrationsRatio of InteractionsRatio of Interactions

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Module 6: Monitor and ReviseModule 6: Monitor and ReviseWhen you monitor what is actually going on When you monitor what is actually going on in your classroom, you are able to make in your classroom, you are able to make adjustments to your Classroom adjustments to your Classroom Management Plan that will increase student Management Plan that will increase student successsuccess

CHAMPS CHAMPS vs. Daily Reality Rating Scalevs. Daily Reality Rating ScaleRatio of Interactions Monitoring Form(s)Ratio of Interactions Monitoring Form(s)Misbehavior Recording SheetMisbehavior Recording SheetGradebook Analysis WorksheetGradebook Analysis WorksheetOn-Task Behavior Observation SheetOn-Task Behavior Observation SheetFamily/Student Satisfaction SurveyFamily/Student Satisfaction Survey

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Module 7: Correction ProceduresModule 7: Correction ProceduresWhen you treat student misbehavior as an When you treat student misbehavior as an instructional opportunity, you give studentsinstructional opportunity, you give studentsthe chance to learn from their mistakes.the chance to learn from their mistakes.

Analyze MisbehaviorAnalyze Misbehavior

Early-Stage MisbehaviorsEarly-Stage Misbehaviors

Awareness Type MisbehaviorsAwareness Type Misbehaviors

Ability Types MisbehaviorsAbility Types Misbehaviors

Attention-Seeking MisbehaviorsAttention-Seeking Misbehaviors

Purposeful/Habitual MisbehaviorsPurposeful/Habitual Misbehaviors

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Module 8: Classwide Motivation SystemsModule 8: Classwide Motivation SystemsWhen you implement classwide systems When you implement classwide systems appropriate to the collective needs of your appropriate to the collective needs of your students, you can enhance student students, you can enhance student motivation to behave responsibly and strive motivation to behave responsibly and strive for success.for success.

Deciding whether to use a nonreward-based or a Deciding whether to use a nonreward-based or a reward-based systemreward-based systemEffectively choosing, designing, and Effectively choosing, designing, and implementing a reward-based systemimplementing a reward-based systemEffectively maintaining and fading a reward-Effectively maintaining and fading a reward-based systembased system

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A Classroom Management Plan A Classroom Management Plan includes…includes…

Level of Classroom Structure (M-1 T-7)Level of Classroom Structure (M-1 T-7)Guidelines for SuccessGuidelines for Success (M-1 T-2) (M-1 T-2)Rules Rules (M-2 T-5) (M-2 T-5)Teaching Expectations (M-3, all tasks; Teaching Expectations (M-3, all tasks;

M-4 T-2/3)M-4 T-2/3)Monitoring Monitoring (M-6, T-1/3) (M-6, T-1/3)Encouragement Procedures (M-5 T-4/5/6)Encouragement Procedures (M-5 T-4/5/6)Correction Procedures (M-7 all tasks)Correction Procedures (M-7 all tasks)Managing Student Work (M-2 T-6)Managing Student Work (M-2 T-6)

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Level of Classroom StructureLevel of Classroom StructureDetermines whether your students need you Determines whether your students need you to implement a classroom management plan to implement a classroom management plan that involves high, medium, or low structurethat involves high, medium, or low structure

Management & Discipline Planning Management & Discipline Planning QuestionnaireQuestionnaire

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Guidelines for SuccessGuidelines for SuccessDevelop, and plan to actively share Develop, and plan to actively share with your students, “guidelines” that with your students, “guidelines” that describe basic attitudes, traits, and describe basic attitudes, traits, and behaviors that will help students be behaviors that will help students be successful in your classroom and successful in your classroom and

throughout their lives.throughout their lives.

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Sample Guidelines for SuccessSample Guidelines for Success

Be responsibleBe responsible

Always tryAlways try

Do your bestDo your best

Cooperate with otherCooperate with other

Treat everyone with respect (including Treat everyone with respect (including yourself)yourself)

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Guidelines for Success Guidelines for Success ConsiderationsConsiderations

Frame them as phrases that describe Frame them as phrases that describe attitudes, traits and characteristicsattitudes, traits and characteristics

Post in prominent placePost in prominent place

Keep them alive by using them oftenKeep them alive by using them often

Guidelines for Success can be used for Guidelines for Success can be used for celebrations of progresscelebrations of progress

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Classroom RulesClassroom RulesIdentify and post three to six Classroom Identify and post three to six Classroom

Rules that will be used as a basis for Rules that will be used as a basis for providing positive and corrective feedback.providing positive and corrective feedback.

Decide who will have input into the rulesDecide who will have input into the rules

Make sure your rules will be “effective”Make sure your rules will be “effective”

Develop consequences for infractionsDevelop consequences for infractions

Teach students what the rules are and Teach students what the rules are and how they can demonstrate compliancehow they can demonstrate compliance

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ExpectationsExpectationsCHAMPSCHAMPS

When your expectations are clear, students When your expectations are clear, students never have to guess how you expect them never have to guess how you expect them

to behave.to behave.

CHAMPS CHAMPS Expectations for Classroom Expectations for Classroom ActivitiesActivities

CHAMPSCHAMPS Expectations for Transitions Expectations for Transitions

Prepare Lessons on ExpectationsPrepare Lessons on Expectations

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The foundation for completing The foundation for completing tasks is the CHAMPS acronymtasks is the CHAMPS acronymC-Conversation (Can students talk to each C-Conversation (Can students talk to each

other?) other?)H-Help H-Help (How do students get their (How do students get their

questions answered?) questions answered?)A-Activity A-Activity (What is the task/the end (What is the task/the end

product?) product?)M-Movement M-Movement (Can student’s move about?) (Can student’s move about?)

P-Participation (How do students show they P-Participation (How do students show they are fully participating?) are fully participating?)

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Three-step process for Three-step process for communicating expectationscommunicating expectations

TEACH YOUR EXPECTATIONS

Before the activity orTransition Begins

MONITOR STUDENT BEHAVIOR

byCirculating and Visually

Scanning

PROVIDE FEEDBACK during

the Activity and at the Conclusion of the Activity

1 2 3

Begin the Cycle again for theNext Activity

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CHAMPS CHAMPS Expectations for Classroom Expectations for Classroom ActivitiesActivities

Define clear and consistent behavioral Define clear and consistent behavioral expectations for all regularly scheduled expectations for all regularly scheduled activities (e.g., small group instruction, activities (e.g., small group instruction,

independent work periods, etc.).independent work periods, etc.).

List each major classroom activity and/or List each major classroom activity and/or category of activity that will occur during a typical category of activity that will occur during a typical day in your classroom.day in your classroom.Complete Complete CHAMPSCHAMPS Activity Worksheet Activity Worksheet

(examples)(examples)

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Develop a preliminary plan for Develop a preliminary plan for who you will teach your who you will teach your CHAMPs CHAMPs expectationsexpectations

How detailed do your lessons need to be?How detailed do your lessons need to be?

How long do you anticipate having to How long do you anticipate having to actively teach the lessons?actively teach the lessons?

What is the best way to organize the What is the best way to organize the “content”?“content”?

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Develop a preliminary plan for Develop a preliminary plan for who you will teach your who you will teach your CHAMPs CHAMPs expectationsexpectations

Use your Use your CHAMPs CHAMPs worksheetsworksheets

Use the Use the CHAMPS CHAMPS acronymacronym

List 3-4 main expectations for the activity List 3-4 main expectations for the activity or transition on the boardor transition on the board

T-ChartsT-Charts

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T-Charts are good for medium T-Charts are good for medium to high structure classroomsto high structure classrooms

Looks Like:Looks Like:

Eyes on speakerEyes on speaker

Everyone look as if they Everyone look as if they are listening are listening

Notes being taken on Notes being taken on essential pointsessential points

Everyone in seatEveryone in seat

No nonverbal No nonverbal expressions of expressions of disagreementdisagreement

Sounds Like:Sounds Like:

Only one voice at a time Only one voice at a time can be heardcan be heard

Presentation voice is Presentation voice is used used

No noise other than No noise other than writing or turning pageswriting or turning pages

All verbal participation All verbal participation sounds respectfulsounds respectful

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Prepare lessons for teaching Prepare lessons for teaching your your CHAMPs CHAMPs expectationsexpectations

Visual DisplaysVisual Displays

-Overhead Transparencies-Overhead Transparencies

-Flip Charts-Flip Charts

DemonstrationsDemonstrations

Practice and Rehearsal OpportunitiesPractice and Rehearsal Opportunities

Verification (check for understanding)Verification (check for understanding)

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Teach your expectations (Step Teach your expectations (Step 1)1)

Use lesson developed (module3, task 3) to Use lesson developed (module3, task 3) to prepare students for what you expect prepare students for what you expect during that particular activity/transitionduring that particular activity/transition

Spend as much time as necessarySpend as much time as necessary

Taking the time to thoroughly teach your Taking the time to thoroughly teach your expectations will save time in the long run expectations will save time in the long run (fewer disruptions better on-task behavior)(fewer disruptions better on-task behavior)

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Monitor student behavior Monitor student behavior (Step 2)(Step 2)

Two of the most useful and efficient ways Two of the most useful and efficient ways to monitor: to monitor:

-circulating-circulating

-visual scanning-visual scanning

Use this information to determine type and Use this information to determine type and frequency of feedback to givefrequency of feedback to give

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Give students feedback on their Give students feedback on their implementation of expectations implementation of expectations

(Step 3)(Step 3)Giving students clear information about the Giving students clear information about the degree to which they are behaving as expected degree to which they are behaving as expected for a particular activity/transitionfor a particular activity/transition

Provide positive and corrective feedback calmly, Provide positive and corrective feedback calmly, immediately and consistentlyimmediately and consistently

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Providing FeedbackProviding Feedback

Positive FeedbackPositive Feedback

-give feedback that is accurate-give feedback that is accurate

-specific and descriptive-specific and descriptive

-contingent-contingent

-immediate-immediate

-feedback that fits your style-feedback that fits your style

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Providing FeedbackProviding Feedback

Corrective FeedbackCorrective Feedback

-view as “instructional opportunity”-view as “instructional opportunity”

-determine whether student did not -determine whether student did not understand the expectations understand the expectations oror does not does not know how to meet the expectationsknow how to meet the expectations

Correct misbehavior immediately, calmly Correct misbehavior immediately, calmly and consistentlyand consistently

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Positive FeedbackPositive FeedbackGive student positive feedback in a variety Give student positive feedback in a variety

of ways on their progress/success in of ways on their progress/success in meeting behavioral and academic goalsmeeting behavioral and academic goals

Feedback should be accurateFeedback should be accuratespecific and descriptivespecific and descriptive– ““good job syndrome”good job syndrome”– making judgments/conclusions about studentmaking judgments/conclusions about student– calling attention to yourselfcalling attention to yourself

ContingentContingentAge-appropriateAge-appropriateGiven in a manner that fits your styleGiven in a manner that fits your styleYour level of structure and positive feedbackYour level of structure and positive feedback

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Ratio of InteractionsRatio of InteractionsPlan to interact Plan to interact at leastat least three times more three times more often with each student when he or she is often with each student when he or she is

behaving appropriately than when he or she behaving appropriately than when he or she is misbehaving (3:1 ratio)is misbehaving (3:1 ratio)

Students who are starved for attentionStudents who are starved for attention

Positive or negative interactionsPositive or negative interactions

Dr. Wes Becker’s “Criticism Trap”Dr. Wes Becker’s “Criticism Trap”

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Ratio of Interactions Ratio of Interactions

Each time you have a negative interaction, Each time you have a negative interaction, tell yourself that your owe the student three tell yourself that your owe the student three positive interactionspositive interactions

Identify specific times during each day that Identify specific times during each day that you will give students positive feedbackyou will give students positive feedback

Schedule individual conference timesSchedule individual conference times

Make a point of periodically scanning the Make a point of periodically scanning the classroom, “searching” for reinforce able classroom, “searching” for reinforce able behaviorsbehaviors

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Ratio of InteractionsRatio of Interactions

Identify particular events that occur during Identify particular events that occur during he day that will prompt you to observe the he day that will prompt you to observe the classclassMake a point to reduce attention for Make a point to reduce attention for misbehavior and increase attention the misbehavior and increase attention the absence of that misbehaviorabsence of that misbehaviorEngage in frequent noncontingent positive Engage in frequent noncontingent positive interactions interactions

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Basic concepts about correcting Basic concepts about correcting misbehaviormisbehavior

Importance of being prepared ahead of time to Importance of being prepared ahead of time to deal with student misbehaviordeal with student misbehavior

Correction procedures can only be effective if Correction procedures can only be effective if they reduce the future occurrence of the they reduce the future occurrence of the misbehaver they are intended to addressmisbehaver they are intended to address

Correction efforts for specific misbehaviors will Correction efforts for specific misbehaviors will be more effective if they address the underlying be more effective if they address the underlying causes of those behaviorscauses of those behaviors

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Reasons why students Reasons why students misbehave:misbehave:

They do not know precisely what the They do not know precisely what the teacher expectsteacher expects

They are unaware of when or how much They are unaware of when or how much they exhibit an inappropriate behaviorthey exhibit an inappropriate behavior

They do not know how to exhibit the They do not know how to exhibit the appropriate behaviorappropriate behavior

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Reasons why students Reasons why students misbehave:misbehave:

They generally feel powerless and have They generally feel powerless and have discovered they can get a sense of power by discovered they can get a sense of power by making adults angrymaking adults angry

In order to get sent out of class because they In order to get sent out of class because they are afraid of looking stupid at a taskare afraid of looking stupid at a task

They are starved for attention and found it easier They are starved for attention and found it easier to get attention through reprimandsto get attention through reprimands

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Analyze MisbehaviorAnalyze MisbehaviorBe prepared to categorize misbehaviors as Be prepared to categorize misbehaviors as early-stage, awareness type, ability type, early-stage, awareness type, ability type,

attention-seeking, or purposeful/habitual-and attention-seeking, or purposeful/habitual-and be prepared to use a basic correction be prepared to use a basic correction

strategy for each categorystrategy for each category

Classroom rule violationClassroom rule violation

Early-stage misbehaviors Early-stage misbehaviors

Chronic misbehaviorsChronic misbehaviors

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Early-Stage MisbehaviorsEarly-Stage MisbehaviorsFor “early-stage” misbehaviors, be prepared For “early-stage” misbehaviors, be prepared

to respond with one of a repertoire of to respond with one of a repertoire of correction strategies that are designed to correction strategies that are designed to

provide informationprovide informationProximityProximityGentle Verbal ReprimandGentle Verbal ReprimandDiscussionDiscussionFamily ContactFamily ContactHumorHumorPraise someone Behaving ResponsiblyPraise someone Behaving ResponsiblyRestitutionRestitutionAn Emotional ReactionAn Emotional Reaction

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A Menu of Classroom-Based A Menu of Classroom-Based Corrective ConsequencesCorrective Consequences

Time OwedTime Owed

Time-outTime-out– Time-out from a favorite object (primary level)Time-out from a favorite object (primary level)– Time-out from small group instruction (elementary Time-out from small group instruction (elementary

level)level)– Time-out at desk (elementary level)Time-out at desk (elementary level)– Time-out in class-isolation are (elementary and Time-out in class-isolation are (elementary and

middle school levels)middle school levels)– Time-out in another class ( middle school levels)Time-out in another class ( middle school levels)

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A Menu of Classroom-Based A Menu of Classroom-Based Corrective ConsequencesCorrective Consequences

RestitutionRestitution

Positive practicePositive practice

Response cost-Loss of pointsResponse cost-Loss of points

Response Cost LotteryResponse Cost Lottery

DetentionDetention

DemeritsDemerits

Office referralOffice referral

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Student WorkStudent WorkDesign efficient and effective procedures for Design efficient and effective procedures for assigning, monitoring, and collecting student assigning, monitoring, and collecting student

work.work.

5 major areas related to managing work5 major areas related to managing workAssigning

Classwork & Homework Managing

IndependentWork Periods

CollectingCompleted

WorkKeeping

Records andProvidingFeedback

Dealing withLate/MissingAssignments

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Assigning Classwork and Assigning Classwork and HomeworkHomework

Students should have a consistent place Students should have a consistent place to look to find out what their assignments to look to find out what their assignments are.are.

Teach students to keep their own records Teach students to keep their own records of assigned homework of assigned homework

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Managing Independent Work Managing Independent Work PeriodsPeriods

Be sure that any independent work you Be sure that any independent work you assign can be done independently by assign can be done independently by studentsstudentsSchedule independent work time in a way Schedule independent work time in a way that maximizes on-task behaviorthat maximizes on-task behaviorDevelop a clear vision of what you want Develop a clear vision of what you want student behavior during work times to look student behavior during work times to look and sound likeand sound like

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Managing Independent Work Managing Independent Work Periods ContinuedPeriods Continued

Provide guided practice on tasks and Provide guided practice on tasks and assignmentsassignments

Develop a specific system for how Develop a specific system for how students can get questions answered students can get questions answered during independent work periodsduring independent work periods

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Collecting Completed WorkCollecting Completed Work

Collect the work personally from each Collect the work personally from each student whenever possiblestudent whenever possible

Consider having students “check off” Consider having students “check off” completed taskscompleted tasks

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Keeping Records and Providing Keeping Records and Providing FeedbackFeedback

Use a computer grade book and print out Use a computer grade book and print out a weekly report for each student on each a weekly report for each student on each subjectsubject

Have students keep a Student Grade Have students keep a Student Grade RecordRecord

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Dealing with Late/Missing Dealing with Late/Missing AssignmentsAssignments

ExampleExampleAny assignment that is turned in late will receive Any assignment that is turned in late will receive an immediate 10% penaltyan immediate 10% penaltyNo assignment will be accepted beyond one No assignment will be accepted beyond one week lateweek lateStudents who have more than __ late or missing Students who have more than __ late or missing will have their families informedwill have their families informedNo more that four late assignments will be No more that four late assignments will be accepted during the quarteraccepted during the quarter