A Proactive and Positive Approach to Classroom

Management

CHAMPs Beliefs All students should be treated

with dignity and respect. Students should be taught the

skills and behaviors necessary for success.

Staff members should encourage motivation through positive interactions and building relationships with students.

Student misbehavior provides a teaching opportunity.

To accomplish these beliefs effective teachers focus on

the following: Proactive – preventing problems

instead of constantly dealing with them.

Positive – building collaborative relationships with students and provide meaningful, positive feedback.

Instruction – directly teach and review expectations throughout the year.

.

STOICStructureTeaching ExpectationsObservationInteractionsCorrections

Numbered Heads Together

C in CHAMPs H-Give an example of a help signal A in CHAMPs M in CHAMPs Participation

Give examples and of what participating looks like

Conversation

ActivityMovement

Non-examples

Chapter 5: Launch Task 1: Summarize your classroom

Management and Discipline Plan Task 2: Make Final Preparations for

Day One Task 3: Implement your Plan on Day

One Task 4: Implement your Plan on

Days 2 Through 20 (The First Four Weeks)

Task 5: Prepare Your Students for Special Circumstances

First Month Timeline

Review task reading assignment with school group

Teams work on poster representation of assigned task (be creative)

Post charts on timeline Task presentations

Chapter 7-Motivation

What motivates YOUR students?

What does this mean? If your students are unmotivated…

Recall the Value x Expectancy formula (p.28-29)

Do they value the task and/or the reinforcement?

Do they expect to succeed?Consider what they believe, NOT what you believe they can do.

Consider what reinforces THEM, not what reinforces you.

When you invest in building positive relationships and providing frequent positive feedback, you motivate students to demonstrate their best behavior.

In Summary Student behavior will let you know

what they are motivated & not motivated to do

Use both intrinsic and extrinsic

motivation

Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……

Putting the Pieces Together

(turn to p. 278)

•Number off 1-4. • Group by numbers. • Divide in half.• Discover “bright ideas” for

Chapter 7 tasks

Chapter 7 Investigations

Chapter 7 Tasks T1- Build Positive Relationships with

Students p. 278-283 T2 - Provide Positive Feedback

p. 283-292 T3 – Provide Intermittent Celebrations

p. 293-297 T4 – Strive to Provide a High Ratio of

Positive Interactions p. 298-301

Positive Interactions

Positive Interactions focuses on…

teaching students to get attention through responsible

behavior rather than misbehavior.

• Both of her parents have heavy work

schedules

Mary

• Spends lots of time without adult supervision

• Has many negative adult interactions

Sue• Single parent home - lots of supervision

• Receives many positive adult interactions

Students with Chronic Behaviors

Easier and more reliable to get attention by doing things wrong than by following the rules.

Responsible behavior often goes unnoticed while behavior that annoys the teacher or disrupts results in attention.

Jigsaw

Choose #1-6 passage. Read and prepare. (3

minutes)

#1-6 shares around table. (10 minutes)

Use every opportunity possible to provide each student with non-contingent attention!

Powerful Intervention!

Mix Freeze Group Make a group of:

The number of leaves in a four leaf clover

CHAMPS is1.A winner of a wrestling match2.A sound a bird makes3.A proactive and positive approach to classroom management

Mix Freeze Group Make a group of: The number of tires on a bicycle

The more structure your class requires:

1.The looser your expectations will be2.The more tightly you will need to design your expectations

Mix Freeze Group Make a group of:

How many blind mice chased the farmer’s wife?

Classroom Rules should be:

1.Stated negatively2.3-6 positively stated rules3.Are the same as Guidelines for Success

Mix Freeze Group Make a group of:

The number of feet in a yard

During independent work time, I will:

1.Give new and unfamiliar work to the students2.Let the students fill up their own free time3.Only assign independent work that I know the students can do

A Visit from Ocoee MS

Chapter 8Classwide Motivation

Systems Class behaves for the most part but

the honey- moon period is over Most students are responsible, but a

few students have a problem with one specific behavior

Behavior of many of your students is challenging

Step 1: Preparation—Identify problems, goals & level of

structureStructure and Support!

Management & Discipline Planning Questionnaire

Low StructureMedium Structure

High Structure

What did you learn about the level of structure your class needs? This is critical to creating a match between your students’ needs and anappropriate classwide motivation system

If your total is: Your Risk Factors Are:

0 to 30Low, which means your students can probably be successful with a classroom management plan that involves Low, Medium or High Structure

31 to 60Medium, which means that for your students to be successful, your classroom management plan should involve Medium or High Structure

61-120High, which means that for your students to be successful, your classroom management plan should involve High Structure

Step 2: Decide on a Classwide Motivational System

Decide to use a non-reward or a reward-based system

Choose, design and implement

Meet Mr. Harn

Reward or Non-Reward Fan –n- Pick (Kagan, 2009)

Nonreward-Based System Nonreward-based=intrinsic

Goal Setting (Reproducible 8.9, p. 349)

Goal Contract (Reproducible 8.10, p. 351)

Tips for Choosing & Implementing a Reward-

Based System Make sure the system is

for and to students.

Make sure the rewards the students will be working for are

.

Set the system up in ways that make student likely.

interestingappropriate

highly motivating

success

Tips for Choosing & Implementing a Reward-

Based System Avoid systems with time

limits.

Carefully the entire system before you begin implementation.

Make sure your for student behavior are clear and that you have adequate for monitoring student behavior.

arbitrary

organize

expectations

procedures

Tips for Choosing & Implementing a Reward-

Based System Teach the students the entire

system works.

Make sure that you that the system will help improve student behavior.

how

believe

Motivation Systems by Level of Classroom

StructureAppropriate Systems for

Classes Needing Low

Structure

Appropriate Systems for

Classes Needing Medium

Structure

Appropriate Systems for

Classes Needing High

Structure

Goal Setting Procedures:

•Teacher sets goals for individual students•Teacher guides students in the process of setting their own goals•Teacher guides students in setting class wide goals

•100 squares•Group Response Cost•Lottery Tickets•Mystery Behavior of the Day•Public Posting Classwide/Individual•Self-Evaluation of on/off task behavior•Target & Reward a specific behavior

•Behavioral Grading•Economic Simulation•Reinforcement Based on Reducing Misbehavior

Menu of Class-wide Systems

Table Groups Each person reviews one folder and

shares with group. Would this motivation system work

in my class – why or why not? How would I adapt this to meet the

needs in my class?

Step 3: Maintaining and Fading a Reward Based

System Keep you energy and

about the system high.

Keep your focus on the students’ behavior rather than the they earn.

Continue using other strategies at a high level.

enthusiasm

rewards

motivational

Maintaining and Fading a Reward Based System

When a system has been successful for a period of time, start making it more .

Once a system is fairly “lean,” modify it to be based on rewards.

challenging

intermittent

Maintaining and Fading a Reward Based System

Once a class is working successfully for intermittent rewards, consider adding (or switching to) one of the

systems described in the menu.

When appropriate, have a class discussion about the use of the reward-based system.

goal setting

abandoning

We have never failed unless we have ceased to try.

Eleanor Roosevelt

Closing Post organizer

Homework: Self Assessment Reflections on Modules 5 & 8

Day 4