A Proactive and Positive Approach to Classroom Management

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

ManagementManagement

Maslow’s Hierarchy of Maslow’s Hierarchy of Basic NeedsBasic Needs

PhysiologicalPhysiological SafetySafety BelongingBelonging EsteemEsteem Self FulfillmentSelf Fulfillment

CHAMPSCHAMPS

CC

HH

AA

MM

PP

SS

Conversation Conversation Can students talk to each other?Can students talk to each other?HelpHelpHow do they get your attention?How do they get your attention?ActivityActivityWhat is the task or end product?What is the task or end product?MovementMovementCan the students move about?Can the students move about?ParticipationParticipationWhat does the behavior look or sound What does the behavior look or sound

like?like?

Success!Success!

Materials WalkMaterials Walk

CHAMPS: A Proactive and Positive Approach CHAMPS: A Proactive and Positive Approach to Classroom Managementto Classroom Management

CDCD Facilitator NotebookFacilitator Notebook Flash DriveFlash Drive WikiWiki

Sizing UpSizing Up

Drink coffee, tea, orange juice or water in Drink coffee, tea, orange juice or water in the morning? the morning?

Drive a car, SUV, mini-van or truck?Drive a car, SUV, mini-van or truck?

Are you a lark (morning person) or an owl?Are you a lark (morning person) or an owl?

Do you listen to rock, jazz, country or Do you listen to rock, jazz, country or contemporary? contemporary?

CHAMPS ApproachCHAMPS Approach

CHAMPS is an approach………CHAMPS is an approach………

Program

STOICSTOIC is an adjective is an adjective meaning “tending to meaning “tending to remain unemotional, remain unemotional, especially showing especially showing admirable patience and admirable patience and endurance in the face of endurance in the face of adversity.”adversity.”

STOIC

STOICSTOICBasic BeliefsBasic Beliefs

SStructure your classroom for successtructure your classroom for success

TTeach behavioral expectations to each behavioral expectations to studentsstudents

OObserve and supervisebserve and supervise

IInteract positively with studentsnteract positively with students

CCorrect fluentlyorrect fluently

The Big PictureThe Big Picture

An effective classroom An effective classroom management plan management plan prevents misbehavior and prevents misbehavior and is continually refined to is continually refined to help students become help students become increasingly respectful, increasingly respectful, responsible, motivated responsible, motivated and highly engaged in and highly engaged in instructional activities.instructional activities.

CHAMPSCHAMPS

CC

HH

AA

MM

PP

SS

Conversation Conversation Can students talk to each other?Can students talk to each other?HelpHelpHow do they get your attention?How do they get your attention?ActivityActivityWhat is the task or end product?What is the task or end product?MovementMovementCan the students move about?Can the students move about?ParticipationParticipationWhat does the behavior look or sound What does the behavior look or sound

like?like?

Success!Success!

Two Approaches to Two Approaches to DisciplineDiscipline

Review ArticleReview Article

Share 3 things that you Share 3 things that you learned with your table teamlearned with your table team

Whole group debriefWhole group debrief

SummarySummary

Focus on instructionFocus on instruction Provide positive feedbackProvide positive feedback Misbehavior is a teaching Misbehavior is a teaching

opportunityopportunity Collaboration increases successCollaboration increases success

Prevent misbehavior by pre-teaching expectations & consistent use of

reinforcement, encouragement and correction of misbehavior.



Chapter 1: VisionChapter 1: Vision

What teacher influenced What teacher influenced you?you?

Think of a teacher that influenced Think of a teacher that influenced youyou

Share with a partner the Share with a partner the characteristics of that teachercharacteristics of that teacher

Whole group share (brief)Whole group share (brief)

VISIONVISION

You must know You must know for which harbor for which harbor you are headed if you are headed if you are to catch you are to catch the right wind to the right wind to take you there.take you there.

- Seneca- Seneca

Chapter 1: VisionChapter 1: Vision

1.1. Understand How to Shape BehaviorUnderstand How to Shape Behavior

2.2. Understand MotivationUnderstand Motivation

3.3. Identify Long-Range Classroom GoalsIdentify Long-Range Classroom Goals

4.4. Develop Guidelines for SuccessDevelop Guidelines for Success

5.5. Maintain Positive ExpectationsMaintain Positive Expectations

6.6. Implement Effective Instructional Implement Effective Instructional PracticesPractices

7.7. Initiate and Maintain Family ContactsInitiate and Maintain Family Contacts

Tasks:

Task 1: Task 1: Understand How to Shape Understand How to Shape

BehaviorBehavior

Structure your classroom to promote Structure your classroom to promote responsible student behaviorresponsible student behavior

Acknowledge responsible student Acknowledge responsible student behaviorbehavior

Respond to irresponsible student Respond to irresponsible student behavior calmly and consistentlybehavior calmly and consistently

Behavior Management Behavior Management PrinciplesPrinciples

Behavior is learned and unlearnedBehavior is learned and unlearned

Antecedents:Antecedents: What happens before the What happens before the misbehavior?misbehavior?

Behavior: Behavior: What happens and is observable?What happens and is observable?What do you want to change?What do you want to change?

Consequence:Consequence: Positive reinforcement of Positive reinforcement of behavior increases the behavior increases the

behavior behavior (positive to student).(positive to student).

Negative reinforcement Negative reinforcement decreases the behavior decreases the behavior

(negative to student).(negative to student).

All Misbehaviors Occur for All Misbehaviors Occur for a Reasona Reason

How to Reduce Misbehaviors:How to Reduce Misbehaviors: Identify and modify any conditions Identify and modify any conditions

that are reinforcing the behavior,that are reinforcing the behavior, Identify and eliminate any positive Identify and eliminate any positive

outcomes that are reinforcing the outcomes that are reinforcing the behavior,behavior,

Implement appropriate corrective Implement appropriate corrective consequences calmly and consequences calmly and consistently.consistently.

Task 2: Understand Task 2: Understand MotivationMotivation

How to encourage your students to succeed.

To MotivateTo Motivate

To provide an incentiveTo provide an incentive

To move to actionTo move to action

To drive forwardTo drive forward

What Motivates You?What Motivates You?

List things you are motivated to do List things you are motivated to do on the left side of your paper.on the left side of your paper.

List things you are not motivated to List things you are not motivated to do on the right side of your paper.do on the right side of your paper.

Keep your lists – we’ll come back to Keep your lists – we’ll come back to it in a few minutes!it in a few minutes!

Major Concepts of Major Concepts of MotivationMotivation

Concept 1:Concept 1:

When a behavior is engaged in When a behavior is engaged in , it demonstrates a level of , it demonstrates a level of

motivation.motivation.

If behavior does not occur it If behavior does not occur it demonstrates a demonstrates a of motivation. of motivation.

repeatedly

lack

Major Concepts of Major Concepts of MotivationMotivation

Concept 2:Concept 2: Motivation involves Motivation involves and and

factors.factors.

Concept 3:Concept 3: There is an important relationship There is an important relationship

between one’s intrinsic motivation to between one’s intrinsic motivation to engage in a task and one’s engage in a task and one’s

at the task.at the task.

(If you’re good at a task then you want to do it a lot!)(If you’re good at a task then you want to do it a lot!)

intrinsicextrinsic

proficiency

Expectancy X Value Expectancy X Value TheoryTheory

Expectancy = degree you expect to Expectancy = degree you expect to be be

at a taskat a task

Value = degree you value the Value = degree you value the that accompany that successthat accompany that success

successful

rewards

The FormulaThe Formula

Expectancy Rate Expectancy Rate X X Value Rate = Value Rate = MotivationMotivation

Guess what? If either rate is zero,Guess what? If either rate is zero,then motivation is also zero!then motivation is also zero!

““O” = O” = NOTNOT motivated or motivated or NONO Value Value““10” = 10” = HighlyHighly motivated or motivated or HighlyHighly Valued Valued

How the formula works…How the formula works…

Example – page 200 in CHAMPs Example – page 200 in CHAMPs Grocery shopping:Grocery shopping: Expectancy = 8Expectancy = 8

Value = 5Value = 5

8 X 5 = 40% motivation8 X 5 = 40% motivation

Playing with my dogs:Playing with my dogs: Expectancy = 10Expectancy = 10

Value = 10Value = 10

10 X 10 = 100% motivation 10 X 10 = 100% motivation

In SummaryIn Summary

Student behavior will let you know what Student behavior will let you know what they are motivated & not motivated to dothey are motivated & not motivated to do

Use both intrinsic and extrinsic motivationUse both intrinsic and extrinsic motivation

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

What does this mean?What does this mean? If your students are unmotivated first find out If your students are unmotivated first find out

if it’s a question of:if it’s a question of:

Do they value the task and/or the Do they value the task and/or the reinforcement?reinforcement?

Do they expect to succeed?Do they expect to succeed?

Consider what Consider what theythey believe, NOT believe, NOT what what youyou believe they can do. believe they can do.

Consider what reinforces Consider what reinforces THEMTHEM, not , not what reinforces you.what reinforces you.

Your TurnYour Turn

Look over your list of motivated Look over your list of motivated and not motivated activitiesand not motivated activities

Choose one item from each listChoose one item from each list Use the Use the Expectancy X ValueExpectancy X Value

formula for eachformula for each Discuss results in table groupDiscuss results in table group Did we get itDid we get it? ?

Task 3:Task 3:Identify Long-Range Identify Long-Range

Classroom GoalsClassroom Goals

Write 3 goals (instructional and Write 3 goals (instructional and behavioral)behavioral)

Share with table groupShare with table group

Task 4:Task 4:Develop Guidelines for Develop Guidelines for

SuccessSuccess

Guidelines for Success are….Guidelines for Success are….

attitudes, traits, guiding attitudes, traits, guiding principles that are important principles that are important to the success of my students to the success of my students in our school, in my in our school, in my classroom and in their lives.classroom and in their lives.

Sample - Guidelines for Sample - Guidelines for SuccessSuccess

Be responsibleBe responsible Always tryAlways try Do your bestDo your best Cooperate with othersCooperate with others Treat everyone with respect Treat everyone with respect

(including yourself)(including yourself)

The ABC’sThe ABC’sKaley’s Guidelines for Kaley’s Guidelines for

SuccessSuccess

AA Always use good mannersAlways use good manners BB Be respectful to your self Be respectful to your self

and othersand others CC Come preparedCome prepared DD Do your bestDo your best EE Everyone cooperate and be Everyone cooperate and be

helpfulhelpful

Rosemont Rosemont ElementaryElementary

SShow your besthow your bestOOrganize and be preparedrganize and be preparedAAttitudes are positivettitudes are positiveRRespect everyone all the espect everyone all the timetime

Ocoee High SchoolOcoee High School

Work to Become SuccessfulWork to Become Successful Be the Change You Wish to Be the Change You Wish to

See in the WorldSee in the World Treat Everyone with Dignity Treat Everyone with Dignity

and Respectand Respect Be Responsible for Your Own Be Responsible for Your Own

BehaviorBehavior

Guidelines for SuccessGuidelines for Success

RulesRules

CHAMPs Pg.13 44

Guidelines vs. RulesGuidelines vs. Rules

GUIDELINESGUIDELINES Reflect overall Reflect overall

guiding principles guiding principles for student for student attitudes and attitudes and behaviorbehavior

All specific All specific RULES should RULES should connect to these connect to these guidelinesguidelines

RULESRULES Tell students Tell students

specifically what to dospecifically what to do Are measurable and Are measurable and

observableobservable Examples:Examples:

Be in class on timeBe in class on time Come to class with Come to class with paper, paper, pencil and pencil and bookbook Work to complete Work to complete quality quality assignmentsassignments

ReflectionReflection

A.A. If your school If your school has has guidelines for guidelines for success school success school wide:wide:

How were they How were they developed?developed?

Are they being taught Are they being taught in the classroom?in the classroom?

Are they a living and Are they a living and breathing part of the breathing part of the school culture?school culture?

B.B. If your school If your school does notdoes not have have Guidelines for Guidelines for Success school Success school wide, discuss:wide, discuss:

Do we want to Do we want to develop them so that develop them so that all staff emphasizes all staff emphasizes the same principles?the same principles?

How would we begin How would we begin developing them?developing them?

Task 5: Maintain Task 5: Maintain Positive ExpectationsPositive Expectations

1.1. Take care of yourselfTake care of yourself2.2. Maintain, a positive but realistic Maintain, a positive but realistic

vision of students behaving vision of students behaving successfullysuccessfully

3.3. Evaluate your behavior management Evaluate your behavior management planplan

4.4. Don’t take it personallyDon’t take it personally5.5. Make an overt effort to interact Make an overt effort to interact

positively with each studentpositively with each student6.6. Consult with colleaguesConsult with colleagues

Task 5:Task 5:Maintain Positive Maintain Positive

ExpectationsExpectations 6 mixed small groups6 mixed small groups Develop 1 minute Develop 1 minute

commercial commercial

(p. 42-43))(p. 42-43)) Group presentationsGroup presentations

Task 5: Maintain Task 5: Maintain Positive ExpectationsPositive Expectations

1.1. Take care of yourselfTake care of yourself2.2. Maintain, a positive but realistic Maintain, a positive but realistic

vision of students behaving vision of students behaving successfullysuccessfully

3.3. Evaluate your behavior management Evaluate your behavior management planplan

4.4. Don’t take it personallyDon’t take it personally5.5. Make an overt effort to interact Make an overt effort to interact

positively with each studentpositively with each student6.6. Consult with colleaguesConsult with colleagues

Task 6: Task 6: Implement Effective Implement Effective

Instructional PracticesInstructional Practices

Tune Up your Teaching StyleTune Up your Teaching StyleActively Involve StudentsActively Involve StudentsHave Clear ObjectivesHave Clear ObjectivesEnsure High Rates of SuccessEnsure High Rates of SuccessProvide Immediate FeedbackProvide Immediate Feedback

Task 6:Task 6:Implement Effective Instructional Implement Effective Instructional

PracticesPractices

Tune Up Your Teaching StyleTune Up Your Teaching Style Be clear about what students are to learn Be clear about what students are to learn

and explain why the task of behavior will be and explain why the task of behavior will be useful to studentsuseful to students

Relate new tasks to previously learned skillsRelate new tasks to previously learned skills Give students a vision of what they will Give students a vision of what they will

eventually be able to dol. eventually be able to dol. Rally the enthusiasm and enery of students, Rally the enthusiasm and enery of students,

particularly when asking them to do particularly when asking them to do something difficult or challenging.something difficult or challenging.

Task 6: Task 6: Implement Effective Implement Effective

Instructional PracticesInstructional Practices

Tune Up your Teaching StyleTune Up your Teaching StyleActively Involve StudentsActively Involve StudentsHave Clear ObjectivesHave Clear ObjectivesEnsure High Rates of SuccessEnsure High Rates of SuccessProvide Immediate FeedbackProvide Immediate Feedback

Task 7:Task 7:Initiate and Maintain Family Initiate and Maintain Family

ContactsContacts

Share personal Share personal experiencesexperiences

Video ClipVideo Clip



Chapter 2: Chapter 2: OrganizationOrganization

Chapter 2: OrganizationChapter 2: Organization

Tasks:Tasks: Arrange an Efficient Daily ScheduleArrange an Efficient Daily Schedule Create a Positive Physical SpaceCreate a Positive Physical Space Use an Attention SignalUse an Attention Signal Design Effective Beginning and Design Effective Beginning and

Ending RoutinesEnding Routines Manage Student AssignmentsManage Student Assignments Manage Independent Work PeriodsManage Independent Work Periods

Jigsaw ActivityJigsaw Activity

Divide large group into smaller groups of 6 Divide large group into smaller groups of 6 membersmembers

Each group meets and selects a facilitator Each group meets and selects a facilitator ( birthday closest to today’s date)( birthday closest to today’s date)

Facilitator tasks:Facilitator tasks: assigns parts, provide preparation time (15 assigns parts, provide preparation time (15

min)min) each person reads, chooses 3-4 key items each person reads, chooses 3-4 key items

from selection to share from selection to share facilitate the discussion and keep it movingfacilitate the discussion and keep it moving

Jigsaw AssignmentsJigsaw Assignments

Person

Assignment CHAMPS

1 Task 1: Arrange an Efficient Daily Schedule

p. 64-70

2 Task 2: Create a Positive Physical Space

p. 70-76

3 Task 3: Use an Attention SignalTask 4: Design Effective Beginning and Ending Routines (through goal 3 on p. 83)

p. 76-78p. 78-83

4 Task 4: Design Effective Beginning and Ending Routines (start with Opening/Elem.)

p. 83-89

5 Task 5: Manage Student Assignments

p. 90-99

6 Task 6: Manage Independent Work Periods

p. 99-104

Team Roles and Team Roles and ResponsibilitiesResponsibilities

Define Roles/ResponsibilitiesDefine Roles/Responsibilities Complete form with school Complete form with school

teamsteams

RolesRoles

FacilitatorFacilitator Reporter (Wiki)Reporter (Wiki) OthersOthers

Extended Learning Extended Learning OpportunitiesOpportunities

Complete Module 1 & 2 Self-Complete Module 1 & 2 Self-Assessment Checklist (found on CD)Assessment Checklist (found on CD)

Complete Team Reflection:Complete Team Reflection:

““What activities/content from What activities/content from Modules 1 & 2 are applicable Modules 1 & 2 are applicable for your school based for your school based professional development?”professional development?”

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

Haim Ginott Haim Ginott

Documents

A Proactive and Positive Approach to Classroom Management