C. H. A. M. P. sC. H. A. M. P. s

Meadowdale Middle SchoolMeadowdale Middle School

September, 2008September, 2008

onversation

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ctivity

ovement

artIcipation

I’ve come to the frightening conclusion that I am I’ve come to the frightening conclusion that I am the decisive element in the classroom.the decisive element in the classroom.

It’s my personal approach that creates the climate.It’s my personal approach that creates the climate.It’s my daily mood that makes the weather.It’s my daily mood that makes the weather.

As a teacher, I possess a tremendous power to As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.make a child’s life miserable or joyous.

I can be a tool of torture or an instrument of I can be a tool of torture or an instrument of inspiration.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 In all situations, it is my response that decides whether a crisis will be escalated or de-escalated whether a crisis will be escalated or de-escalated

– and a child humanized or dehumanized.– and a child humanized or dehumanized.-Haim Ginott-Haim Ginott

Learning Targets for TodayLearning Targets for Today

Learning Target #1Learning Target #1 – Become familiar with the – Become familiar with the basic philosophy and classroom management basic philosophy and classroom management practices outlined in the first 4 modules of practices outlined in the first 4 modules of CHAMPs.CHAMPs.

Learning Target #2Learning Target #2 – Self assess my own – Self assess my own classroom management needs and develop my classroom management needs and develop my classroom management plan for 2008-09.classroom management plan for 2008-09.

Learning Target #3Learning Target #3 – Differentiate between – Differentiate between Mild, Moderate and Severe student Mild, Moderate and Severe student misbehavior.misbehavior.

C.H.A.M.P.s over the Summer?C.H.A.M.P.s over the Summer? Fist to Five – Help me adjust my lesson…Fist to Five – Help me adjust my lesson… Share is groups- What do you already know Share is groups- What do you already know

about CHAMPs?about CHAMPs? July Small Group Work - summaryJuly Small Group Work - summary First 4 Modules:First 4 Modules:

– VisionVision– OrganizationOrganization– ExpectationsExpectations– The First MonthThe First Month

Guidelines for Success – The 5 P’sGuidelines for Success – The 5 P’s

Guidelines for Success – The 5 P’sGuidelines for Success – The 5 P’s PromptPrompt – Be on time. – Be on time. PreparedPrepared – Have your materials and – Have your materials and

completed assignments out and ready at the completed assignments out and ready at the start of class.start of class.

ProductiveProductive - On task and actively involved in - On task and actively involved in the learning process.the learning process.

PolitePolite - Show respect to self, others and - Show respect to self, others and property.property.

PositivePositive – Be optimistic about learning. – Be optimistic about learning.

What is C.H.A.M.P.s??What is C.H.A.M.P.s?? CHAMPs is a decision-making template to CHAMPs is a decision-making template to

assist educators in developing a classroom assist educators in developing a classroom management plan and implementing it management plan and implementing it successfully.successfully.

The CHAMPs approach is centered around The CHAMPs approach is centered around proactive, positive steps taken by teachers in proactive, positive steps taken by teachers in the classroom. the classroom. It preserves individual It preserves individual preferences and respects teacher competencepreferences and respects teacher competence ..

CHAMPs provides a common vocabulary for CHAMPs provides a common vocabulary for all to use in the promotion of a positive, all to use in the promotion of a positive, learning centered culture.learning centered culture.

The goal of positive behavior support The goal of positive behavior support is not “perfect” children. Rather, the is not “perfect” children. Rather, the

goal should be the perfect goal should be the perfect environment for enhancing environment for enhancing

their growth.their growth.

-John Marzano-John Marzano

What CHAMPs isn’t…What CHAMPs isn’t… CHAMPs is not a “canned” program. It does CHAMPs is not a “canned” program. It does

not want teachers to surrender their own not want teachers to surrender their own personal style or preferences when managing personal style or preferences when managing their classrooms.their classrooms.

CHAMPs will not result in a school of docile, CHAMPs will not result in a school of docile, compliant, perfectly behaved students. Rather compliant, perfectly behaved students. Rather – it will promote positive adult/student – it will promote positive adult/student interactions and clear communication of interactions and clear communication of expectations.expectations.

CHAMPs is not about student behavior – it is CHAMPs is not about student behavior – it is about adult planning, communication, and about adult planning, communication, and response to student behavior.response to student behavior.

Self AssessmentSelf Assessment

How much classroom structure do I need?How much classroom structure do I need? This may vary from year to year – depending This may vary from year to year – depending

upon the course being taught and/or the upon the course being taught and/or the students you are teaching.students you are teaching.

Complete the self assessment activity. When Complete the self assessment activity. When finished, share your results with a colleague.finished, share your results with a colleague.

Share with the group?Share with the group?

S.T.O.I.C.S.T.O.I.C.

The S.T.O.I.C. acronym provides the initial building The S.T.O.I.C. acronym provides the initial building blocks for developing a classroom management blocks for developing a classroom management plan:plan:

StructureStructure for Success for Success TeachTeach Expectations Expectations ObserveObserve and Monitor and Monitor InteractInteract Positively Positively CorrectCorrect Fluently Fluently

Let’s compare this with the 5 P’s.Let’s compare this with the 5 P’s.

Stoic- Stoic- somebody who is somebody who is

unemotional, especially

unemotional, especially

somebody who shows

somebody who shows

patience and endurance

patience and endurance

during adversityduring adversity

Your Classroom Management PlanYour Classroom Management Plan

Use the checklist as a guide.Use the checklist as a guide. Use your CHAMPs book as a resourceUse your CHAMPs book as a resource Use the CHAMPs summary PowerPoint Use the CHAMPs summary PowerPoint

(thanks Kathe Miller!!) as a resource(thanks Kathe Miller!!) as a resource Collaborate with colleagues – the expertise is Collaborate with colleagues – the expertise is

in the roomin the room State expectations in the positiveState expectations in the positive Effective Classroom management is usually Effective Classroom management is usually

about less – not more – rules and about less – not more – rules and consequencesconsequences

Your AssignmentYour Assignment

Work with a partner or a groupWork with a partner or a group Outline your classroom management plan with Outline your classroom management plan with

the CHAMPs philosophy as a guidethe CHAMPs philosophy as a guide Develop a plan for communicating your Develop a plan for communicating your

expectations to your classes during the first expectations to your classes during the first week of schoolweek of school

Meet back in the Library at ???? to debrief and Meet back in the Library at ???? to debrief and share.share.

Greatness is not Greatness is not something to strive for, something to strive for, rather it is something to rather it is something to

look for in others.look for in others.

Differentiating between Mild, Differentiating between Mild, Moderate and Severe misbehaviorModerate and Severe misbehavior

Schools need a plan for dealing with different Schools need a plan for dealing with different levels of misbehavior.levels of misbehavior.

A plan provides consistency for staff and A plan provides consistency for staff and students when students misbehave.students when students misbehave.

Misbehavior can be classified into 3 categories Misbehavior can be classified into 3 categories – Mild, Moderate and Severe.– Mild, Moderate and Severe.

Without a plan…Without a plan…

Staff are not sure how to deal with misbehaviorStaff are not sure how to deal with misbehavior Staff responses are likely to be less consistentStaff responses are likely to be less consistent Some staff may expect someone else to handle Some staff may expect someone else to handle

behavior problems, and feel frustrated when that behavior problems, and feel frustrated when that doesn’t happen.doesn’t happen.

Some staff may have unrealistic expectations Some staff may have unrealistic expectations about what administrators can/should do with about what administrators can/should do with students who have been referred to the office.students who have been referred to the office.

Level 1 – MILD InfractionsLevel 1 – MILD Infractions

Misbehaviors that can be adequately corrected Misbehaviors that can be adequately corrected at the time they occur, and which do not at the time they occur, and which do not require documentation.require documentation.

VAST majority of misbehaviors for students in VAST majority of misbehaviors for students in the middle school years are Level 1 behaviors.the middle school years are Level 1 behaviors.

Level 2 – MODERATE InfractionsLevel 2 – MODERATE Infractions

Misbehaviors that, while not requiring Misbehaviors that, while not requiring immediate administrative involvement, do immediate administrative involvement, do require documentation.require documentation.

Usually results in an assigned consequence to Usually results in an assigned consequence to be documented.be documented.

Parents are informed of Level 2 infractions by Parents are informed of Level 2 infractions by the staff member assigning the consequence.the staff member assigning the consequence.

Level 3 – SEVERE InfractionsLevel 3 – SEVERE Infractions

Illegal ActsIllegal Acts Physically Dangerous Acts (Intentional vs. Physically Dangerous Acts (Intentional vs.

Unintentional)Unintentional) Harassment/BullyingHarassment/Bullying Acts of Defiance (Most Difficult) – Why?Acts of Defiance (Most Difficult) – Why?

Acts of DefianceActs of Defiance Acts in which a student engages in overt and immediate Acts in which a student engages in overt and immediate

refusal to comply with a reasonable adult direction.refusal to comply with a reasonable adult direction. Student Defiance will be considered a Level 3 offense Student Defiance will be considered a Level 3 offense

only when the following conditions are met:only when the following conditions are met:– The direction is clear and observableThe direction is clear and observable

– The direction is immediateThe direction is immediate

– The direction is given 3 timesThe direction is given 3 times

– With the 2nd repetition, the staff member emphasizes the With the 2nd repetition, the staff member emphasizes the serious nature of the student’s choiceserious nature of the student’s choice

– With the 3With the 3rdrd repetition, the staff member writes the direction repetition, the staff member writes the direction (giving the student time to respond)(giving the student time to respond)

Next Up – Module 5Next Up – Module 5MotivationMotivation

““Motivating is like bathing – if you Motivating is like bathing – if you only do it once, it isn’t that only do it once, it isn’t that

effective.”effective.”

-Golom-Golom