Embed Size (px)
Citation preview
CHAMPS:A Proactive & Positive Approach
to Classroom Management(2nd Edition)
February 1, 2012
Facilitators:Mary Perfitt-Nelson
Jim Wood1
Ground Work
• Cell Phones• Breaks• The Attention
Signal • Lunch• Ending
2
The Great Divorce DAVID BROOKS
New York Times 1/30/12Charles Murray’s “Coming Apart” describes the most important cultural
trends today and offers a better understanding of America’s increasingly two-caste society.
http://www.nytimes.com/2012/01/31/opinion/brooks-the-great-divorce.html?_r=2&hp
3
Microsoft Word Document
Introduction
The goal of classroom management is to develop a classroom of students who are:
• respectful,• responsible, • ready to roll (i.e. motivated), • and responsive (i.e. highly engaged in
meaningful tasks).
4
Overview: Setting The StageOverview: Setting The Stage
Introduction Introduction (pages 1-12)(pages 1-12)
There are techniques and strategies that can improve student behavior, attitude, and motivation.
5
Understatement: “Not all students come to us motivated and/or
responsible.”• Some are responsible and highly motivated.• Some are responsible, but only moderately
motivated.• Some are like Huck Finn. Or MORE!
6
7
Overall organization of the book—see Table of Contents
8
Video-Part 2: The Big Picture
The Big Picture
An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities.
Today we hope you will leave with a completed, comprehensive classroom management plan!
9
Where We Are Heading
10
11
We will
• Cover chapters related , primarily, to the organization and management of the environment
12
13
Book Study: Motivating Reluctant Learners (2 Day Event)(Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012Time(s): 3:30 - 5:30 PMLocation: Oakland Schools, 2111 Pontiac Lake Rd., Waterford 48328Cost: $8.00Presenter(s): Mary Perfitt-Nelson, Sue WelcomeClass Limit: 20
Section 1Section 1Structure Your Classroom for SuccessStructure Your Classroom for Success
14
Chapter 1
VisionDevelop a Clear Vision for Your Class
Pages 15- 61
15
Chapter 2 p 63-106
OrganizationCreate Consistent Organizational Patterns
16
Tasks
17
1.Arrange and effective daily schedule (p64)
2.Create a positive physical space3.Use an attention signals4.Design effective beginning &
ending routines5.Manage student assignments6.Manage independent work
periods
Chapter 2, Task 1: page 64Arrange an Efficient Daily Schedule
– Refer to Pages 64-70
Ch. 2 Task One: Arrange an Efficient Daily Schedule
– Provide enough VARIETY to increase time on task and interest• Write down your schedule of daily subjects,
• List the activities inherent within each subject
• Determine amount of time per activity and whether the activity is teacher directed (lecture, discussion, question/answer) or independent work (seatwork, lab) or a cooperative task. – Find BALANCE among types of activities: 40% teacher directed; 35%
independent work; 25% cooperative groups
– Avoid having any task run too long
– Schedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasks
18
Task 2:Create a positive physical space
• Read pages 70-76• Discuss with table• Report relevant pieces to group
19
Chapter 2, Task 3:Use an Attention Signal
• Every teacher needs to have an attention signal
• The goal is to have the attention of all within 5 seconds.
• I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal. 20
Chapter 2, Task 4:Design Effective Beginning and Ending Routines
Pages 78-89
Story……………VISUALIZE the end of your day
•Video: Disc 2 Chapter 2 Task 4
•Complete section of the plan
21
Chapter 2, Task 5:Manage Student Assignments
p. 90-98
• Read pages 90-98• Discuss with table• Report relevant pieces to group• Complete section of plan
22
23
24
25
Chapter 2, Task 6:Manage Independent Work Periods
p 99-104
Tips
– Only assign independent work that I know students can do independently.
– Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule).
26
Task 6: Manage Independent Work Periods
Chapter 2, Task 6: Manage Independent Work Periods (Continued)
– Establish a clear vision of what student behavior should look and sound like during independent work times.
– Arrange to provide guided practice on tasks and assignments that I expect students to do independently.
– Develop a specific system for how students can ask questions and get help during independent work periods.
27
28
Chapter 3
Creating a management plan
29
Chapter 3: Management Planp 107-144
Tasks
1.Determine the level of classroom structure 2.Develop & display classroom rules3.Correct rule violations during the first week of school4.Establish corrective consequences for rule violations5.Know when (& when not) to use disciplinary referral
30
Chapter 3, Task 1:Determine the Level of Classroom Structure
p109-115
• What level of classroom structure do you need?– This is about two things:• YOUR preference/style• STUDENT characteristics
31
Activity
Level of Structure (High, Middle, or Low) of Your Management Plan
Fill out Figure 3.1 (page 111) and Reproducible 3.1 (page 112) of your CHAMPS book and total your scores.
32
33
34
“Survey says…”
Score:0-30 LOW: Students can be successful with LOW,
MEDIUM, or HIGH
31-60 MEDIUM: Students need MEDIUM or HIGH structure
61-120 HIGH: Students need HIGH structure
35
Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued)
Re-evaluate
– During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations.
– Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.
36
Chapter 3, Task 2:Develop and Display Classroom Rules
p115-119
• Read Pages 115-119• Discuss at table• Report Out
37
Display Classroom Rules
Expectations In The Classroom: Behavior Matrices
• Your classroom rules are essentially found in a behavior matrix:
38
Chapter 4
ExpectationsGenerate Clear Expectations
39
Video: Ch 4 Intro: Teaching Expectations
Tasksp
40
1.Clarify CHAMPS expectations for Instructional activities
2.Clarify CHAMPS expectations for Transitions
3.Prepare lessons to communicate your expectations
Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities
Three-Step Process for Communicating Expectations
Video: Disc 3 Ch 4 Task 1
41
42
43
Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions
Repeat for TRANSITIONS
44
45
46
47
48
Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations
• Video: Ch 4Task 3• Discuss notes at table• Report Out To Group
49
Chapter 5
Launch
Launch Your Management Planin the First Month of School
50
Tasks
51
1.Summarize your classroom management & discipline plan
2.Make final preparations for Day One3.Implement your plan on Day One4.Implement your plan on Days 2
through 20 (the first 4 weeks)5.Prepare your students for special
circumstances
52
53
54
Chapter 6
Observe
Use Data to Monitor and AdjustYour Management Plan
56
Tasks
57
Task One: Circulate and ScanTask Two: Use Data From Tools To Monitor
Tools:1. CHAMPS vs. Daily reality Rating Scale2. Ratio of Interactions Monitoring Form3. Misbehavior Recording Sheet4. Grade Book Analysis Worksheet5. On-Task Behavior Observation Sheet6. Opportunities to Respond Observation
Sheet7. Family/Student Satisfaction Survey
Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously
• Video: Ch 6, Task 1
58
Chapter 6, Task 2:Use Data to Monitor and Adjust Your
Classroom Management and Discipline Plan
59
Tools for Monitoring
1. CHAMPS vs. Daily reality Rating Scale2. Ratio of Interactions Monitoring Form3. Misbehavior Recording Sheet4. Grade Book Analysis Worksheet5. On-Task Behavior Observation Sheet6. Opportunities to Respond Observation Sheet7. Family/Student Satisfaction Survey
60
Tool 1: CHAMPS versusDaily Reality Rating Scale
Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS
expectations.Video: ch 6 task 1
61
WHY: To help you decide whether you need to re-teach
your CHAMPS expectations • To help you decide whether your current level of
structure fits the needs of your class • To help you decide whether you might need some
kind of classwide system to increase students' motivation to behave responsibly
WHEN: • During the fourth or fifth week of school • Shortly after major vacations (e.g., winter and
spring breaks)
62
63
Tool 2: Ratio of InteractionsMonitoring Form(s)
Determine whether you are interacting with students at least three times more often when they are behaving responsibly than
when they are misbehaving.Read: Page 251-256
64
WHY: • To help you evaluate whether you have fallen into the
Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over time• To help you decide whether you need to increase the
number of interactions you have with students when they are behaving appropriately
WHEN: • During the second month of school • In early to mid-February• Any time you sense that you are nagging a lot
65
66
Tools 3-7Jigsaw
1. Misbehavior Recording Sheet (p 257)2. Grade Book Analysis Worksheet (p262)3. On-Task Behavior Observation Sheet(p264)4. Opportunities to Respond Observation Sheet
(p268)5. Family/Student Satisfaction Survey (p271)
67
