CHAMPs is Proactive… Adapted from Sprick's CHAMPS TOT by Laura Hamilton1 STOICSTOIC As you wait...
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CHAMPs is Proactive… Adapted from Sprick's CHAMPS TOT by Laura Hamilton 1 S T O I C As you wait for us to begin, please list the 5 variables you can manipulate for positive student behavior.
CHAMPs is Proactive… Adapted from Sprick's CHAMPS TOT by Laura Hamilton1 STOICSTOIC As you wait for us to begin, please list the 5 variables you can manipulate
CHAMPs is Proactive Adapted from Sprick's CHAMPS TOT by Laura
Hamilton1 STOICSTOIC As you wait for us to begin, please list the 5
variables you can manipulate for positive student behavior.
Slide 2
STOIC STRUCTURE / Organize all settings for student success
TEACH students how to behave responsibly in every setting OBSERVE
student behavior in all school settings (SUPERVISE!) INTERACT
positively with students build relationships. CORRECT irresponsible
behavior fluently calmly, consistently, immediately, briefly,
respectfully Adapted from Sprick's CHAMPS TOT by Laura
Hamilton2
Slide 3
CHAMPS approach to classroom management is Proactive Positive
Instructional Adapted from Sprick's CHAMPS TOT by Laura Hamilton3
Focused on preventing problems Based on building collaborative
relationships with students Designed to directly teach expectations
and to treat misbehaviors as an opportunity to teach replacement
behavior
Slide 4
Why do I have to teach behavior? Adapted from Sprick's CHAMPS
TOT by Laura Hamilton4
Slide 5
By the time they get to Middle School or High School, they
should know how to behave! Actually, by the time they get there,
they have had so many different teachers with different
expectations, they are more confused now than they were in
elementary school. If you dont explicitly teach them what you
expect, then they have to experiment to learn your expectations.
Adapted from Sprick's CHAMPS TOT by Laura Hamilton5
Slide 6
CHAMPS is designed to help you Manage student behavior Increase
student motivation Focus your time and energy on instruction and
student success Adapted from Sprick's CHAMPS TOT by Laura
Hamilton6
Slide 7
Lesson 1: Vision
Slide 8
Task 1: Understand How To Shape Behavior Task 2: Understand
Motivation Task 3: Maintain High Expectations Task 4: Understand
Personal Relationships Task 5: Develop Guidelines for Success
Adapted from Sprick's CHAMPS TOT by Laura Hamilton8
Slide 9
Behavior Management Principals To manage student behavior, you
need to understand that: Behavior is learned. Any behavior that
occurs repeatedly is serving some function for the individual.
Behavior can be changed. Adapted from Sprick's CHAMPS TOT by Laura
Hamilton9 This knowledge will allow you to help your students
become progressively more responsible.
Slide 10
Student Behavior can be Changed. Changing behaviors requires
you to focus on: What is prompting the behavior? What is
encouraging or sustaining the behavior? What might discourage that
behavior from occurring in the future? Adapted from Sprick's CHAMPS
TOT by Laura Hamilton10
Slide 11
Task 1: Understand How To Shape Behavior Adapted from Sprick's
CHAMPS TOT by Laura Hamilton11 #1 Conditions set the stage for: An
individuals behavior Replacement behavior must be taught. #2
Pleasant consequences result in behavior increasing in the future.
#3 Unpleasant consequences result in behavior decreasing in future.
ADD THIS PART
Slide 12
Reward or Consequence??? What may be a pleasant consequence for
one person could be an unpleasant consequence for another. Adapted
from Sprick's CHAMPS TOT by Laura Hamilton12
Slide 13
Behavior Management Principals Structure your class to promote
responsible behavior. Directly teach behavioral expectations. Be
nauseatingly clear!! Effectively acknowledge responsible behavior.
Effectively respond to irresponsible behavior. Adapted from
Sprick's CHAMPS TOT by Laura Hamilton13
Slide 14
Lesson 1: Vision Task 1: Understand How To Shape Behavior Task
2: Understand Motivation Task 3: Maintain High Expectations Task 4:
Understand Personal Relationships Task 5: Develop Guidelines for
Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton14
Slide 15
Understanding Motivation 1. Behavior that is repeated is
motivated behavior does not reoccur when there is no motivation.
This concept is always true! 2. Most people are motivated to engage
in a particular behavior by a mix of intrinsic and extrinsic
factors. Consider something you enjoy doing and the bonus of being
recognized for it! Adapted from Sprick's CHAMPS TOT by Laura
Hamilton15
Slide 16
Understanding Motivation 3. There is a relationship between a
persons intrinsic motivation to engage in a task and that persons
proficiency at that task. 4. To increase motivation in unmotivated
students, both must be addressed. The line between the two is not
as distinct as it may seem! Adapted from Sprick's CHAMPS TOT by
Laura Hamilton16
Slide 17
Intrinsic vs. Extrinsic Motivation In early stages of learning
something new or when learning is difficult, some students are not
likely to be intrinsically motivated to engage in behaviors
necessary to learn. As the student becomes more proficient at the
task, extrinsic motivators should be faded out. Adapted from
Sprick's CHAMPS TOT by Laura Hamilton17
Slide 18
Two Factors Affecting Motivation Value The degree to which one
values the rewards that accompany succeeding at that task
Expectancy The degree to which an individual expects to be
successful at the task Adapted from Sprick's CHAMPS TOT by Laura
Hamilton18
Slide 19
Theory of Motivation Expectancy x Value = Motivation If either
value is 0 Adapted from Sprick's CHAMPS TOT by Laura
Hamilton19
Slide 20
Motivation The simplest way to ensure that students expect
success is to make sure that they achieve it consistently. Brophy,
1987 Adapted from Sprick's CHAMPS TOT by Laura Hamilton20
Slide 21
Lesson 1: Vision Task 1: Understand How To Shape Behavior Task
2: Understand Motivation Task 3: Maintain High Expectations Task 4:
Understand Personal Relationships Task 5: Develop Guidelines for
Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton21
Slide 22
Task 3: High Expectations If you believe a child will fail, you
inadvertently create the conditions for that failure. Randy Sprick
You cant dislike kids on company time. Zig Englemann Adapted from
Sprick's CHAMPS TOT by Laura Hamilton22
Slide 23
Maintaining High Expectations for Academic and Behavioral
Performance YOUR VISION of student achievement and performance has
an IMMEASURABLE impact on your students. You must maintain high yet
realistic expectations for your students if they are to succeed.
The goal of this task is forming a belief in the potential success
of every student. Adapted from Sprick's CHAMPS TOT by Laura
Hamilton23
Slide 24
Monitor the statements you make to your students. Are you that
stupid that you cant figure it out? I am not even going to bother
to answer that question. Stop asking such stupid questions. Why
dont you just grow up? You cant do that it is too difficult for
you. You better do this instead. Why would you do something like
that? Use your head. (To a small group) You students have to work
with me because you cant work by yourself. Adapted from Sprick's
CHAMPS TOT by Laura Hamilton24
Slide 25
Monitor the statements you make to other adults. You must
believe in their success before expecting it! When you make
critical comments (even if made privately to another adult), you
are communicating low expectations What can you expect from a kid
like that? You cant expect any better from a student with that kind
of home life. They have ADHD, so what can you do? I wish he werent
in my class! Adapted from Sprick's CHAMPS TOT by Laura
Hamilton25
Slide 26
High Expectations Treat people as if they were what they ought
to be, and you help them become what they are capable of being.
Johann Wolfgang Von Goethe Adapted from Sprick's CHAMPS TOT by
Laura Hamilton26
Slide 27
To help maintain a positive attitude toward your students, you
should: 1. Take care of yourself. 2. Maintain a positive, but
realistic vision of a students successful behavior. 3. Be
reflective about your behavior management plan. 4. Dont take it
personally. 5. Make an overt effort to interact positively with
each student. 6. Consult with colleagues to discuss concerns. 7.
Implement the tasks described in this program. Adapted from
Sprick's CHAMPS TOT by Laura Hamilton27
Slide 28
Lesson 1: Vision Task 1: Understand How To Shape Behavior Task
2: Understand Motivation Task 3: Maintain High Expectations Task 4:
Understand Personal Relationships Task 5: Develop Guidelines for
Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton28
Slide 29
Task 4: Understand the Importance of Building Personal
Relationships with Students Adapted from Sprick's CHAMPS TOT by
Laura Hamilton29 You will dramatically increase the probability of
having cooperative and motivated students if they perceive that you
both like and respect them.
Slide 30
You do not have to be their friend. They do not need you to use
their slang or follow their trends. They just need you to be their
teacher Who communicates clear expectations Who is fair and
consistent Who cares about their success Adapted from Sprick's
CHAMPS TOT by Laura Hamilton30 Task 4: Understand the Importance of
Building Personal Relationships with Students
Slide 31
Task 4: Understand the Importance of Building Personal
Relationships with Students Adapted from Sprick's CHAMPS TOT by
Laura Hamilton31 Making a connection can be as simple as greeting
each student by name as they enter your room. Good Morning, Tamisha
They need to feel that you are interested in helping them succeed
not only as a student but as a person.
Slide 32
Task 4: Understand the Importance of Building Personal
Relationships with Students Adapted from Sprick's CHAMPS TOT by
Laura Hamilton32 Positive attitude and personal connection work as
two of the foundation stones of your classroom management plan. If
either is lacking, the entire structure will be lacking.
Slide 33
At your table, discuss the fine line between building
professional personal relationships with students as compared with
trying to be friends with students. What are risks in building a
relationship with students? What can be done to diminish this?
Adapted from Sprick's CHAMPS TOT by Laura Hamilton33 Task 4:
Understand the Importance of Building Personal Relationships with
Students
Slide 34
Lesson 1: Vision Task 1: Understand How To Shape Behavior Task
2: Understand Motivation Task 3: Maintain High Expectations Task 4:
Understand Personal Relationships Task 5: Develop Guidelines for
Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton34
Slide 35
Adapted from Sprick's CHAMPS TOT by Laura Hamilton35 Procedures
Rules Expectations Guidelines for Success An effective management
plan includes:
Slide 36
Task 5: Guidelines for Success ATTITUDESTRAITS BEHAVIORS A set
of 3-6 positive ATTITUDES, TRAITS and BEHAVIORS that define what
students must do to be successful not only in your school, but in
LIFE! This is especially important in schools with a large number
of high-needs students. Some students believe success (or lack of
success) in school is based on: Their familys income Their parents
education Their ethnicity Adapted from Sprick's CHAMPS TOT by Laura
Hamilton36
Slide 37
Guidelines vs. Rules Guidelines Reflect overall guiding
principles for student attitudes, traits and characteristics Rules
Tell students specifically what to do Are measurable and observable
Adapted from Sprick's CHAMPS TOT by Laura Hamilton37 All specific
RULES should connect to these guidelines
Slide 38
Guidelines for Success vs. Rules Guidelines Polite Proud
Prepared Positive Rules Come to class with paper, pen and book Work
quietly Work to completion and do quality work Encourage and
support other students Adapted from Sprick's CHAMPS TOT by Laura
Hamilton38
Slide 39
Task 5: Teaching Guidelines for Success 1. Post your guidelines
in a prominent place 2. Include your GFS and their importance in
the syllabus you send home in August 3. Teach them to students at
the beginning of the year, after the first month of school and
after the first long break Adapted from Sprick's CHAMPS TOT by
Laura Hamilton39
Slide 40
Task 5: Teaching Guidelines for Success 4. Refer to GFS
frequently when providing positive or corrective feedback to
students ooShelly, you have been doing much better about getting
homework completed. Thank you for being so prepared. oJoJohn, you
need to work quietly. The guideline about being polite means you do
not disturb others when they are trying to finish their work.
Adapted from Sprick's CHAMPS TOT by Laura Hamilton40
Slide 41
The Vision When You know where you are headed, you can guide
students toward their own success. Without a destination in mind,
you may arrive at a place you dont want to be. Adapted from
Sprick's CHAMPS TOT by Laura Hamilton41