Managing the Classroom

WBT Big 6

• Class, Yes• Teach, OK• Switch• Hands and Eyes• Scoreboard

WBT 5 Rules

CHAMPs SLANT

• Sit up

• Lean Forward

• Actively Participate

• Nod your head for understanding

• Track your teacher and materials

CHAMPs and Whole Brain Teaching

• Whole Brain Teaching: Christ Biffel• CHAMPs: Randy Sprick• Both are instructional and behavior support

programs that work with all types of students.

Remember, as a future teacher you will become a ‘miracle worker’ in the lives of students.

Basic CHAMPs Beliefs

• What ever you attend to the most is what you get the most of … so, teachers attend more to positive than negative. (silver bullet of ratio is greater than 5:1)

• Structure has a HUGE impact on student behavior. Teachers control the structure.

• Behavior is learned. Teachers can teach students how to behave in all classroom situations.

• Teachers should overtly and coniously teach students how to behave responsibly in every classroom/school situation.

The Power of Positive Interaction

• Interacting with every students at least THREE times more when behaving

CHAMPS

• 3 Main strategies– SLANT– VOICE LEVELS– STOIC

STOIC

• Educators don’t control students or their behaviors, but they/we do control the variables that impact behaviors

• STRUCTURE: plan and organize

• TEACH: rules, expectations, and procedures

• OBSERVE: monitor student behavior

• INTERACT: encourage good behavior

• CORRECT: brief, calm, consistent

CHAMPs• CHAMPs Acronym

Conversation (Can students talk to each other during this activity/transition?)

Help (How can students ask questions during this activity/transition? How do they get your attention?

Activity (What is the task/objective of the activity/transition? What is the expected end product?)

Movement (Can students move about during the activity/transition? Can they sharpen their pencil?)

Participation (What does appropriate students work behavior for this activity/transition look/sound like?)

CHAMPs Ex: Lining Up

• C – Voice level 0

• H – Raise a quiet hand and wait patiently

• A – Using the ****** procedure to line up in the room

• M – Stand up, push in your chair and walk in your own personal space to the line.

• P – Looks like a group of students moving in their own personal space. Sounds like quiet feet moving across the floor.

CHAMPs Ex: Instructional Time

• C – Voice level 0

• H – Raise your hand to ask questions.

• A – Learning through listening, watching and doing. Think, think, think.

• M – Stay seated at all times. Refrain from getting things out of your desk.

• P – Looks like engaged students. Sounds like students thinking, listening, and learning.

CHAMPs Ex: Independent Work Time

• C – Voice level 1 or 2

• H – Raise your hand to ask questions or as you neighbor. (Ask 3 before me?)

• A – Complete the given assignment to the best of your ability without off-task conversations.

• M – Stay in your assigned areas

• P – All students should be working on the assignment and the room should be calm, quiet, and engaged.

CHAMPs Inclusive TemplateClassroomActivity

Conversation Help Activity Movement Participation

What is Misbehavior?• Anything that keeps the teacher from teaching

or the students from learning

Misbehavior Analysis• A: Awareness Type – student is unaware behavior is incorrect.

– Intervention: Clear expectations, metacognition and teach students to become aware of actions

• B: Ability Type – Student does not know how to exhibit appropriate behavior– Intervention: teaching appropriate behaviors and what they look like

• C: Attention Seeking Type – Student behaves in a way to gain attention from peers/adults.– Intervention: Ignore behavior and teach/reinforce appropriate behavior

• D: Escape/Avoidance Type – Student behvaes in order to get relesased from a situation or person(s)– Intervention: corrective consequence, will vary base on behavior

function

Discipline vs ManagementReactive vs Proactive

Discipline: Reactive• In-school suspension• Sending misbehaving

students to the office/administration

• Contacting parents• Using a demerit/check

system• Removing privileges

Management: Proactive• Emphasizing rules and

reteaching throughout the year• Planning for smooth transitions• Continuously scanning whole

group - awareness• Giving clear and concise

instructions• Pacing activities effectively and

organizing in advance• Established and reinforced

structures

Good Classroom Management Plan

• Neutral Wording• Incentives• Consequences (Lower grades is inappropriate for behavior

correction)• Explicit Rules• Parent/Guardian Contact• Good Classroom Design

– Ability to see all students always– Evident circulation Patterns

• Use of Proximity

• Management problems occur frequently during transitions from one activity to another.

Classroom Rules

• Keep the number of rules to a minimum• Wording simple and neutral• They should logically represent your basic

expectations• Make rules specific• Make rules describe behavior that is observable• Post rules publicly• Tie rules to incentive and consequences (What IF

Chart) …(If I do _____, _____ happens)

Corrections

• When you treat student misbehavior as an instructional opportunity, you give students a chance to learn from their mistakes.

Parents

• Parents and other significant adults provide positive influences on student behavior.

• Call • WebSite• Build a positive relationship with your

students'’ families by making initial contact at the beginning of the year AND maintaining throughout the year

Verbal and Nonverbal Praise

• Pg 330

• Meet and greet strategy• Routines and Reteaching• Avoid bias• Advocate for all