CHAMPS:
A Proactive & Positive Approach
to Classroom Management
(2nd Edition)
February 1, 2012
Facilitators:
Mary Perfitt-Nelson
Jim Wood
1
Ground Work
• Cell Phones
• Breaks
• The Attention
Signal
• Lunch
• Ending
2
The Great Divorce
DAVID BROOKS
New York Times 1/30/12
Charles Murray’s “Coming Apart” describes the most important cultural
trends today and offers a better understanding of America’s increasingly twocaste society.
http://www.nytimes.com/2012/01/31/opinion/brooks-the-greatdivorce.html?_r=2&hp
3
Introduction
Overview: Setting The Stage
Introduction (pages 1-12)
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
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
Video-Part 2: The Big Picture
8
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!
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Where We Are Heading
10
11
We will
• Cover chapters related , primarily, to the
organization and management of the
environment
12
Book Study: Motivating Reluctant Learners (2 Day Event)
(Optional Follow Up to Building Effective Relationships
workshop)
Date(s): April 16 and May 1, 2012
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Section 1
Structure Your Classroom for Success
14
Chapter 1
Vision
Develop a Clear Vision for Your Class
Pages 15- 61
15
Chapter 2
p 63-106
Organization
Create Consistent Organizational Patterns
16
Tasks
1.Arrange and effective daily schedule
(p64)
2.Create a positive physical space
3.Use an attention signals
4.Design effective beginning & ending
routines
5.Manage student assignments
6.Manage independent work periods
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Chapter 2, Task 1: page 64
Arrange 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
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Task 2:
Create a positive physical space
• Read pages 70-76
• Discuss with table
• Report relevant pieces to group
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Task2,3:Task 3:
Chapter
Use an
Attention signal
Signal
Create
attention
• 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.
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Chapter 2, Task 4:
Task
4: Develop
Design Effective
Beginning
andEffective
Ending Routines
Beginning
and78-89
Ending Routines
Pages
Story……………VISUALIZE the end of your day
•Video: Disc 2 Chapter 2 Task 4
•Complete section of the plan
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Chapter 2, Task 5:
Task
5: Managing
Student
Manage
Student Assignments
Assignments
p. 90-98
•
•
•
•
Read pages 90-98
Discuss with table
Report relevant pieces to group
Complete section of plan
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23
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Chapter 2, Task
6:Periods
Task 6: Manage Independent
Work
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).
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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.
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Chapter 3
Creating a management plan
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Chapter 3: Management Plan
p 107-144
Tasks
1.Determine the level of classroom structure
2.Develop & display classroom rules
3.Correct rule violations during the first week of
school
4.Establish corrective consequences for rule
violations
5.Know when (& when not) to use disciplinary
referral
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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
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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.
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33
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“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
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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:
Display Classroom Rules
Develop and Display Classroom Rules
p115-119
• Read Pages 115-119
• Discuss at table
• Report Out
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Expectations In The Classroom:
Behavior Matrices
• Your classroom rules are essentially found in a
behavior matrix:
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Chapter 4
Expectations
Generate Clear Expectations
Video: Ch 4 Intro: Teaching Expectations
39
Tasks
p
1. Clarify CHAMPS expectations for
Instructional activities
2. Clarify CHAMPS expectations for
Transitions
3. Prepare lessons to communicate your
expectations
40
Chapter 4, Task 1: Clarify CHAMPS Expectations for
Instructional Activities
Three-Step Process for Communicating Expectations
Video: Disc 3 Ch 4 Task 1
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42
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Chapter 4, Task 2: Clarify CHAMPS Expectations for
Transitions
Repeat for TRANSITIONS
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47
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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 Plan
in the First Month of School
50
Tasks
1. Summarize your classroom management
& discipline plan
2. Make final preparations for Day One
3. Implement your plan on Day One
4. Implement your plan on Days 2 through
20 (the first 4 weeks)
5. Prepare your students for special
circumstances
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Mary Perfitt-Nelson
Mary.perfitt.nelson@oakland.k12.mi.us
Jim Wood
Jim.Wood@oakland.k12.mi.us
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Chapter 6
Observe
Use Data to Monitor and Adjust
Your Management Plan
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Tasks
Task One: Circulate and Scan
Task Two: Use Data From Tools To Monitor
Tools:
1. CHAMPS vs. Daily reality Rating Scale
2. Ratio of Interactions Monitoring Form
3. Misbehavior Recording Sheet
4. Grade Book Analysis Worksheet
5. On-Task Behavior Observation Sheet
6. Opportunities to Respond Observation Sheet
7. Family/Student Satisfaction Survey
57
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 Scale
2. Ratio of Interactions Monitoring Form
3. Misbehavior Recording Sheet
4. Grade Book Analysis Worksheet
5. On-Task Behavior Observation Sheet
6. Opportunities to Respond Observation Sheet
7. Family/Student Satisfaction Survey
60
Tool 1: CHAMPS versus
Daily Reality Rating Scale
Determine the degree to which student
behavior during daily activities and
transitions matches your CHAMPS
expectations.
Video: ch 6 task 1
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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)
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Tool 2: Ratio of Interactions
Monitoring 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
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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
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Tools 3-7
Jigsaw
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)
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