CHAMPS
A Proactive & Positive Approach to Classroom Management
Review
 What does STOIC stand for?
 Each chapter starts with a list of T_________
 Each chapter ends with a S_____ __________
Review
 What are the components of classroom management that add
STRUCTURE to your classroom?
STOIC
Structure of classroom
 Differentiated Levels of Structure pg. 113
 How much structure?
Page 195 – 200
Review
 What does CHAMPS stand for?
 CHAMPS worksheets are developed for all…
 I___________ A________ & T____________
STOIC
Teaching CHAMPS
 Three step communication process
 Teach CHAMPS expectations
 Monitor student behavior
 Provide feedback
Teach students how to behave responsibly in
the classroom pg 209
Three-Step Process for Communicating Expectations
Group
 Groups of 3
 1 takes STEP 1 pg 209
 2 takes STEP 2 pg 210
 3 takes STEP 3 pg 211
At signal 1 will share
Rotate at next signal
Putting It All Together
STEP 1
Greet Students at the door
STEP 2
Gain Students Attention
STEP 3
Direct Students to Posted Schedule – Review schedule
STEP 4
Identify Next Instructional Activity
STEP 5
Teach/Review Expectations for Instructional Activity
STEP 6
Pre-Correct Potential Problem Behaviors
STEP 7
Observe Student Behavior During Instructional Activity
STEP 8
Provide Feedback During Activity & At the End
A. Positive
B. Corrective
STEP 9
Repeat for Next Activity
Review With Partner – Putting It All
Together –
 Think about the order of the steps
 Write the steps down
 Tell your partner – 2’s first – then 1’s
 Compare
Putting It All Together
STEP 1
Greet Students at the __________
STEP 2
Gain Students ___________
STEP 3
Direct Students to Posted ___________ – Review schedule
STEP 4
Identify Next Instructional ___________
STEP 5
Teach/Review _________________ for Instructional Activity
STEP 6
________________ Potential Problem Behaviors
STEP 7
_____________ Student Behavior During Instructional Activity
STEP 8
Provide _____________ During Activity & At the End
A. _________
B. __________
STEP 9
Repeat for Next ____________
Putting It All Together
STEP 1
Greet Students at the door
STEP 2
Gain Students Attention
STEP 3
Direct Students to Posted Schedule – Review schedule
STEP 4
Identify Next Instructional Activity
STEP 5
Teach/Review Expectations for Instructional Activity
STEP 6
Pre-Correct Potential Problem Behaviors
STEP 7
Observe Student Behavior During Instructional Activity
STEP 8
Provide Feedback During Activity & At the End
A. Positive
B. Corrective
STEP 9
Repeat for Next Activity
Consistency with Routine?
STOIC –
Observe
 How does the teacher know if students understand the
expectations?
STOIC –
Observe
 How does the teacher know if students understand the
expectations?
 As a Coach – How can you help in this process?
Group
CASE STUDY –
 Review the case study for Mr.
Jepson
 Discuss possible recommendations –
See page 99 CHAMPS
 Keep track of additional questions
you may have.
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STOIC
Chapter 9 - Correcting Fluently 355
 Review self assessment Chapter 3
 Review Classroom Management plan
 Corrective Procedures
 Encouragement Procedures
 Review positive interactions with student
 Problem solve with chronic misbehavior
Page 195 – 200
Behavior and
Educational
Strategies for
Teachers, Utah
State Office of
Education.
Reavis Rhode
Jenson (1992)
What If? Chart
WHAT IF YOU DO?
WHAT IF YOU DON’T?
SEVERE BEHAVIOR CLAUSE
?
Positive environments, Dianna Browning Wright Diagnostic Center, Southern California
COMPARISON OF PUNITIVE METHODS
AND POSITIVE APPROACHES
PUNITIVE PROCEDURES
POSITIVE APPROACHES
1.
Rapidly stops behavior
1.
Slowly stops behavior
2.
Provides immediate relief to
teachers
Teaches the student and
peers what not to do
Decreases positive self
concept
Decreases positive attitudes
towards school and school
work
Causes withdrawal (non-task,
tardy, truancy drop out)
Causes aggression (against
property and others
Teaches students to respond
in a punitive manner
2.
Provides no immediate relief
to teacher
Teaches the student and
peers how to behave
Increases positive self
concept
Increases positive attitudes
towards school and school
work
Promotes enhanced
participation
Decreases likelihood of
aggression
Teaches students to
recognize the positive
3.
4.
5.
6.
7.
8.
Results in suppression of undesirable
behaviors, not elimination
3.
4.
5.
6.
7.
8.
Results in alternative, positive behavior to
replace maladaptive behavior.
Corrective Consequences
Create a list of different types of punitive & corrective
consequences
 Discuss the role of punitive/corrective consequences
 When to use? & When NOT to use?
Group
 Groups of 5
 Divvy the following:
1. Time Out (another class) pg 132
2. Time Owed Pg 130
3. Response Cost pg 133
4. Behavior Improvement pg 134
5. Demerits pg 135
Requirements for Systematically
Correcting Problem behavior
Pre-Determined procedures that……
Early
Brief without arguing
Unemotional
Consistent
Fits the severity
Hierarchy of Negative
Consequences
Close the gap
Proximity Praise
MILD BEHAVIOR
Precision Request or Warning
•Mild and inconveniencing
Consequence + minor incident report
MODERATE BEHAVIOR
•Increase the consequence slightly
•Increase or add another level of consequence
•Emergency or Severe Clause for major rule infractions
SEVERE BEHAVIOR
Precision Requests
First Request: Suzy, Come here please.
Second Request: Suzy, I need you to come here.
Please
Request
Need
Request
Compliance
5
seconds
5
Seconds
Reinforce
Non
Compliance
Compliance
Reinforce
Non
Compliance
Follow
Through
Precision Requests
Reavis Rhode Jenson (1992)
Used to establish instructional control towards our
directions rather than warning statements
Paired with interventions – stops problem behavior early in
behavior chain



Includes variables that affect compliance
1.
2.
3.
4.
5.
One at a time
Describe behavior
Non emotional
No questions
Reinforce compliance
6. Give response time
7. Eye Contact
8. Get Close
9. Ask only 2 X’s
10. More starts than stops
Secondary Example
HOW TO IMPLEMENT
 If you talk – time starts
over
 If you walk out without
paying time = time
doubles
 If you reach 6 min of time
owed =
 Office referral
 Parent conference
 lunch detention









WHAT IT LOOKS LIKE
Proximity Praise
Please –Warning 1
Need –Warning 2
Skill Builder
Change Seat assignment + minor
incident report/name in
consequence book
:30 seconds
1:12
1:28
2:07
Plan for Systematically Correcting
Problem behavior
Does the Plan Address the Following?
Yes or No
Intervene Early
Yes or No
Intervene briefly without arguing
Yes or No
Allows the teacher to be unemotional
Yes or No
Allows for consistency
Yes or No
Differentiates for severity
Encouragement Procedures
Think of various encouragement procedures for……
Group
Divide poster into two (line
down middle)
Left side – ideas for individual
students
Right side – ideas for whole group
Take a walk & review list on page
297
What do the critics say?
 Groups of 5
 Page 311 & 312
To Be effective…..
 Non contingent vs contingent pg 278
 IFEED AV pg 283
 Ratio of 4:1
Task 2: Provide Positive Feedback
pg 283
 I – Immediate
 F – Frequent
 E – Eye contact
 E – Enthusiastic
 D – Descriptive
 A – Build anticipation
 V – Vary your feedback
Strive to Provide a High Ratio of
Positive Interactions to corrections.
4:1
Requirements for an Effective
Reinforcement System
 Focused on specific behavior(s)
 Students can visually monitor their performance
 Intermittent – Short and Long term
 How will you fade the system over time?
Example positive strategy with
requirements
 Clock light
Requirements for a Structured Positive
System
Yes No
Focused on specific behavior(s)
Yes No
Students can visually monitor their performance
Yes No
Intermittent – Short and Long term
Yes No
There is a plan to fade the system over time
Group 5/6
Chapter 8 Class-wide Systems –
pg 324
1. Whole Class Points pg. 324
2. Token Economies pg. 329
3. Reducing misbehavior pg. 331
4. Good Behavior game pg. 333
5. 100 Squares pg. 337
6. Self Evaluation pg. 343
Use Checklist
Requirements for a Structured Positive
System
Yes No
Focused on specific behavior(s)
Yes No
Students can visually monitor their performance
Yes No
Intermittent – Short and Long term
Yes No
There is a plan to fade the system over time
Group
Continued
 Jig Saw Sharing
 At your table Count off from 1-6.
after 6 start over at 1 until everyone
has a number from 1-6
 1’s go to poster 1
 2’s go to poster 2 etc…
 If its your poster, you share with
group.
 Rotate to next poster at signal