WELCOME
FFA CHAMPS Training
August 2015
PowerPoint by: Janis Roberson
FFA CHAMPS Training Agenda
August 20, 2015
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8:30
Welcome, introductions, agenda
8:40
Understanding your generation and your team mates.
9:00
Purpose and expectations for the day and for the year.
9:05
Overview and instruction on STOIC
10:00
Break
10:15
Continue STOIC
11:30
Lunch
1:00
Parents Step Ahead
1:15
Overview of CHAMPS and “CHAMPing” 2 instructional activities
2:15
Break
2:30
Creating procedures for classroom
3:15
Closure
Which generation do you
belong to?
Seniors (1915-1945)
Boomer (1946-1964)
Gen X (1965-1981)
Gen Y/Millennials (1982-2000)
Walk About
• Pair up with someone whom you do not know,
from a generation other than your own and discuss
WHAT BEHAVIORS HAVE BEEN (OR DO YOU FORSEE
WILL BE) MOST CHALLENGING FOR YOU?
Senior Generation
(1915–1945)
Baby Boomer
(1946–1964)
Gen X
(1965–1981)
Gen Y
(1982–2000)
Forgotten Gen.
Silent Generation
(very private)
Baby Boomers
MTV Generation
Echo Boomers, Gen
Next, Millennium Gen
Value hard work
Willing to work for
delayed reward
Loyal and expect to
return
Value hard work
Defined by their job
Believe team
approach is critical
Expect loyalty from
co-workers
Work/life balance
non-negotiable
Independent/selfreliant
Team oriented
Do not like to be
micromanaged
Expect to change
jobs frequently
Team and goal
oriented
Easily bored
Believe that respect
must be earned
Senior
Baby
Boomers
Gen X
Reject the work
Success
is
visible—
Like discipline,
ethic of baby
trophies,
plaques,
procedure; lines of
boomers
lifestyle elements
authority
Guard personal
Duty, honor, country
time
Believe
in
and
Dedication/sacrifice
evaluate themselves Like modern
Won’t fix what isn’t
and others based on technology and tools
broken
Suspicious of
work ethic
Conformity
Boomer values
Raised as parents’
Invented term
friends
“workaholic”
Gen Y
Value fairness
Technically
proficient
Busy, multi-tasker
Accustomed to
getting what they
want
Want attention
Expect quick
delivery/results
Seniors
Boomers
Gen X
Gen Y
View of
Authority
Respectful
Love/Hate
Unimpressed and Polite
not intimidated
Leadership
By
Hierarchy
By Consensus
By Competence
By Pulling
Together
No news is good
news
Once a year with
Interrupt and ask
how they are
doing
Want feedback at
the push of a
button
Need help
shifting
Balance
everyone else
and themselves
Want balance
NOW
Need flexibility to
balance life
Feedback
Work/Life
Balance:
documentation
Who’s Next?
Generation Whatchamacallit (2000-2020)
Techno-junkies
Generation Wii
iGeneration
Gen Z
Purpose & Expectation
• The PURPOSE of today’s training is to provide you an overview of STOIC
and CHAMPS so you can better manage your instruction and behaviors in
your classroom.
• It is the EXPECTATION you participate fully today and return to your
campus and use STOIC and CHAMPS.
What Doesn’t Work??
1. Increasing emotional intensity!!!!!!!!!!
2. Overreliance on role-bound authority
3. Overreliance on punishment
4. Wishing and hoping
What does work?
STOIC
• We do not control student behavior, but we do control the 5 variables that impact it:
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STRUCTURE: Plan and organize for success.
TEACH: Rules, Expectations (activities and transitions), and Procedures.
OBESERVE/Monitor: Student behavior and yours.
INTERACT: Ratio of Interactions
• CORRECT: Calm, consistent, brief, immediate, fluently
It is essential to use the 5 KEY variables
of behavior management that research
has shown to be crucial from a
prevention and intervention perspective
instead of relying on reactive/punitive
methods.
What changes might you make in your
classroom to better manage behavior?
What does STOIC stand for?
S is for
Activity:
Determine the Level of Classroom Structure
• Determine whether your students need high, medium, or low structure.
• Complete questionnaire titled: “Management & Discipline Planning Questionnaire”
• Total your scores.
Student Survey Says…
0-30
31-60
61-120
LOW: Students can be
successful with LOW,
MEDIUM, or HIGH
MEDIUM: Students
need MEDIUM or
HIGH structure
HIGH: Students need
HIGH structure
Classroom Structure (Example)
Using the pencil sharpener
Low Structure
1) When someone is not teaching or speaking to the class
2) When you need to sharpen your pencil
Medium Structure
1) When there is no line at the pencil sharpener
2) Sharpen quietly with no talking
High Structure
1) Give students a pencil
2) Raise hand for permission before going to the pencil sharpener
3) Sharpen in 10 seconds - return quickly and quietly to your area
Level of Structure
The greater the level of structure
needed in your classroom, the more
detailed (and prolonged) you are going
to have to be when teaching your
CHAMPS expectations.
What level of classroom structure do I
need to provide for my students this year?
Now consider your needs…
• Look at the survey titled: “Classroom Management and Discipline Planning
Questionnaire (Teacher’s Needs)”
• Complete this questionnaire independently (Voice Level 0)
• “For each question, circle the number under the statement that
best answers the question…..”
Teacher Survey Says…….
• 0 to 20: Low Structure OK.
• 20 to 60: Medium Structure better.
• Over 60: High Structure works best for you.
YOUR CLASSROOM MANAGEMENT PLAN
Three Things to Consider:
1. Your style
2. The needs of your students
3. What the effective schools research says
Effective Schools Research says…
High expectations for students
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Build positive relationships with students
Create consistent, predictable classroom routines and procedures
Teach students HOW to behave
Provide frequent positive feedback
Correct misbehavior calmly, consistently, briefly, and immediately
How does my level of structure impact
my classroom management?
Setting the Tone
Developing
Rules
• Few in number (3 – 6)
• Stated positively
• Observable
• Applicable
• Posted and taught
Classroom Rules
• Classroom rules tell students you have specific expectations
for behavior in your class
• Rules state—up front—that certain behaviors are not
acceptable and will result in corrective consequences.
• Rules DO NOT change—expectations do
Sample Classroom Rules
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Arrive on time with materials.
Keep hands, feet, and objects to yourself.
Stay on task during work times.
Follow directions immediately.
Respect others, including yourself.
Complete all assignments and daily tasks.
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Few in number (3 – 6)
Stated positively
Observable
Applicable
Posted and taught
T is for
The Difference
• TEACH
– Model
– Practice
– Monitor
– Feedback
– Demonstrate
– Reteach
• TELL
– Lecture
– Voice intensity
– Tell them again
– Blame
– Tell them again
– Breathe aloud
3 steps for teaching expectations
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2
TEACH and
RE-TEACH
Classroom Rules
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MONITOR BY
Circulating
and Visual
Scanning
IT IS AN ONGOING
CYCLE
GIVE SPECIFIC
and ACCURATE
FEEDBACK
ON THE POINT
SHEET (paired with
Verbal Feedback)
PROVIDE FEEDBACK
During the Activity
After the Activity
1. Coach / Give good
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6.
7.
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5.
directions
Cue / Remind of steps
Encourage / Praise and
Reinforcement
Model / Demonstrate
Correct Misbehaviors
Give Information
Show Degree of Proficiency
Give FEEDBACK
Reinforce
Remind
Correct
Celebrate
TEACH- Prepare for teaching lessons,
procedures, and CHAMPs
1. Overtly Teach -- “Communicate Expectations”
2. Display Visually: “Looks Like/Sounds Like”
T-Carts Flip Charts Overheads Bulletin Boards
3. Demonstrate: “Right Way/Wrong Way/Right Way”
Model
4.
Role-Play
Skits
Practice -- “Just Do It!”
 Demo a DI/IWP Lesson  Travel as a Class in the Halls
5. Re-Teach/Review/Remind
6. “Go back over the steps.”
Steps for Teaching Expectations
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8.
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Tell students what type of activity or transition is coming up.
Tell them what you expect. Show CHAMPS expectations.
Model the behaviors you expect to see with a special focus on participation.
Have students demonstrate the expectations.
Model some things not to do.
Model what you expect one more time.
Check for understanding.
Review all positive expectations and re-model the right way.
Get started on the activity or transition.
Teaching Expectations:
Write a procedure for your classroom.
Include WHEN? WHO? and HOW? you will teach the
expectations.
Be prepared to share your teaching plan
Break Time!
O is for
Observe YOUR interactions with students
and collect data…
What are you observing??
• Your Behavior
• Your Interactions
• Your Relationships
• Your Influence
WHY????
because…
IT MATTERS!!
Research by Mike Hock
Kansas University – Center for Research and Learning
RELATIONSHIP!
Eighth-grade responses
Teens and Self-Image:
Survey Results
Question 8. How much influence does each of the following have on your life?
A Lot or Some
None
• Parents
96%
4%
• Teacher
80%
20%
• Other kids
78%
22%
• Religion
70%
30%
• Girl/Boyfriend
63%
37%
• Celebrities
63%
37%
• TV Shows
44%
56%
• Advertising
36%
64%
Teens and Self-Image:
Survey Results
Question 5. Who understands you the most?
• Friend
42%
• Parent
28%
• Girl/Boyfriend
10%
• No one
8%
• Sibling
5%
• Religious Leader 1%
• Teacher
1%
• Other
5%
Positive Interactions occur in
2 FORMATS
1. Praise for a task
2. Non-contingent attention
Non-contingent Attention
is attention you don’t have to earn!
• Provide each student with non-contingent attention:
• Greeting students
• Showing an interest in student work
• Inviting students to ask for assistance
• Having conversations with students
• Making a special effort to talk with any student who misbehaves
• Other: phone calls, post cards, lunch, visits….
• Review periodically how well you are doing at providing all students with non-contingent
attention.
YOUR Benefits of Non-contingent Attention
• Feel more connected to your students
• Provide students a MODEL of what a pleasant, supportive social
interaction LOOKS LIKE & SOUNDS LIKE
• Student behavior improves
• Builds cooperation
• Every day is more pleasant, resulting in an improved classroom
climate
Ways to Give Non-contingent Attention:
– Greet students.
– Show an interest in student work.
– Invite students to ask for assistance.
– Have conversations with students, when
possible.
– Make a special effort to talk with any student with
whom you interacted regarding misbehavior.
– Reach out to ELL students.
Encouragement Video
Ratios of Interactions
The single most important thing that teachers can do to improve
the overall behaviors of students in their classroom is…
to increase the number of positive interactions they have
with each student.
Ratio of Interactions
Determine whether you are interacting
with students at least three times more
often when they are behaving responsibly
than when they are misbehaving.
Ratio of Interactions
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3
1
Formula
This strategy involves making the effort to interact
with EVERY student more frequently (3 times more)
when the student is behaving responsibly than when
he or she is behaving irresponsibly.
Why is it important to monitor
and record 3:1 interactions?
I is for
Create Positive Relationships
When you build positive relationships and provide frequent positive
feedback, you motivate students to demonstrate their best behavior.
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Task 1: Build Positive Relationships With Students
Task 2: Provide Positive Feedback
Task 3: Provide Intermittent Celebrations
Task 4: Strive to Provide a High Ratio of Positive Interactions
Characteristics of Positive Feedback:
–Accurate
–Specific and descriptive
–Contingent
–Age appropriate
–Given immediately
–Given in a manner that fits my personal
style
Rewarding behavior is NOT bribery
 Use more frequent celebrations when students
are in the early stages of learning a new skill or
new expectations
 Be creative with intermittent celebrations
Relationship Strategy
10 X 2
Find opportunities to interact with an individual
providing positive or non-contingent attention
10 different times for 2 minutes.
How will you implement this
10 x 2 practice into your day?
C is for
Correct Rule Violations
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Pre-plan your responses to misbehavior
Instructional - Teach the consequences
Be CONSISTENT!
Make sure the corrective consequence fits the severity and frequency of the
misbehavior
• Plan to implement the consequence unemotionally
• Plan to interact with the student briefly, and without arguing, at the time of
the misbehavior
Correct Rule Violations EARLY
During the First Month
1. Pre-Correction
2. Proximity
3. Gentle verbal reprimands
4. Discussion at a neutral time
5. Family contact (*Script)
Correct Rule Violations EARLY
During the First Month
6. Humor (has rules)
7. Praise students who are behaving responsibly
Avoid “I like the way…”
8. Restitution
9. Emotional reaction (has rules)
10.Give positive feedback when behavior improves
FIRST
Use early-stage strategies
KEY — TRY these before going to
“your bottom line”
Early Stage Corrections
Calm, consistent, brief, and immediate
• Make “start” requests rather than “stop” requests
• Give some response time (about 5-10 seconds)
• Describe the behavior that you want
• Redirection
• Use signals (verbal and nonverbal)
• Planned Discussion
Early Stage Corrections
Calm, consistent, brief, and immediate
• Offer choices – not ultimatums
• Behavior momentum (get on a “roll”)
• Use a quiet voice
• Use “one liners” (describe the request)
• Use humor (not sarcasm)
• Time owed
• Restitution
*Note: Reinforce immediately when you see movement toward the desired behavior.
Early Stage Corrections
Calm, consistent, brief, and immediate
• Planned Ignoring (if you can ignore every time that it occurs –
and/or when it escalates)
• Proximity Control – get “up close and personal” within 3 feet
• Praise Someone Else (never underestimate the power of
this….)
• Gentle Verbal Reprimand (“Hit and Run”)
Characteristics of “Hit and run” (gentle
verbal reprimands)
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1–2 short sentences (SHORT)
Only a very brief interruption of the lesson
Given when you are near the misbehaving student
Tone and content are respectful
Clear and unequivocal (Assumption of Compliance)
State the expected behavior
Create illusion of privacy
Reminders…
• Teacher tension can often agitate crisis behavior
• “Stay calm”
• Slow down your rate of speech
• Give the person space – stand 1 1/2 to 3 feet from the acting-
out person
• Be aware of body stance – do not stand face to face, eye to eye,
in a confrontational stance. Stand at an angle off to the side
• Provide a choice – when the student makes an appropriate
choice – reinforce
As a group you have
15 minutes to create
a 30 second ad
highlighting the early
correction strategy
you’ve been given.
Have fun & Be Creative!
The CHAMPS Acronym
C—Conversation Can students talk to each other during this activity or
transition?
H—Help
How do students get their questions answered? How do
they get your attention?
A—Activity
What is the task or objective? What is the expected end
product?
M—Movement
Can students move about? (E.g., are they allowed to get
up to sharpen a pencil?)
P—Participation What does the expected student behavior look and
sound like? How do students show they are fully
participating?
What the CHAMPS approach IS:
 A guide to the decisions teachers can make to build
and implement a proactive and positive approach
to classroom management
 A process of continuous improvement
 A common language among staff
 An acronym
What the CHAMPS approach IS NOT:
1. A canned program
2. A set of sequential steps
3. A bandwagon
4. Wall art or Pinterest posts
There is one absolute rule within the
CHAMPS approach—students should be
treated with dignity and respect. Belittling
or ridicule has no place in the effective
teacher’s repertoire of behavior support
practices.
CHAMPS Example:
Teacher-Directed Instruction
• Conversation – Voice Level: 0
• Help – Raise your hand & keep hand raised until acknowledged
• Activity – Working on tasks & activities presented by the teacher. Verbal and written
responses to teacher-presented tasks
• Movement – Only if directed by teacher, must have permission for any leaving of seat
• Participation – Looking at teacher. Raising hand with something pertinent to say.
Answering questions when called on or signaled to. Looking where teacher directs.
Writing as directed by teacher.
CHAMP 2
instructional activities
Procedure Example:
Getting Breakfast
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At the designated time, students will line up in preparation to transition to the cafetorium.
Each teacher will escort ALL students in their class directly to the cafetorium.
Students should be escorted in tightly controlled groups.
Upon entry into the cafetorium, students will go down-and-around the first two rows of tables.
Students will form two single file food lines.
Students will pick up grab-n-go breakfast and be prepared to type in student ID# at the
checkout stand.
• Students will immediately exit the cafetorium through the non-entrance doors and return to
class.
• Students will eat breakfast in the classroom.
• Students will police themselves and discard all trash in the trash bins located in the hallways.
Write 2 procedures to be
used in your classroom
Think about the behaviors that have been (or you
foresaw would be) most challenging for you...
HOW WILL YOU ADDRESS THESE NOW?
The End