Transcript CHAMPS Principal's Retreat

A Proactive and Positive Approach to
Classroom Management
Randy Sprick
Mickey Garrsion
Lisa Howard
1
CHAMPs Overview
Conversation: Discuss CHAMPs classroom
management modular series.
Help:
Raise hand or speak up.
Activity:
Understand the eight modules and
the Classroom Management Plan.
Movement:
At your discretion and as needed.
Participation: Active discussion and activity; ask
lots of questions.
Practice SLANT!!
2
SLANT
S = Sit up tall
L = Lean Forward Slightly
A = Activate Your Thinking
N = Nod
T = Track the Talker
3
CHAMPS is a modular series of materials
designed to develop an effective classroom
management plan that is proactive and
positive based on the following beliefs:
Classroom organization has a huge impact
on student behavior
Teachers should overtly teach students
how to behave responsibly in every
situation
4
CHAMPS is a modular series of materials
designed to develop an effective classroom
management plan that is proactive and
positive based on the following beliefs:
Teachers should focus more time, attention and
energy on acknowledging responsible behavior
than on responding to misbehavior
Teachers should preplan their responses to
misbehavior to ensure that they will respond in a
brief, calm, and consistent manner
5
The Foundation for Completing
Tasks is the CHAMPS acronym
C-Conversation (Can students talk to each
other?)
H-Help
(How do students get their
questions answered?)
A-Activity
(What is the task/the end
product?)
M-Movement
(Can students move about?)
P-Participation
(How do students show they
are fully participating?)
6
A quote from Haim Ginott…
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child's life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a
crisis
will be escalated or de-escalated, and a child humanized
or de-humanized. Between Teacher and Child
7
Module 1: Vision
When you know where you are headed, you
can guide students toward their own
success.
Long-Range Classroom Goals
Guidelines for Success
Positive Expectations
Family Contact
Professionalism
Behavior Management Principles
Level of Classroom Structure
8
Module 2: Organization
When you have well-organized routines and
procedures for you classroom, you model
and prompt organized behavior from you
students.
Daily Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Classroom Rules
Student Work
Classroom Management Plan
9
Module 3: Expectations
CHAMPS
When your expectations are clear, students
never have to guess how you expect them
to behave.
CHAMPS Expectations for Classroom
Activities
CHAMPS Expectations for Transitions
Prepare Lessons on Expectations
10
Module 4: The First Month
When you teach students how to behave
responsibly during the first month of school,
you dramatically increase their chances of
have a productive year.
Final Preparations
Day One
Day 2 Through 20 (The First Four Weeks)
Special Circumstances
11
Module 5: Motivation
When you implement effective instruction
and positive feedback, you motivate
students to demonstrate their behavior.
Noncontingent Attention
Enthusiasm
Effective Instruction
Positive Feedback
Intermittent Celebrations
Ratio of Interactions
12
Module 6: Monitor and Revise
When you monitor what is actually going on
in your classroom, you are able to make
adjustments to your Classroom
Management Plan that will increase student
success
CHAMPS vs. Daily Reality Rating Scale
Ratio of Interactions Monitoring Form(s)
Misbehavior Recording Sheet
Gradebook Analysis Worksheet
On-Task Behavior Observation Sheet
Family/Student Satisfaction Survey
13
Module 7: Correction Procedures
When you treat student misbehavior as an
instructional opportunity, you give students
the chance to learn from their mistakes.
Analyze Misbehavior
Early-Stage Misbehaviors
Awareness Type Misbehaviors
Ability Types Misbehaviors
Attention-Seeking Misbehaviors
Purposeful/Habitual Misbehaviors
14
Module 8: Classwide Motivation Systems
When you implement classwide systems
appropriate to the collective needs of your
students, you can enhance student
motivation to behave responsibly and strive
for success.
Deciding whether to use a nonreward-based or
a reward-based system
Effectively choosing, designing, and
implementing a reward-based system
Effectively maintaining and fading a rewardbased system
15
A Classroom Management Plan
includes…
Level of Classroom Structure
Guidelines for Success
Rules
Teaching Expectations
Monitoring
Encouragement Procedures
Correction Procedures
Managing Student Work
(M-1 T-7)
(M-1 T-2)
(M-2 T-5)
(M-3, all tasks;
M-4 T-2/3)
(M-6, T-1/3)
(M-5 T-4/5/6)
(M-7 all tasks)
(M-2 T-6)
16
Level of Classroom Structure
Determines whether your students need you
to implement a classroom management plan
that involves high, medium, or low structure
Management & Discipline Planning
Questionnaire
17
Guidelines for Success
Develop, and plan to actively share
with your students, “guidelines” that
describe basic attitudes, traits, and
behaviors that will help students be
successful in your classroom and
throughout their lives.
Guidelines for Success should represent “noble
ideals”
18
Sample Guidelines for Success
Be responsible
Always try
Do your best
Cooperate with other
Treat everyone with respect (including
yourself)
19
Guidelines for Success
Considerations
Frame them as phrases that describe
attitudes, traits and characteristics
Post in prominent place
Keep them alive by using them often
Guidelines for Success can be used for
celebrations of progress
20
Classroom Rules
Identify and post three to six Classroom
Rules that will be used as a basis for
providing positive and corrective feedback.
Decide who will have input into the rules
Make sure your rules will be “effective”
Develop consequences for infractions
Teach students what the rules are and
how they can demonstrate compliance
21
Expectations
CHAMPS
When your expectations are clear, students
never have to guess how you expect them
to behave.
CHAMPS Expectations for Classroom
Activities
CHAMPS Expectations for Transitions
Prepare Lessons on Expectations
22
The foundation for completing
tasks is the CHAMPS acronym
C-Conversation (Can students talk to each
other?)
H-Help
(How do students get their
questions answered?)
A-Activity
(What is the task/the end
product?)
M-Movement
(Can student’s move about?)
P-Participation
(How do students show they
are fully participating?)
23
Three-step process for
communicating expectations
1
2
TEACH YOUR
EXPECTATIONS
Before the activity or
Transition Begins
3
MONITOR STUDENT
BEHAVIOR
by
Circulating and Visually
Scanning
PROVIDE FEEDBACK
during
the Activity and at the
Conclusion of the Activity
Begin the Cycle again for the
Next Activity
24
CHAMPS Expectations for Classroom
Activities
Define clear and consistent behavioral
expectations for all regularly scheduled
activities (e.g., small group instruction,
independent work periods, etc.).
List each major classroom activity and/or
category of activity that will occur during a typical
day in your classroom.
Complete CHAMPS Activity Worksheet
(examples)
25
Develop a preliminary plan for
who you will teach your
CHAMPs expectations
How detailed do your lessons need to be?
How long do you anticipate having to
actively teach the lessons?
What is the best way to organize the
“content”?
26
Develop a preliminary plan for
who you will teach your
CHAMPs expectations
Use your CHAMPs worksheets
Use the CHAMPS acronym
List 3-4 main expectations for the activity
or transition on the board
T-Charts
27
T-Charts are good for medium
to high structure classrooms
Looks Like:
Eyes on speaker
Everyone look as if they
are listening
Notes being taken on
essential points
Everyone in seat
No nonverbal
expressions of
disagreement
Sounds Like:
Only one voice at a time
can be heard
Presentation voice is
used
No noise other than
writing or turning pages
All verbal participation
sounds respectful
28
Prepare lessons for teaching
your CHAMPs expectations
Visual Displays
-Overhead Transparencies
-Flip Charts
Demonstrations
Practice and Rehearsal Opportunities
Verification (check for understanding)
29
Teach your expectations (Step
1)
Use lesson developed (module3, task 3) to
prepare students for what you expect
during that particular activity/transition
Spend as much time as necessary
Taking the time to thoroughly teach your
expectations will save time in the long run
(fewer disruptions better on-task behavior)
30
Monitor student behavior
(Step 2)
Two of the most useful and efficient ways
to monitor:
-circulating
-visual scanning
Use this information to determine type and
frequency of feedback to give
31
Give students feedback on their
implementation of expectations
(Step 3)
Giving students clear information about the
degree to which they are behaving as expected
for a particular activity/transition
Provide positive and corrective feedback calmly,
immediately and consistently
32
Providing Feedback
Positive Feedback
-give feedback that is accurate
-specific and descriptive
-contingent
-immediate
-feedback that fits your style
33
Providing Feedback
Corrective Feedback
-view as “instructional opportunity”
-determine whether student did not
understand the expectations or does not
know how to meet the expectations
Correct misbehavior immediately, calmly
and consistently
34
Positive Feedback
Give student positive feedback in a variety
of ways on their progress/success in
meeting behavioral and academic goals
Feedback should be accurate
specific and descriptive
– “good job syndrome”
– making judgments/conclusions about student
– calling attention to yourself
Contingent
Age-appropriate
Given in a manner that fits your style
Your level of structure and positive feedback
35
Ratio of Interactions
Plan to interact at least three times more
often with each student when he or she is
behaving appropriately than when he or she
is misbehaving (3:1 ratio)
Students who are starved for attention
Positive or negative interactions
Dr. Wes Becker’s “Criticism Trap”
36
Ratio of Interactions
Each time you have a negative interaction,
tell yourself that your owe the student three
positive interactions
Identify specific times during each day that
you will give students positive feedback
Schedule individual conference times
Make a point of periodically scanning the
classroom, “searching” for reinforce able
behaviors
37
Ratio of Interactions
Identify particular events that occur during
he day that will prompt you to observe the
class
Make a point to reduce attention for
misbehavior and increase attention the
absence of that misbehavior
Engage in frequent noncontingent positive
interactions
38
Basic concepts about correcting
misbehavior
Importance of being prepared ahead of time to
deal with student misbehavior
Correction procedures can only be effective if
they reduce the future occurrence of the
misbehaver they are intended to address
Correction efforts for specific misbehaviors will
be more effective if they address the underlying
causes of those behaviors
39
Reasons why students
misbehave:
They do not know precisely what the
teacher expects
They are unaware of when or how much
they exhibit an inappropriate behavior
They do not know how to exhibit the
appropriate behavior
40
Reasons why students
misbehave:
They generally feel powerless and have
discovered they can get a sense of power by
making adults angry
In order to get sent out of class because they
are afraid of looking stupid at a task
They are starved for attention and found it easier
to get attention through reprimands
41
Analyze Misbehavior
Be prepared to categorize misbehaviors as
early-stage, awareness type, ability type,
attention-seeking, or purposeful/habitual-and
be prepared to use a basic correction
strategy for each category
Classroom rule violation
Early-stage misbehaviors
Chronic misbehaviors
42
Early-Stage Misbehaviors
For “early-stage” misbehaviors, be prepared
to respond with one of a repertoire of
correction strategies that are designed to
provide information
Proximity
Gentle Verbal Reprimand
Discussion
Family Contact
Humor
Praise someone Behaving Responsibly
Restitution
An Emotional Reaction
43
A Menu of Classroom-Based
Corrective Consequences
Time Owed
Time-out
– Time-out from a favorite object (primary level)
– Time-out from small group instruction (elementary
level)
– Time-out at desk (elementary level)
– Time-out in class-isolation are (elementary and
middle school levels)
– Time-out in another class ( middle school levels)
44
A Menu of Classroom-Based
Corrective Consequences
Restitution
Positive practice
Response cost-Loss of points
Response Cost Lottery
Detention
Demerits
Office referral
45
Student Work
Design efficient and effective procedures for
assigning, monitoring, and collecting student
work.
5 major areas related to managing work
Assigning
Classwork &
Homework
Managing
Independent
Work Periods
Collecting
Completed
Work
Keeping
Records and
Providing
Feedback
Dealing with
Late/Missing
Assignments
46
Assigning Classwork and
Homework
Students should have a consistent place
to look to find out what their assignments
are.
Teach students to keep their own records
of assigned homework
47
Managing Independent Work
Periods
Be sure that any independent work you
assign can be done independently by
students
Schedule independent work time in a way
that maximizes on-task behavior
Develop a clear vision of what you want
student behavior during work times to look
and sound like
48
Managing Independent Work
Periods Continued
Provide guided practice on tasks and
assignments
Develop a specific system for how
students can get questions answered
during independent work periods
49
Collecting Completed Work
Collect the work personally from each
student whenever possible
Consider having students “check off”
completed tasks
50
Keeping Records and Providing
Feedback
Use a computer grade book and print out
a weekly report for each student on each
subject
Have students keep a Student Grade
Record
51
Dealing with Late/Missing
Assignments
Example
Any assignment that is turned in late will receive
an immediate 10% penalty
No assignment will be accepted beyond one
week late
Students who have more than __ late or missing
will have their families informed
No more that four late assignments will be
accepted during the quarter
52