Transcript CHAMPS: A PROACTIVE & POSITIVE APPROACH TO …

CHAMPS
TRAINING
Facilitated by K. Garrett, Special Education Teacher and
E. Reynolds, Asst. Principal
OUTCOMES
Gain Insight of the CHAMPS
Program
Implementation of Behavior Plan
for Common Areas
Determine the Level of Structure
for Classes.
CHAMPS TRAINING
AGENDA
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Historical Perspective
Why Teach Behaviors?
Behavior Principles
Common Area Behaviors
Excuses vs. Instructional Benefits
Group Activity
Student Needs
Group Activity
CHAMPS Examples
Closing Activity
CHAMPS:
A PROACTIVE & POSITIVE
APPROACH TO CLASSROOM
MANAGEMENT
Who Are Our Students Today?
Intensive
Targeted
Universal
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Historical Perspective
BEHAVIOR MANAGEMENT HAS
TYPICALLY CONSISTED OF TRYING
TO “MAKE” STUDENTS BEHAVE.

“You Can’t Make Me!”
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Historical Perspective
• This attitude leads to an over-dependence
on REACTIVE PROCEDURES
• REACTIVE PROCEDURES are not
wrong, they are simply ineffective in
changing behavior
• They make us “hold onto” SIMPLE
SOLUTIONS!
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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SIMPLE SOLUTION #1:
An Increase in Emotional Intensity
• “Tough Students” will ALWAYS raise
you one on the emotional scale!
• The trick is to NOT “join in” the
escalation cycle with the student
• Instead….DISENGAGE!
“First you deal with the moment…
Then you deal with the behavior!”
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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SIMPLE SOLUTION # 2
An Over-Reliance of “Role-Bound” Authority
“Role-Bound” power is not enough.”
• We tend to think that the person with the most “power”
can MAKE THE KID STOP.
 “It worked with me…”
 “It works with most of my students.”
• Many of our toughest students just don’t get (or have
never been taught) this “SYMBOLIC POWER” of
authority
• We are the ones that end up most frustrated, because
traditional discipline strategies leave us feeling
powerless and ineffective!
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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SIMPLE SOLUTION #3:
An Over-Reliance On PUNISHMENT
WHY DO WE OVER-RELY ON
PUNISHMENT?
It’s Quick!
It’s Easy to administer!
It’s CHEAP!
It Works!!!
with students without
challenging behaviors
Maag, J.W. (2001). Rewarded by punishment:
Reflections on the disuse of
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
positive reinforcement in schools. Exceptional
Children, 67, 173-186.
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SIMPLE SOLUTION #3:
An Over-Reliance On PUNISHMENT
• When it doesn’t work,
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We fall into
punishing…
More harshly
More quickly
Over longer periods
of time
With more emotional
intensity
TO MAKE THESE STUDENTS BEHAVE!
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
11
Why Doesn’t Emotional Intensity and
Punishment work for ALL students?
Reinforcement and Punishment:
Function Over Form
Reinforcement and Punishment are not “things”
they are “effects.”
Effects are to either “increase” or
“decrease”behavior
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
Maag, J.W. (2001). Rewarded by punishment: Reflections on the disuse of
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positive reinforcement in schools. Exceptional Children, 67, 173-186.
SIMPLE SOLUTION # 4:
Wishing and Hoping is Not Enough!
• “I heard they are moving to the west
side”
• “The year ends soon and he will move
on to the next grade!”
• “You know, I heard he’s out of zone!”
• “Oh, please let her be absent just one
day!”
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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So… What DOES work?
The problem today is that
we have a SURPLUS of
SIMPLE ANSWERS
and a
SHORTAGE
of SIMPLE PROBLEMS!
Syracuse Herald
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Behavior Principle #1
STRUCTURE
TEACH
OBSERVE
INTERACTION
CORRECTIONS
BEHAVIOR YOU
ARE GETTING
IN YOUR
CLASSROOM
OR COMMON
AREAS
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STOIC
 Structure and organize all setting to prompt
responsible student behavior.
 Teach your expectations regarding how to behave
responsibly within the structure you have created.
 Observe whether students are meeting expectations
(SUPERVISE!)
 Interact positively with students.
 Correct irresponsible behavior fluently – calmly,
consistently, immediately, briefly, respectfully, and
(as much as possible) privately.
Communication
Communication STOPPERS
Communication STARTERS
COMMUNICATION
STOPPERS
 Giving Advice
 Denying Feelings
 Feeling Sorry
 Defending the Other Person
 Asking Negatively Implied Questions
COMMUNICATION
STARTERS
 Listen ATTENTIVELY and
acknowledge feelings with a simple
word or phrase
 Summarize the student’s feelings –
Name it for the student.
 Play “Fairy Godmother/Godfather”
ROLE PLAY TIME
Stopper or Starter?
What Variable Can I
Manipulate to
Get the Desired Behavior?
Manipulating a Variable to Get
Desired Behavior
 A MIDDLE SCHOOL in Birmingham was faced with a unique
problem. A lot of the girls were using lipstick and would put it on in
the bathroom. That was fine, but after they put on their lipstick they
would press their lips to the mirror, leaving dozens of little lip prints.
 Finally, the principal decided that something had to be done. She
called all the girls to the bathroom and met them there with the
custodian. She explained that all these lip prints were causing a
major problem for the custodian who had to clean the mirrors every
night. To demonstrate how difficult it was to clean the mirrors, she
asked the custodian to show them how he cleaned them.
 He took out a long-handled squeegee, dipped it in the toilet, and then
cleaned the mirror with it. Since then there have been no lip prints
on the mirror.
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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COMMON EXCUSES FOR
NOT TEACHING BEHAVIOR!
“Why Do I Have To Teach Behavior?
I Don’t Have Time!
I’ve got ACT scores to worry about!”
I’ve got the “Big 6” to worry about!
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Administrators…
 20 minutes per referral
 If a school reduces 500 Office Referrals
 The administrator gets back 10,000
minutes
 Which is 166 hours
 Which is 20+ days
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Teachers…
 5 minutes per referral
 If a school reduces 500 Office Referrals
 Teachers get back 2500 minutes
 Which is 41 hours
 Which is 5+ days
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Students…
 15 minutes per referral
 If a school reduces 500 Office Referrals
 Students get back 7,500 minutes
 Which is 125 hours
 Which is 15+ days
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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Recall a “TOUGH” Student
 Write Down The Name Of A “Tough
Kid”
 Write Down in a Few Words His/Her
Story.
RECALL A “TOUGH”
STUDENT”
These could be some of the issues he/she faced every
day:
Abuse
No Electric
Homeless
Abandoned
Poverty
Parents gone
Foster Care
Drugs
Aggressive
History of Failure
Angry
Depressed
Adapted from Sprick's CHAMPs TTT
by Laura Hamilton
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WHY!
Some Students Present Us
With
Challenging Behaviors
When They Walk Through
The School House Door.
Comprehensive Behavior Management
Laura Hamilton
7/21/2015
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Group Activity
“Cultural Competence”
 Handout pgs. 2 – 5
 Group 5-6 people
 Designate a
facilitator
 Assign Reading
Passage (5 mins.)
 Be prepared to
share out
What Are Our Students Basic
Needs?
 Recognition
 Acknowledgement
 Attention
 Belonging
 Competence
 Nurturing
 Purpose
 Stimulation/Change
“CHORAL READING”
Handout Pages 9 -14
Selected Text
Read
Debrief
Determining My Class
Structure
Use the “Management and Discipline
Planning on page 17 -18.
CHAMPS
 C – Conversation
 H – Help
 A – Activity
 M – Movement
 P – Participation
 S - Success
Structure Levels
Low
Medium
High
EXIT SLIP
3 Things You are More
Insightful About
2 Things You Could
Implement ASAP
1 Thing You Need Clarified