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CHAMPS. Victoria ISD August 7, 2014. Foundations Rules, Expectations & Procedures for all Common Areas. CHAMPS Rules, Expectations & Procedures for the Classroom. Safe & Civil Schools. When you implement school-wide systems appropriate to the collective needs of your students,

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Champs

CHAMPS

Victoria ISD

August 7, 2014


Safe civil schools

Foundations

Rules, Expectations & Procedures for all Common Areas

CHAMPS

Rules, Expectations & Procedures for the Classroom

Safe & Civil Schools


Champs

When you implement

school-wide systems

appropriate to the collective needs

of your students,

you can enhance student motivation

to behave responsibly

and strive for success.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Champs

STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.”


Champs

STOIC

STRUCTURE / Organize all settings for student success

TEACHstudents how to behave responsibly in every setting

OBSERVEstudent behavior in all school settings (SUPERVISE!)

INTERACT positively with students – build relationships.

CORRECTirresponsible behavior fluently

– calmly, consistently, immediately, briefly, respectfully

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


What is structure

  • Structure

    ISN’T

    Punitive.

  • Structure

    IS

    Orchestrated Care!

What is Structure?

—Randy Sprick

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Champs approach to classroom management is

  • Proactive

  • Positive

  • Instructional

  • Focused on preventing problems

Based on building collaborative relationships with students

CHAMPSapproach to classroom management is

Designed to directly teach expectations and to treat misbehaviors as an opportunity to teach replacement behavior

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Champs helps you manipulate the variables to get the behaviors you want

CHAMPS helps you manipulate the variables to get the behaviors you want.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Champs

An effective management plan includes:

Procedures

Rules

Expectations

Guidelines for Success

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Guidelines for success

  • Attitudes, Characteristics or Traits that will help the student be successful, not only in your classroom, but in life.

  • Should reflect broad and noble ideals – especially critical if you have a large number of high needs students.

  • Values you inspire your students to strive towards.

  • Used as the foundation for your class rules.

Guidelines for Success


Guidelines for success1

  • Polite Respectful; Showing consideration for others

  • Proud Satisfaction over an act, quality or relationship

  • Prepared Ready for an event or purpose; Organized

  • Positive Sure; Moving forward; Making progress

Guidelines for Success


Champs

An effective management plan includes:

Procedures

Rules

Expectations

Guidelines for Success

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Rules expectations

What is the difference between

guidelines for success

and a rule?

Rules & Expectations


Champs

An effective management plan includes:

Procedures

Rules

Expectations

Guidelines for Success

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Rules expectations1

  • Guidelines for Success

    – Attitudes, Characteristics or Traits that will help the student be successful, not only in your classroom, but in life.

    – Should reflect broad and noble ideals – especially critical if you have a large number of high needs students.

    – Values you inspire your students to strive towards.

    – Used as the foundation for your class rules.

  • Rules

  • – 3 to 6 rules that will be used as a basis for providing positive

  • and corrective feedback

  • – Observable

  • – Consequences for not following

  • – Can be tied to the Guidelines for Success

    • Come to class everyday you are not seriously ill

    • Arrive on time with supplies

Rules & Expectations


Expectations

For each activity, I have developed in detail my behavioral expectations:

Examples of major classroom activities

Opening / AttendanceClass meetings

Direct Instruction / LectureLabs / Stations

Tests / QuizzesPeer Tutoring

Cooperative GroupsDiscussions

Independent WorkEnding / Clean-up

Expectations


Expectations1

For each activity, I have developed in detail my behavioral expectations:

Examples of Extracurricular activities

Dressing outRunning drills

Watching filmsWarm-ups

Weight roomStudy hall/tutorials

Examples of Office activities

Office jobsErrand running

Expectations


The champs acronym

C—Conversation

H—Help

A—Activity

M—Movement

P—Participation

S—Success!

There are 5 areas where I never want you to “guess” what I expect!

The CHAMPS Acronym

Expectations


Expectations2

  • Don’t forget to train for behaviors during transitions as well

    • Moving to lab or groups

    • Handing in work or going to pencil sharpener

    • Getting or returning supplies

Expectations


Champs

An effective management plan includes:

Procedures

Rules

Expectations

Guidelines for Success

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Procedures organization

  • – Attention Signal

  • – Organizational Strategies

    • Schedule of activities

    • Room set-up

    • Assigning Class work and Homework

    • Collecting & Returning Papers

Procedures/Organization


Organization schedule of activities

  • Balance between teacher-directed and student-centered (group, partner, individual) activities

  • Do NOT spend too much time in any 1 type of activity

  • Sequence the activities to increase probability of success (group or independent practice following direct teach)

Organization – Schedule of Activities


Organization schedule of activities1

  • Address times of the day when misbehaviors are most likely to occur

    • First & last 5 minutes of class

    • Immediately after lunch

    • Last hour of the day

Organization – Schedule of Activities


Organization room design

  • Arrange the desks so:

    • You can easily circulate about the room

    • It is optimal for the most common types of instructional activities you use

    • Few disruptions occur in high traffic areas (e.g. pencil sharpener)

Organization – Room Design


Procedures attention signal

  • Has both an auditory and a visual component

  • Teach students how to respond and how quickly

“Class, your attention please.”

Procedures – Attention Signal


Procedures beginning class

  • Students feel welcomed

  • Students are instructionally engaged during attendance

  • Tardy students do not disrupt activities

  • Students can get needed materials without disrupting activities

Procedures – Beginning Class


Procedures ending class

  • The room is organized and clean-up tasks have been completed

  • I have given positive and corrective feedback

  • I (not the bell) dismiss the students

Procedures – Ending class


Procedures papers papers papers

  • Assigning classwork and homework

  • Managing independent work periods

  • Collecting completed work

  • Returning graded work

  • Communicating about late or missing work

  • Arranging for make-up work (from absences)

Procedures – Papers, Papers, Papers


Preparation launch

  • Pulling it All Together for the First Day

Preparation & Launch


Implement your plan

I understand that effective implementation of my plan for the first day of school will make my students feel welcome and help them learn to behave responsibly from the beginning. The following strategies will help me do that:

  • Make a sign which helps student find my room; include my name, subject and room number

  • Greet students individually as they enter the room

Implement your Plan


Implement your plan1

  • Have something for them to do as they wait for the bell to ring

    • Keeps students who do not know others from feeling awkward

    • Keeps students who know many people from delaying the start of class with visiting

    • Allows you time to greet each student

    • Communicates that students in your class will be actively engaged – not free to do as they please

Implement your Plan


Implement your plan2

  • Modify your daily schedule to allow you time to teach your rules, procedures and expectations. Include:

    • Beginning of Class Procedures

    • Attention Getting Signal

    • Expectations for any Activity you do that day

    • End of Class Procedures

Implement your Plan


Champs

Three-Step Process for Communicating Expectations

Teach

Monitor

Feedback

Implement your Plan


Implement your plan3

  • Determine how you’ll teach your expectations

    • Power Point

    • CHAMPS Posters

    • Flip charts

    • T-charts

Implement your Plan


Implement your plan4

  • Orient the students to where you post:

    • The daily objective

    • The daily schedule

    • Their homework assignments, future tests, etc.

    • Your tutoring hours

    • Any other important information or announcements

Implement your Plan


Champs

You will dramatically increase the probability of having cooperative and motivated students if they perceive that you both like and respect them.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


You do not have to be their friend

  • They do not need you to use their slang or follow their trends.

  • They just need you to be their teacher

    • Who communicates clear expectations

    • Who is fair and consistent

    • Who cares about their success

You do not have to be their friend.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton


Have a great year

Destination Success!!

Have a GREAT Year


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