c h a m p s n.
Download
Skip this Video
Download Presentation
C. H. A. M. P. s

Loading in 2 Seconds...

play fullscreen
1 / 20

C. H. A. M. P. s - PowerPoint PPT Presentation


  • 78 Views
  • Uploaded on

C. H. A. M. P. s. art Icipat ion. onversation. elp. ctivity. ovement. Meadowdale Middle School September, 2008. I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'C. H. A. M. P. s' - driscoll-padilla


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
c h a m p s

C. H. A. M. P. s

art

Icipat

ion

onversation

elp

ctivity

ovement

Meadowdale Middle School

September, 2008

slide2
I’ve come to the frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the climate.

It’s my daily mood that makes the weather.

As a teacher, I possess a 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 dehumanized.

-Haim Ginott

learning targets for today
Learning Targets for Today

Learning Target #1 – Become familiar with the basic philosophy and classroom management practices outlined in the first 4 modules of CHAMPs.

Learning Target #2 – Self assess my own classroom management needs and develop my classroom management plan for 2008-09.

Learning Target #3 – Differentiate between Mild, Moderate and Severe student misbehavior.

c h a m p s over the summer
C.H.A.M.P.s over the Summer?
  • Fist to Five – Help me adjust my lesson…
  • Share is groups- What do you already know about CHAMPs?
  • July Small Group Work - summary
  • First 4 Modules:
    • Vision
    • Organization
    • Expectations
    • The First Month
  • Guidelines for Success – The 5 P’s
guidelines for success the 5 p s
Guidelines for Success – The 5 P’s
  • Prompt – Be on time.
  • Prepared – Have your materials and completed assignments out and ready at the start of class.
  • Productive - On task and actively involved in the learning process.
  • Polite - Show respect to self, others and property.
  • Positive – Be optimistic about learning.
what is c h a m p s
What is C.H.A.M.P.s??
  • CHAMPs is a decision-making template to assist educators in developing a classroom management plan and implementing it successfully.
  • The CHAMPs approach is centered around proactive, positive steps taken by teachers in the classroom. It preserves individual preferences and respects teacher competence.
  • CHAMPs provides a common vocabulary for all to use in the promotion of a positive, learning centered culture.
slide7
The goal of positive behavior support is not “perfect” children. Rather, the goal should be the perfect environment for enhancing

their growth.

-John Marzano

what champs isn t
What CHAMPs isn’t…
  • CHAMPs is not a “canned” program. It does not want teachers to surrender their own personal style or preferences when managing their classrooms.
  • CHAMPs will not result in a school of docile, compliant, perfectly behaved students. Rather – it will promote positive adult/student interactions and clear communication of expectations.
  • CHAMPs is not about student behavior – it is about adult planning, communication, and response to student behavior.
self assessment
Self Assessment
  • How much classroom structure do I need?
  • This may vary from year to year – depending upon the course being taught and/or the students you are teaching.
  • Complete the self assessment activity. When finished, share your results with a colleague.
  • Share with the group?
s t o i c
S.T.O.I.C.

The S.T.O.I.C. acronym provides the initial building blocks for developing a classroom management plan:

  • Structure for Success
  • Teach Expectations
  • Observe and Monitor
  • Interact Positively
  • Correct Fluently

Let’s compare this with the 5 P’s.

Stoic- somebody who is unemotional, especially somebody who shows patience and endurance during adversity

your classroom management plan
Your Classroom Management Plan
  • Use the checklist as a guide.
  • Use your CHAMPs book as a resource
  • Use the CHAMPs summary PowerPoint (thanks Kathe Miller!!) as a resource
  • Collaborate with colleagues – the expertise is in the room
  • State expectations in the positive
  • Effective Classroom management is usually about less – not more – rules and consequences
your assignment
Your Assignment
  • Work with a partner or a group
  • Outline your classroom management plan with the CHAMPs philosophy as a guide
  • Develop a plan for communicating your expectations to your classes during the first week of school
  • Meet back in the Library at ???? to debrief and share.
differentiating between mild moderate and severe misbehavior
Differentiating between Mild, Moderate and Severe misbehavior
  • Schools need a plan for dealing with different levels of misbehavior.
  • A plan provides consistency for staff and students when students misbehave.
  • Misbehavior can be classified into 3 categories – Mild, Moderate and Severe.
without a plan
Without a plan…
  • Staff are not sure how to deal with misbehavior
  • Staff responses are likely to be less consistent
  • Some staff may expect someone else to handle behavior problems, and feel frustrated when that doesn’t happen.
  • Some staff may have unrealistic expectations about what administrators can/should do with students who have been referred to the office.
level 1 mild infractions
Level 1 – MILD Infractions
  • Misbehaviors that can be adequately corrected at the time they occur, and which do not require documentation.
  • VAST majority of misbehaviors for students in the middle school years are Level 1 behaviors.
level 2 moderate infractions
Level 2 – MODERATE Infractions
  • Misbehaviors that, while not requiring immediate administrative involvement, do require documentation.
  • Usually results in an assigned consequence to be documented.
  • Parents are informed of Level 2 infractions by the staff member assigning the consequence.
level 3 severe infractions
Level 3 – SEVERE Infractions
  • Illegal Acts
  • Physically Dangerous Acts (Intentional vs. Unintentional)
  • Harassment/Bullying
  • Acts of Defiance (Most Difficult) – Why?
acts of defiance
Acts of Defiance
  • Acts in which a student engages in overt and immediate refusal to comply with a reasonable adult direction.
  • Student Defiance will be considered a Level 3 offense only when the following conditions are met:
    • The direction is clear and observable
    • The direction is immediate
    • The direction is given 3 times
    • With the 2nd repetition, the staff member emphasizes the serious nature of the student’s choice
    • With the 3rd repetition, the staff member writes the direction (giving the student time to respond)
next up module 5 motivation
Next Up – Module 5Motivation

“Motivating is like bathing – if you only do it once, it isn’t that effective.”

-Golom