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CHAMPS A Proactive & Positive Approach to Classroom Management

CHAMPS A Proactive & Positive Approach to Classroom Management. Review. What does STOIC stand for? Each chapter starts with a list of T_________ Each chapter ends with a S_____ __________. Review. What are the components of classroom management that add STRUCTURE to your classroom?.

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CHAMPS A Proactive & Positive Approach to Classroom Management

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  1. CHAMPS A Proactive & Positive Approach to Classroom Management

  2. Review • What does STOIC stand for? • Each chapter starts with a list of T_________ • Each chapter ends with a S_____ __________

  3. Review • What are the components of classroom management that add STRUCTURE to your classroom?

  4. STOICStructure of classroom • Differentiated Levels of Structure pg. 113 • How much structure?

  5. Page 195 – 200

  6. Review • What does CHAMPS stand for? • CHAMPS worksheets are developed for all… • I___________ A________ & T____________

  7. STOICTeaching CHAMPS • Three step communication process • Teach CHAMPS expectations • Monitor student behavior • Provide feedback

  8. Teach students how to behave responsibly in the classroompg 209 TEACH YOUR EXPECTATIONS before the activity or transition begins 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 Three-Step Process for Communicating Expectations

  9. Group • Groups of 3 • 1 takes STEP 1 pg 209 • 2 takes STEP 2 pg 210 • 3 takes STEP 3 pg 211 At signal 1 will share Rotate at next signal

  10. Putting It All Together

  11. Review With Partner – Putting It All Together – • Think about the order of the steps • Write the steps down • Tell your partner – 2’s first – then 1’s • Compare

  12. Putting It All Together

  13. Putting It All Together

  14. Consistency with Routine?

  15. STOIC – Observe • How does the teacher know if students understand the expectations?

  16. STOIC – Observe • How does the teacher know if students understand the expectations? • As a Coach – How can you help in this process?

  17. Group CASE STUDY – • Review the case study for Mr. Jepson • Discuss possible recommendations – See page 99 CHAMPS • Keep track of additional questions you may have.

  18. STOICChapter 9 - Correcting Fluently 355 • Review self assessment Chapter 3 • Review Classroom Management plan • Corrective Procedures • Encouragement Procedures • Review positive interactions with student • Problem solve with chronic misbehavior

  19. Page 195 – 200

  20. What If? Chart Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992) WHAT IF YOU DO? WHAT IF YOU DON’T? SEVERE BEHAVIOR CLAUSE ?

  21. COMPARISON OF PUNITIVE METHODS AND POSITIVE APPROACHES Positive environments, Dianna Browning Wright Diagnostic Center, Southern California Results in suppression of undesirable behaviors, not elimination Results in alternative, positive behavior to replace maladaptive behavior.

  22. Corrective Consequences Create a list of different types of punitive & corrective consequences • Discuss the role of punitive/corrective consequences • Whento use? & When NOT to use?

  23. Group • Groups of 5 • Divvy the following: 1. Time Out (another class) pg 132 2. Time Owed Pg 130 3. Response Cost pg 133 4. Behavior Improvement pg 134 5. Demerits pg 135

  24. Requirements for Systematically Correcting Problem behavior Pre-Determined procedures that…… • Early • Brief without arguing • Unemotional • Consistent • Fits the severity

  25. Hierarchyof Negative Consequences Close the gap Proximity Praise MILD BEHAVIOR Precision Request or Warning • Mild and inconveniencing • Consequence + minor incident report MODERATE BEHAVIOR • Increase the consequence slightly • Increase or add another level of consequence • Emergency or Severe Clause for major rule infractions SEVERE BEHAVIOR

  26. Precision Requests First Request: Suzy, Come here please. Second Request: Suzy, I need you to come here. Compliance Reinforce Please Request 5 seconds Non Compliance Compliance Reinforce Need Request 5 Seconds Non Compliance Follow Through

  27. Precision Requests Reavis Rhode Jenson (1992) • Used to establish instructional control towards our directions rather than warning statements • Paired with interventions – stops problem behavior early in behavior chain • Includes variables that affect compliance • One at a time 6. Give response time • Describe behavior 7. Eye Contact • Non emotional 8. Get Close • No questions 9. Ask only 2 X’s • Reinforce compliance 10. More starts than stops

  28. Secondary Example HOW TO IMPLEMENT • If you talk – time starts over • If you walk out without paying time = time doubles • If you reach 6 min of time owed = • Office referral • Parent conference • lunch detention WHAT IT LOOKS LIKE • Proximity Praise • Please – Warning 1 • Need – Warning 2 • Skill Builder • Change Seat assignment + minor incident report/name in consequence book • :30 seconds • 1:12 • 1:28 • 2:07

  29. Plan for Systematically Correcting Problem behavior

  30. Encouragement Procedures Think of various encouragement procedures for……

  31. Group • Divide poster into two (line down middle) • Left side – ideas for individual students • Right side – ideas for whole group • Take a walk & review list on page 297

  32. What do the critics say? • Groups of 5 • Page 311 & 312

  33. To Be effective….. • Non contingent vs contingent pg 278 • IFEED AV pg 283 • Ratio of 4:1

  34. Task 2:Provide Positive Feedbackpg 283 • I – Immediate • F – Frequent • E – Eye contact • E – Enthusiastic • D – Descriptive • A – Build anticipation • V – Vary your feedback

  35. Strive to Provide a High Ratio of Positive Interactions to corrections. 4:1

  36. Requirements for an Effective Reinforcement System • Focused on specific behavior(s) • Students can visually monitor their performance • Intermittent – Short and Long term • How will you fade the system over time?

  37. Example positive strategy with requirements • Clock light

  38. Group 5/6 • Chapter 8 Class-wide Systems – pg 324 1. Whole Class Points pg. 324 2. Token Economies pg. 329 3. Reducing misbehavior pg. 331 4. Good Behavior game pg. 333 5. 100 Squares pg. 337 6. Self Evaluation pg. 343 Use Checklist

  39. Group Continued • Jig Saw Sharing • At your table Count off from 1-6. after 6 start over at 1 until everyone has a number from 1-6 • 1’s go to poster 1 • 2’s go to poster 2 etc… • If its your poster, you share with group. • Rotate to next poster at signal

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