Implementing CHAMps for A Proactive and Positive Approach to Classroom Management

1
Survival Skills Training (SST)

• Implementing CHAMps for A Proactive and Positive
  Approach to Classroom Management
• AN Introduction

2
Our Goal

• Is to create a classroom where kids feel welcome,
  valued, useful, challenged, respected, and
  physically and psychologically safe.

3
Why Survival Skills?

• The goal of survival skills online training is
  to create a classroom of students who are
• Responsible
• Motivated
• Highly engaged in meaningful tasks

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Understatement Not all students come to us
motivated and/or responsible.

• Some are responsible and highly motivated.
• Some are responsible, but only moderately
  motivated.
• Some are like Huck Finn, severely at risk.

5
There are no simple solutions.

• Role-bound power is not enough.
• Wishing and hoping is not enough
• Punitive consequences are not enough.

6
Introduction to CHAMPs

• Introduction to CHAMPs provides research-based
  techniques and strategies that can improve
  student behavior, attitude, and motivation, and
  engagement.

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Basic Beliefs

• Teachers can structure and organize their
  classrooms to prompt responsible student
  behavior.
• Teachers should overtly and consciously teach
  students how to behave responsibly in every
  classroom/school situation.

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More Basic Beliefs

• Teachers should focus more time, attention, and
  energy on acknowledging responsible behavior than
  responding to misbehavior.
• Teachers should preplan their responses to
  misbehavior to ensure that they will respond in a
  brief, calm, and consistent manner.

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Key Elements STOIC

• Structure for success
• Teach Expectations
• Observe
• Interact Positively
• Correct Fluently

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Structure for success

• Vision, Organization, and Management plan

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Structure Vision

• Professionalism
• Family Contacts
• Behavior Management Principles
• Level of Classroom Structure

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Professionalism

• Be a role model for honesty, integrity, trust,
  and hard work.
• Seek first to understand, then be understood
  -Dr Stephen Covey
• Commit to continuous improvement.
• Take the responsibility for educating all
  children.

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Family Contacts

• Ideally contact should be made before school
  starts.
• Contacts within the first 2 weeks of school will
  increase parental involvement throughout the
  school year.
• Its never too late to initiate a relationship
  with your students families.

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Research consistently demonstrates that

• Proactive, positive and instructional approaches
  are far more effective in managing behavior and
  motivating students than traditional
  authoritarian and punitive approaches.

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Family Contacts

• Build positive relationships with your
  students families by making initial contact with
  them at the beginning of the year and maintaining
  contact throughout the year.

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Family Contacts

• The probability of effectively educating students
  increases tremendously when schools and families
  work together.
• The greater the needs of the students, the
  greater the need to establish and maintain
  contact with their families.

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Family Contacts

• Provide the following information
• A welcome greeting that indicates that you are
  interested in getting to know your students
  families
• Some information about your background
• A list of the major goals for the rest of the
  year (academic and social-emotional)
• The best time for parents and students to contact
  you
• A copy of classroom Guidelines For Success (GFS)
  and rules
• Invitation for questions or comments

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Behavior Management Principles
Pleasant consequences result in the behavior
increasing in the future. (reinforcing
consequence)
Conditions that set the stage (antecedents)
Student behavior
Must teach replacement behavior
Unpleasant consequences result in the behavior
decreasing in the future. (punishing consequence)
Effective teaching involves the management of
both antecedents and consequences
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Level of Structure

• Determine whether your students need a classroom
  management plan that involves high, medium, or
  low structure.
• When a class has high risk factors and there is
  low structure, academic and behavior problems
  will occur.
• Disengagement causes chaos!

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Misbehavior in the Average Classroom
5
15
80
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Structure Organization

• Daily Schedule
• Attention Signal
• Classroom Rules/Consequences

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Organization

• When you have well organized routines and
  procedures for your classroom, you model and
  prompt organized behavior from your students.

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Organization

• Classroom organization influences the behavior
  and motivation of students. This should be
  completed before school starts so that a solid
  organizational structure is in place beginning on
  day one. However organization can be revised at
  any time to meet the needs of the students.

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Objectives

• Post daily essential learnings stated in
  objective format that are in line with the state
  standards and in student friendly language.
• An objective should tell three things
• Action What the student will be able to DO
• Conditions Under what circumstances
• Mastery level How well he or she must perform
• Example Given a pencil and paper, the student
  will write a friendly letter that includes a
  date, greeting, body, and closing, in the correct
  order.

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Post your daily schedule

• Modify schedule to maximize instructional time.
• Avoid having any one task run too long.
• Schedule independent and cooperative or peer
  group tasks so that they immediately follow
  teacher directed tasks.
• Have a reasonable balance between the types of
  activities.
• Try to end each class with a few minutes of
  teacher directed instruction.

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Create a positive physical space

• Arrange the space in your classroom to it
  promotes positive student teacher interaction and
  reduces the possibility of disruptions.
• Make sure you have visual and physical access to
  all parts of the room.
• Minimize disruptions caused by high traffic
  areas.
• Devote some of your bulletin boards to student
  work.

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Design effective Beginning and Ending routines

• Entering class Students feel welcome and
  immediately go to their seats and start on a
  productive task.
• Opening activities Students are instructionally
  engaged while you take attendance.
• You have effective procedures in place to deal
  with
• Tardiness
• Students without materials or unprepared for
  class
• Students returning from an absence
• Ending you class period

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Attention signal

• Begin with a procedure of teaching an attention
  signal. The best attention signals contain both
  auditory and visual components and are portable.
• Explain why the procedure is important to you and
  to them.
• Model the procedure.
• Explain the procedure.
• Ask the students to do the procedure telling them
  it might feel awkward at first reminding them of
  the importance.
• Provide positive, supporting, corrective
  instruction until the procedure is done
  correctly. Use lots of thanks and praise!

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Classroom Management Plan

• Prepare a classroom management plan that
  summarizes the important information, policies,
  and procedures you will use to motivate students
  and address student misbehaviors.

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Main Tasks

• Develop and display classroom rules
• Establish corrective consequences for rule
  violations

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Rules for Classroom Rules

1. Rules should be stated positively.
2. Rules should be specific and refer to observable
   behaviors.
3. Rules must be applicable throughout the class
   period.
4. Rules should be posted in a prominent, visible
   location.
5. Plan to teach your rules using both positive and
   negative examples

32
Classroom Rule Violations

• While classroom rules are being taught, respond
  to rule violations with corrective consequences.
• Pre-correction
• Proximity
• Gentle verbal reprimand
• Discussion
• Humor
• Praise those who are behaving responsibly
• Give positive feedback when behavior improves

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Establish Corrective Consequences

• Once students fully understand rules, calmly
  implement consequences for violations.
• Implement consequences consistently
• Make sure consequences fit the severity and
  frequency
• Plan to implement without emotion
• Interact with student briefly without arguing

34
Sample Rules or Expectations

• Example rules
• Arrive on time with all of your materials
• Keep hands, feet, and objects to yourself
• Work during all work times.
• Follow directions immediately
• Raise your hand to participate in class
  discussions
• Stay on task and focused
• Keep classroom and desk area clean
• Be seated and working when the bell rings
• Respect each other
• No cursing or profanity

35
Consequences for Rules

• The best consequences are reasonable and logical.
  Students will rebel if the consequences do not
  make sense. For example
• Student does not bring textbook
• Illogical Consequence Does without it for the
  period
• Logical Consequence Teacher supplies textbook
• Student walks in noisily
• Illogical Consequence Teacher ignores behavior
• Logical Consequence Walks in again

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A Few Reasonable and Logical Consequences

• The look
• Verbal warnings
• Demerit or fine
• Time out
• Detention
• Being the last to leave
• Private conference
• Parent phone call
• Deprivation of some reward
• Last resort - a referral to office

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Please Stop Structure

• Reflect on the previous slides and answer
  Questions 1-11 on your Task Sheet. When you are
  finished, continue to Observation.

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Teaching Expectations

• Clarify CHAMPs Expectations for instructional
  activities and transitions
• Prepare lessons to communicate your expectations
• When your expectations are clear, students never
  have to guess how you expect them to behave.

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Expectations

• Avoid misbehaviors by clearly defining and then
  explicitly teaching students how you expect them
  to behave in class and during transitions or
  activates.
• Expectations will vary from teacher to teacher.

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Communication of Expectations

• It is noted that clearly defined behavior
  expectations are not enough.
• Expectations must also be communicated and taught
  in a 3-step process

1 Teach your expectations before the activity or
transition begins.
2 Monitor student behavior by circulating and
visually scanning.
3 Provide feedback during and at the conclusion
of the activity.
Begin the cycle again for the next activity
41
Expectations

• Use the 3-step process to teach expectations for
  activities such as
• Classroom activities
• Transitions
• Preparation of lessons on expectations
• Procedures
• Social skills

42
Expectations for Classroom Activities

• Define clear and consistent behavioral
  expectations for all regularly scheduled
  classroom activities (e.g., small group
  instruction, independent work periods, etc.)

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Expectations for Classroom Activities

• Reflect on a list of the major types of
  activities that students will engage in on a
  daily basis.
• This list may include
• Attendance routines Teacher-directed
  instruction
• Small group instruction Independent work
• Sustained silent reading Class meetings
• Taking tests/quizzes Centers/lab stations
• Peer tutoring sessions Cooperative Groups
• Make up work Entering and exiting class

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CHAMPs Expectations

• Conversation Can students talk during the
  activity?
• Help How can students get your attention during
  the activity?
• Activity Label what they are doing.
• Movement Can students move about during the
  activity?
• Participation What behaviors show that students
  are participating fully and responsibly?

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Expectations

• Details are important, the more specific you are,
  the easier it will be to communicate your
  expectation to your students.
• Pay close attention to the level of structure
  your students need. The greater the structure,
  the tighter you will need to design your
  expectations.

46
Please Stop Teaching Expectations

• Reflect on the previous slides and answer
  Questions 12-13 on your Task Sheet. When you are
  finished, continue .

47
Observation

• When you collect data you are able to make
  adjustments to your classroom management plan.
• Circulate when possible and visually scan all
  sections of the classroom continually.
• While teaching observe students for behavior to
  praise and misbehavior to correct.
• Use data to monitor and adjust your plan.
• Once or twice a month collect data that would
  help you make those needed adjustments.

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Please Stop Observation

• Reflect on the previous slides and answer
  Question 14 on your Task Sheet. When you are
  finished, continue .

49
Interactions

• When you implement effective instruction and
  positive feedback, you motivate students to
  demonstrate their best behavior.

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Important quote from research on teaching

• The simplest way to ensure that students expect
  success is to make sure that they achieve it
  consistently.
• Brophy, 1987

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Effective Positive Feedback

• Effective positive feedback is
• Accurate and related to behaviors that occur.
• Specific and descriptive.
• Immediate as possible.
• Contingent on behavior that has some level
• of importance (dont praise junk)
• Age appropriate and cool.
• Given in a manner that fits your style.

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More on Feedback

• Our students are very demanding of attention and
  will go to many lengths to get it.
• An emotionally intense reprimand may be more
  rewarding than a brief good job.
• Which is longer, more rich and intense? Your
  feedback for positive behavior or your
  corrections for negative behavior?

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Interaction
Important Point 1

• The behavior you attend to the most will be the
  one that you will see more of in the future.
• What behavior do you attend to? Positive student
  behavior or negative student behavior?

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Interaction
Important Point 2

• Not only is what you attend to important, the
  frequency and distribution of your attention is
  also important.
• Research says Teachers should use at least a
  31 ratio. For every 1 corrective or negative
  interaction, the teacher needs to provide 3
  positives for appropriate behavior.

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Please Stop Interactions

• Reflect on the previous slides and answer
  Questions 15-16 on your Task Sheet. When you are
  finished, continue.

56
Correction Procedures

• When you treat student misbehavior as an
  instructional opportunity, you give students the
  chance to learn from their mistakes.

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Correction Procedures

• The 5 LYs
• Correct consistently
• Correct calmly
• Correct respectfully
• Correct in a timely manner
• And as much as possible correct privately

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Please Stop Corrections

• Reflect on the previous slides and answer
  Questions 17-18 on your Task Sheet. When you are
  finished, continue.

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Resources

• CHAMPs A Proactive and Positive Approach to
  Classroom Management Second Edition
• Safe and Civil Schools Website video page
• http//www.safeandcivilschools.com/products/video-
  page.php

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Congratulations!

• We hope your first experiences as a teacher are
  positive and that this presentation has opened
  your mind to some principles of good classroom
  management.
• You will need to register in Moodle LMS for the
  required follow up 3 hour SST training with
  Carrie Rivera. The dates are listed on the
  moodlep website.
• Make sure you email your completed Task Sheet to
  riverac_at_pcsb.org and bring it to the follow up
  class.