A Proactive and Positive approach to classroom management CHAMPS A Proactive and Positive approach to classroom management

CHAMPS is an APPROACH not a program!

Our model for classroom and behavior management is the CHAMPS approach.

What is the CHAMPS approach? The CHAMPS approach is not a canned discipline plan. CHAMPS is a decision-making template. Any time student behavior is a problem, experiment with one or more aspects of your CHAMPS classroom management plan. As you build or revise your management plan, take into account the following factors: Your personal style Your students’ need for structure (high, medium, or low) The school and teacher effectiveness literature (CHAMPS has done this for you—everything in CHAMPS is based on the research literature).

The CHAMPS approach encourages you to experiment with five major categories of procedures—variables that can be easily remembered with the acronym STOIC. Structure for success Teach Expectations Observe and monitor Interact positively Correct fluently—respond to misbehavior calmly, consistently, briefly, and immediately

STRUCTURE Structure your classroom for success. The way the classroom is organized (physical setting, schedule, routines and procedures, quality of instruction, and so on) has a huge impact on student behavior; therefore, effective teachers carefully structure their classrooms in ways that prompt responsible student behavior.

TEACH Teach behavior expectations to students. Effective teachers overtly teach students how to behave responsibly and respectfully (in other words, to be successful) in every classroom situation—teacher-directed instruction, independent seatwork, cooperative groups, tests, and all major transitions.

OBSERVE Observe and supervise. Effective teachers monitor student behavior by physically circulating whenever possible and visually scanning all parts of the classroom frequently. In addition, effective teachers observe student behavior, particularly chronic misbehavior, in objective ways and use meaningful data to monitor trends across time.

INTERACT Interact positively with students. When students are behaving responsibly, they receive attention and specific descriptive feedback on their behavior. Teachers should focus more time, attention, and evergy on acknowledging responsible behavior than on responding to misbehavior—what we call a high ratio of positive to negative interactions.

CORRECT Correct fluently. Teachers should preplan their responses to misbehavior to ensure that they respond in a brief, calm, and consistent manner, increasing the chances that the flow of instruction is maintained. In addition, with chronic and severe misbehavior, the teacher should think about the function of the misbehavior (why is the student misbehaving?) and build a plan that ensures that the student learns and exhibits appropriate behavior.

Why we call this approach CHAMPS… First, we believe that by using effective management practices, teachers can help every student exhibit behavior that will make the student feel like a champion. Secondly, the acronym CHAMPS reflects the categories, or types, of expectations that you, as a teacher, need to clarify for students about every major activity and transition that occurs in your classroom.

What is CHAMPS? Conversation Can students talk to each other? Help How do students get their questions answered? How do they get your attention? Activity What is the task or objective? What is the end product? Movement Can students move about? Participation What does the expected student behavior look like and sound like? How do students show they are fully participating? Success If students follow the CHAMPS expectations, they will be successful!

CHAMPS Implementation Structure your classroom for success Complete a classroom management plan.

II. Teach your expectations—clarify and communicate them to students. A. Post expectations for each major instructional activity as it occurs, including teacher-directed instruction, independent seatwork, cooperative groups, and tests. B. Reinforce your expectations in a variety of ways: Posters on permanent display CHAMPS worksheet on projector CHAMPS wall chart Flip chart Other

III. Observe and monitor student behavior. A. Physically circulate B III. Observe and monitor student behavior. A. Physically circulate B. Visually scan C. Collect and analyze data IV. Interact positively by providing praise and noncontingent attention. A. Strive to create a positive classroom climate and positive relationships with students. B. Supply positive feedback, intermittent celebrations of success, and (as needed) structured reward system. C. Maintain at least a 3:1 ratio of attention to positive behavior to attention to negative behavior.

V. Correct misbehavior fluently. A V. Correct misbehavior fluently. A. Get back to instruction as quickly and as seamlessly as possible. B. Be calm, consistent, brief, and immediate.

If we want good student behavior, we must teach it!!