CHAMPS: A Proactive & Positive Approach to Classroom Management (2nd Edition) February 1, 2012 Facilitators: Mary Perfitt-Nelson Jim Wood

Ground Work Cell Phones Breaks The Attention Signal Lunch Ending

The Great Divorce DAVID BROOKS New York Times 1/30/12 Charles Murray’s “Coming Apart” describes the most important cultural trends today and offers a better understanding of America’s increasingly two-caste society. http://www.nytimes.com/2012/01/31/opinion/brooks-the-great-divorce.html?_r=2&hp My Story Video: Disc One; Intro Part One. Beginning to 3 minutes and stop

Introduction (pages 1-12) Overview: Setting The Stage Introduction (pages 1-12) The goal of classroom management is to develop a classroom of students who are: respectful, responsible, ready to roll (i.e. motivated), and responsive (i.e. highly engaged in meaningful tasks). They meet our SchoolWide expectations!

There are techniques and strategies that can improve student behavior, attitude, and motivation.

“Not all students come to us motivated and/or responsible.” 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. Or MORE! Video Introduction: start at 15minutes, 30seconds regarding the NEEEDDDDDDD~

Overview Of CHAMPS Review this,

Video-Part 2: The Big Picture Overall organization of the book—see Table of Contents Video-Part 2: The Big Picture Disc 1; Task 2

Goal For The Day The Big Picture An effective classroom management plan prevents misbehavior and is continually refined to help students become increasingly respectful, responsible, motivated, and highly engaged in instructional activities. Today we hope you will leave with a completed, comprehensive classroom management plan! Refer them to the Classroom Management Plan!

Where We Are Heading Have them find this handout: Tell them what it is……….

We will Cover chapters related , primarily, to the organization and management of the environment

Book Study: Motivating Reluctant Learners  (2 Day Event) (Optional Follow Up to Building Effective Relationships workshop) Date(s): April 16 and May 1, 2012 Time(s): 3:30 - 5:30 PM Location: Oakland Schools, 2111 Pontiac Lake Rd., Waterford 48328 Cost: $8.00 Presenter(s): Mary Perfitt-Nelson, Sue Welcome Class Limit: 20

Structure Your Classroom for Success Section 1 Structure Your Classroom for Success The way a classroom is structured greatly influences student behavior

Chapter 1 Vision Develop a Clear Vision for Your Class Pages 15- 61 Review Ch. 1 Self Assessment Chapter one includes ….seven tasks that help you understand the basic principles of behavior and motivation that set the stage for the remainder of the book. After working through Chapter 1, you should have a clear understanding of how behavior is learned and the role that you and your management plan can play in shaping student behavior in positive and successful directions.

Chapter 2 p 63-106 Organization Create Consistent Organizational Patterns Chapter two includes six tasks with suggestions and examples of how you can mani;pulate variables such as schedule, physical setting, using and attention signal, beginning and ending routines, procedures for managaing student wpork, and strategies for getting students to be academically engaged during independent work periods. By manipulating these variables, you can create momentum in your classroom that draws students into functioning in a unified manner that is mature, responsible and productive.

Tasks Arrange and effective daily schedule (p64) Create a positive physical space Use an attention signals Design effective beginning & ending routines Manage student assignments Manage independent work periods Refer to ASSESEMENT for the chapter! JIM Leads this! Simply refer them to the self assessment of chp 2 ask that they scan over it. We will be covering all 6 tasks here.

Chapter 2, Task 1: page 64 Arrange an Efficient Daily Schedule Refer to Pages 64-70 Ch. 2 Task One: Arrange an Efficient Daily Schedule Provide enough VARIETY to increase time on task and interest Write down your schedule of daily subjects, List the activities inherent within each subject Determine amount of time per activity and whether the activity is teacher directed (lecture, discussion, question/answer) or independent work (seatwork, lab) or a cooperative task. Find BALANCE among types of activities: 40% teacher directed; 35% independent work; 25% cooperative groups Avoid having any task run too long Schedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasks Lecture: Within each activir5y avoid any running too long. This invites problems. How long? There are no hard rules here. It depends on part on your skill as a teacher………clear, interesting and fun independent assignments will work longer than the opposite.

Task 2: Create a positive physical space Read pages 70-76 Discuss with table Report relevant pieces to group Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO

Chapter 2, Task 3: Use an Attention Signal Task 3: Create attention signal Chapter 2, Task 3: Use an Attention Signal Every teacher needs to have an attention signal The goal is to have the attention of all within 5 seconds. I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal. demonstrate. Have them demonstrate and practice. JIM will time us! AFTERWARDS…………they look at their plan and complete this!

Task 4: Develop Effective Beginning and Ending Routines Chapter 2, Task 4: Design Effective Beginning and Ending Routines Pages 78-89 Task 4: Develop Effective Beginning and Ending Routines Story……………VISUALIZE the end of your day Video: Disc 2 Chapter 2 Task 4 Complete section of the plan VISUALIZE activity: visualize what the typical “end of the day” is like in your class. What would you see? Tell story of my end of the day routines…… Video: Disc 2 Chapter 2 Task 4: the seven essential beginning and ending routines”: Rword

Chapter 2, Task 5: Manage Student Assignments p. 90-98 Task 5: Managing Student Assignments Read pages 90-98 Discuss with table Report relevant pieces to group Complete section of plan Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO

Refer to Book Complete: manage student assignments section

Chapter 2, Task 6: Manage Independent Work Periods p 99-104 Tips Only assign independent work that I know students can do independently. Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule). Lecture: Reword Get out plan afterwards.

Chapter 2, Task 6: Manage Independent Work Periods (Continued) Establish a clear vision of what student behavior should look and sound like during independent work times. Arrange to provide guided practice on tasks and assignments that I expect students to do independently. Develop a specific system for how students can ask questions and get help during independent work periods. reword

Complete Managaing independent work periods section of management plan

Chapter 3 Creating a management plan This section is about creating your overall plan for classroom management and discipline. This is about creating a framework that supports a varity of rituals, routines, rules, consequences and motivational techniques that ensure kids stay acqdemically engaged and emotinally thriving. Your plan should be in place at the beginning os chool, although you will likely revise and update it often- Your plan may be “tight” or losely sturctured. This is not about how friendly or punitive it is, but instead about the degree to which we orchestrate student b ehavior. Low structure requires greater maturity: (give example)

Chapter 3: Management Plan p 107-144 Tasks Determine the level of classroom structure Develop & display classroom rules Correct rule violations during the first week of school Establish corrective consequences for rule violations Know when (& when not) to use disciplinary referral Refer to Ch 3 ASSESSMENT : Jim just tells them to take it out. Read over it quickly to get an idea of where we are going. We will be covering all five tasks here.

Chapter 3, Task 1: Determine the Level of Classroom Structure p109-115 What level of classroom structure do you need? This is about two things: YOUR preference/style STUDENT characteristics You may be INTOLERANT of noise; messes; movement that is not orderly; Your students may need more structure to function well.

Activity Level of Structure (High, Middle, or Low) of Your Management Plan Fill out Figure 3.1 (page 111) and Reproducible 3.1 (page 112) of your CHAMPS book and total your scores. Lecture Before we get started, It may be wise to think about the amoung of structure you feel you need for you management plan.

Lecture Review this! Add to management Plan!

Lecture

“Survey says…” Score: 0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH 31-60 MEDIUM: Students need MEDIUM or HIGH structure 61-120 HIGH: Students need HIGH structure Lecture

Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued) Re-evaluate During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations. Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations. Lecture reword

Chapter 3, Task 2: Develop and Display Classroom Rules p115-119 Read Pages 115-119 Discuss at table Report Out Read alone. When the entire table is done reading, stand the trophy up. Discuss at table. One person report relevant findings to the group while Jim writes them on the ELMO ADD to plan

Expectations In The Classroom: Behavior Matrices Your classroom rules are essentially found in a behavior matrix: Discuss how the Matrix for classroom is a good idea.

Chapter 4 Expectations Generate Clear Expectations Mary: story FIRST…..then video Video: Disc 3 Chapter four, Introduction to Expectations 3 minutes PICTURE!!!!!! Video: Ch 4 Intro: Teaching Expectations

Tasks p Clarify CHAMPS expectations for Instructional activities Clarify CHAMPS expectations for Transitions Prepare lessons to communicate your expectations Overview: Refer to Self Ass- JIM

Three-Step Process for Communicating Expectations Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities y“: Video: Disc 3; Ch 4, Task 1 23 minutes Three-Step Process for Communicating Expectations Video: Disc 3 Ch 4 Task 1

Complete This for Activities Take it out of packet and complete it Complete This for Activities Take it out of packet and complete it! ACTIVITY: create list of activities to champ 1

Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions Repeat for TRANSITIONS Refer them to pages 176 with Reproducible 4.4. They will NOT complete this now. Just refer them to it so they know. ASK IF there is anything relevant for them and if so, share with the group. No Elmo

CHAMP one of your transition/activities

Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations Video: Ch 4Task 3 Discuss notes at table Report Out To Group Video is 10 minutes long………………. Have them TAKE NOTES about anything that STICKS out or impresses or makes them think. WE will TAKE NOTEs on the ELMO

Chapter 5 Launch Launch Your Management Plan in the First Month of School Mary to add notes here tonight for her

Tasks Summarize your classroom management & discipline plan Make final preparations for Day One Implement your plan on Day One Implement your plan on Days 2 through 20 (the first 4 weeks) Prepare your students for special circumstances Jim: Self ASS here……….. We are only going to focus on Task One………………………….please read this chapter for preparation at the beginning of the year!

Mary Perfitt-Nelson Mary. perfitt. nelson@oakland. k12. mi Mary Perfitt-Nelson Mary.perfitt.nelson@oakland.k12.mi.us Jim Wood Jim.Wood@oakland.k12.mi.us

Chapter 6 Observe Use Data to Monitor and Adjust Your Management Plan Mary-write notes from page 239!!!!!!!

Tasks Task One: Circulate and Scan Task Two: Use Data From Tools To Monitor Tools: CHAMPS vs. Daily reality Rating Scale Ratio of Interactions Monitoring Form Misbehavior Recording Sheet Grade Book Analysis Worksheet On-Task Behavior Observation Sheet Opportunities to Respond Observation Sheet Family/Student Satisfaction Survey

Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously Video: Ch 6, Task 1

Chapter 6, Task 2: Use Data to Monitor and Adjust Your Classroom Management and Discipline Plan

Tools for Monitoring CHAMPS vs. Daily reality Rating Scale Ratio of Interactions Monitoring Form Misbehavior Recording Sheet Grade Book Analysis Worksheet On-Task Behavior Observation Sheet Opportunities to Respond Observation Sheet Family/Student Satisfaction Survey

Tool 1: CHAMPS versus Daily Reality Rating Scale Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS expectations. Video: ch 6 task 1 Lecture: This tool allows you to rate the degree to which student behavior during daily activities and transitions matches your champs expectations.

WHY: To help you decide whether you need to re-teach your CHAMPS expectations To help you decide whether your current level of structure fits the needs of your class To help you decide whether you might need some kind of classwide system to increase students' motivation to behave responsibly WHEN: During the fourth or fifth week of school Shortly after major vacations (e.g., winter and spring breaks)

They have this handout!

Tool 2: Ratio of Interactions Monitoring Form(s) Determine whether you are interacting with students at least three times more often when they are behaving responsibly than when they are misbehaving. Read: Page 251-256

WHY: To help you evaluate whether you have fallen into the Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over time To help you decide whether you need to increase the number of interactions you have with students when they are behaving appropriately WHEN: During the second month of school In early to mid-February Any time you sense that you are nagging a lot

Misbehavior Recording Sheet (p 257) Tools 3-7 Jigsaw Misbehavior Recording Sheet (p 257) Grade Book Analysis Worksheet (p262) On-Task Behavior Observation Sheet(p264) Opportunities to Respond Observation Sheet (p268) Family/Student Satisfaction Survey (p271) Five folks read one tool. Stand statue up when table is done. Share with table.