CHAMPS A Proactive & Positive Approach to Classroom Management August, 2012 2 min. Remind new teachers that Behave with Care is Simple Rule 2, and that this rule includes different components. The first 2 days were focused primarily around CHAMPS & School-Wide Behavior Management. Capturing Kids’ Hearts will be covered on Wednesday & Thursday. Show the CHAMPS reference book. Clarify that each new teacher will receive her own new version of this book from school. The books are shipped directly to the schools, so teachers may need to ask for their copies. Also clarify that there are e-learning modules in OnCourse, and they will want to utilize the books while watching the modules. These are under Simple Rule 2 and are labeled as Classroom Management. If you have time, you may want to open OnCourse and direct the new teachers where to go. It is recommended that teachers watch all 4 modules to gain a more in-depth understanding of CHAMPS than what is being offered at NTO.

Session Objectives: Provide an overview of CHAMPS SLANT expectations Apply use of Voice Levels

A Classroom with No Structure

CHAMPs: What IS It? A set of decisions the teacher must make in order to structure the classroom for success. A common language among staff.

CHAMPs: What it is NOT? A Canned Program All teachers ARE NOT expected to have the same CHAMPs expectations!

CHAMPs Goal: Develop a classroom of students who are: Responsible Motivated Highly engaged in task

CHAMPs 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.

CHAMPS Acronym Acronym reflects “categories” or types of expectations that you, as a teacher need to clarify for students for major activities or transitions in your classroom.

10 min. Refer to the CHAMPS handout in the event guide booklet. Read through the handout Page 20 in Event Guide IMPORTANT: BEHAVIOR IS LEARNED!!!!!!!!! Intentionally teach your expectations (use powerpoint to explain CHAMP’s, voice levels, slant, etc.) Model and practice your expectations Re-model & practice after long breaks (winter break, spring break, etc.) DON’T CHAMP EVERYTHING Pick 1-3 activities that you do frequently (hallway time, direction instruction, group activities, fire drills, etc.) Change CHAMP procedures if something’s not working CHAMP out additional activities as you feel necessary Show CHAMP’s ring that can be used “on the fly”

STOIC 5 Main CHAMPs Modules: STRUCTURE TEACH EXPECTATIONS Vision Organization Management Plan (Expectations) TEACH EXPECTATIONS Expectations Launch Motivation STOIC OBSERVE STUDENT BEHAVIOR Observe My main focus will be on the “S” – Structure. This is the planning stage of CHAMPs. INTERACT POSITIVELY Motivation Class-wide Motivation CORRECT FLUENTLY Correcting

Determine the level of structure you need. This is in Chapter 3 of CHAMP’s book. In order to determine your procedures, it might be helpful to reflect on your needs & what type of environment works best for you. Pg. 22 of Event Guide. Take a minute to complete the questionnaire Scored 20 or less – you may be fine in any type of setting – as long as your students can handle low structure Scored 60 or more – you may need more structure

Determine whether your students need high, medium, or low structure This is in Chapter 3 of CHAMP’s book. Scored 0 to 30 – Your students can probably be successful with a classroom management plan that involves Low, Medium, or High Structure Scored 31 to 60 – For your students to be successful, your classroom management plan should involve Medium or High Structure Scored 61 – 120 – Your classroom management plan should involve High Structure

Teach Expectations The first step is to make 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 Think about your own “HOT” buttons.

Sample Lesson Plan for Teaching CHAMPs is on the NTO website Teach Expectations Sample Lesson Plan for Teaching CHAMPs is on the NTO website Think about your own “HOT” buttons.

Moving to and from small groups Sample CHAMPs Moving to and from small groups Conversation: No (Voice Level 0) Help: Raise their hand at their desk or from where they are seated for the small group. Activity: Teacher will announce which group should come to the small group area. Students in that group should gather their materials, push in their chairs, and come quickly and quietly to the reading area. All students should be in the small group area within 30 seconds of the announcement. Movement: Come or leave the small group area. Participation: Students will go directly to the correct location quickly and quietly. No moving immediately. No talking or poking someone, knocking things off desks as they pass by. No running or making noise on the way.

Let’s Practice 1. CHAMP out the activity written on the index card as a table group. 2. There are enough copies of the blank template for each of you to take. 3. We will collect one copy from each table. They will be scanned and loaded onto the NTO Website.

CHAMP it out! 30 min. Make and Take CHAMPs posters. Partner up and decide how and when to teach the CHAMPs expectations. These should be specific to their own classroom. Their school will likely have standard expectations for common areas like hallways. So, new teachers should focus on creating expectations and posters for activities that occur INSIDE their own room. How often to teach/revisit: First day after long breaks, beginning of the year—first week of school everyday---first month, every Monday--when a new person joins the class when expectations are no longer being followed, etc. Need to reinforce/redirect frequently. *Teach it/model it IN the location. For example, teach hallway expectations in the hallway. Teach bathroom expectations at the bathroom. Teach activities that occur in the classroom, in the correct spot at the correct time. *Model, practice, encourage, remind, reteach if necessary.

Conversation Help Activity Movement Participation Success Make and Take! Conversation Help Activity Movement Participation Success Just a sample to have up while they are creating their own.

Behave with Care Use the 5 Questions Use the School-wide Behavior Management System Re-Model & Practice

Common Language: SLANT (Active Listening) Sit Up Lean In Actively Engaged Nod for Understanding/Note Taking Track the Speaker Do Now Use pipe cleaners (the middle of the table) to create an object that represents something about yourself. Be prepared to share.

Common Language At DMA: Voice Levels (0-4) 0 – No Sound / No Talking 1 – Whisper 2 – Quiet (Only people near you can hear) 3 – Presentational Voice 4 – Outside Voice Do Now Use pipe cleaners (the middle of the table) to create an object that represents something about yourself. Be prepared to share.

SHARE! QUESTIONS? 5 min. Ask for some people to share their posters. Look for exceptional ones to use as models. Ask for questions from the group.