A Proactive and Positive Approach to Classroom Management Introduction 4 day professional development series to explore a proactive and positive approach to classroom management Introduce Presenters and school teams (suggestion: have teams design a name tent and logo for their teams and have them introduce selves) Review Agenda

Maslow’s Hierarchy of Basic Needs Physiological Safety Belonging Esteem Self Fulfillment Housekeeping Relate housekeeping items to Maslow's Hierarchy of Basic Needs Physiological-hunger, thirst, basic needs (in other words tell where snack machines are, lunch time, drinking fountains and restrooms) Safety-we want to develop a community of learners so we encourage participants to feel free to ask questions and we will provide opportunities for small group discussions Belonging-we all have a desire to belong, so we will do activities with our school teams, but we will also provide opportunities to work with others Esteem-we all have a need for recognition and accomplishment. We acknowledge the expertise you bring to the session and will celebrate the accomplishments your team has made throughout the series. We appreciate the input you provide in the sessions. Self Fulfillment-this is a wonderful opportunity for self development; time to reflect on your own practices; opportunities for creativity and job satisfaction

C H A M P S Success! CHAMPS Conversation Can students talk to each other? Help How do they get your attention? Activity What is the task or end product? Movement Can the students move about? Participation What does the behavior look or sound like? Success! CHAMPS Expectations for Series (p. 4) Conversation: Respectful listening, Note Talking, Cell Phones on silent Help: Raise hand (teach and practice quiet signal with group) Activity: We will vary our instruction to engage all learners. Lecture (whole group); small peer study groups; activities to engage; DVD; independent activities. Movement: Sit with team; move to other teams; feel free to take care of basic needs when needed Participation: We will keep you actively engaged; focus on speaker

Materials Walk CHAMPS: A Proactive and Positive Approach to Classroom Management CD Facilitator Notebook Flash Drive Wiki Orient to Materials CHAMPS text: Chapters, tasks, self assessments, peer study group question CHAMPS CD (found in the back of the book): 6 styles of CHAMPS icons; reproducible forms, badges & certificates, points charts Trainers notebook: Most of the material for you to use will be available for your flash drive or on the wiki. The materials we use in class will be given as a hard copy for your notebook Flash Drive: We will have computers available for you to download the items you would like for your flash drive: Training notes, PowerPoint's and handouts used in class Wiki: Online resource for training notes, PowerPoint's and handouts used in class. You can access this from any computer.

Sizing Up Drink coffee, tea, orange juice or water in the morning? Drive a car, SUV, mini-van or truck? Are you a lark (morning person) or an owl? Do you listen to rock, jazz, country or contemporary? Community Builder Activity Materials: note cards Activity: Participants StandUp-HandUp-PairUp (Kagan, 2009) with a partner not on their school (grade level) team. Participants silently look at their partner and write down their guess to the above questions about their partner. Participants share their responses with each other. Ask the group? How did you do? Elicit responses. Summary: We can’t judge a book by it’s cover. Think of the kids we receive in our classes. Do we ever prejudge them by their IEPs, backgrounds, past history? When we talk about kids and behavior. We have to believe all kids can learn to behave. We just have to teach them. We must accept students as they are while moving them to where they need to be.

CHAMPS Approach CHAMPS is an approach……… Program Introduction to the CHAMPS Approach (p. 2-3) CHAMPS is designed to help you, the classroom teacher, develop (or fine tune) an effective classroom management plan that is proactive, positive and instructional. In the last thirty years, a large and varied body of research literature has identified consistent and reliable findings concerning how effective teachers manage student behavior and enhance student motivation. The techniques included in this approach have been derived from that literature. (Refer to Appendix C: Is CHAMPS Evidence Based?) Unlike programs that have set procedures, the CHAMPS model guides the teacher in how to make effective decisions about managing behavior. For example, one of the tasks in Chapter 2: Organization is about physical setting. Rather than implying that only one physical setting is correct, we specify what factors should be taken into account when designing the seating arrangement in the classroom. Another example to consider is student conversation. How much talking will be allowed? Some physical arrangements are more conducive to conversation than others. After reviewing the factors to consider, we show different classroom arrangements and delineate the pros and cons of each. CHAMPS, while not a program, does have one absolute rule: Students should be treated with dignity and respect. Belittling or ridicule has not place in the effective teacher's repertoire of behavior support practices. Program

STOIC STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.” Introduction to STOIC (p. 4) Activity: Participants jot down their definition of STOIC. Share with shoulder partner. “At first glance, some people may think the word stoic implies someone who is cold and unfeeling. However, Encarta World English Dictionary gives us a definition of the adjective stoic as “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.” Thus, a stoic teacher is one who is unrattled by student misbehavior and who implements research-based strategies (as found in CHJAMPS) with patience and endurance.

Structure your classroom for success STOIC Basic Beliefs Structure your classroom for success Teach behavioral expectations to students Observe and supervise Interact positively with students Correct fluently The CHAMPS Approach (p. 3-4) The CHAMPS approach is based on the following principles or beliefs: S-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 T-Teach behavioral 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. O-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 use meaningful data to observe student behavior, particularly Chronic misbehavior, in objective ways and to monitor trends across time. I-Interact positively with students. When students are behaving responsibly they receive attention and specific descriptive feedback on their behavior. C-Correct fluently. Teachers should preplan their reponses to misbehavior to ensure that they respond in a brief, calm and consistent manner, increasing the chances that the flow of instruction is maintained.

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.

C H A M P S Success! CHAMPS Conversation Can students talk to each other? Help How do they get your attention? Activity What is the task or end product? Movement Can the students move about? Participation What does the behavior look or sound like? Success! CHAMPS Expectations (p. 4) We call this approach CHAMPS for two reasons. First, we believe that by using effective management practices, teachers can help every student exhibit behavior that will make that student feel like a champion. Second, 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. If you identify and then teach students precisely what your expectations are for a each classroom activity and transition, you will significantly reduce the amount of misbehavior and increase the amount of learning that takes place in your classroom. Following are brief descriptions of the types of expectations that need to be clarified: C-Conversation: Can students talk to each other? H-Help: How do they get your attention? A-Activity: What is the task or end product? M-Movement: Can the students move about? P-Participation: What does the behavior look or sound like? S-Success! We will study these expectations further at our next session

Two Approaches to Discipline Review Article Share 3 things that you learned with your table team Whole group debrief

correction of misbehavior. Summary Focus on instruction Provide positive feedback Misbehavior is a teaching opportunity Collaboration increases success 4 principles of proactive, positive & instructional discipline Focus on instruction-teaching students to be successful and behavior responsibly in all school environments. Teach reading, writing, math and behavior equally. Provide positive feedback-staff must strive to provide positive feedback to students as they are trying to be successful Misbehavior is a teaching opportunity-provide consistent staff responses to misbehavior Collaboration increases success-the entire staff must collaborate and share the responsibility of teaching responsible behavior and correcting misbehavior Prevent misbehavior by pre-teaching expectations & consistent use of reinforcement, encouragement and correction of misbehavior.

A Proactive and Positive Approach to Classroom Management Introduction 4 day professional development series to explore a proactive and positive approach to classroom management Introduce Presenters and school teams (suggestion: have teams design a name tent and logo for their teams and have them introduce selves) Review Agenda Chapter 1: Vision

What teacher influenced you? Think of a teacher that influenced you Share with a partner the characteristics of that teacher Whole group share (brief) Introduction to Vision Materials: note card (may use the other side of the card used during the sizing up activity) Activity: Have each participant think of a teacher that influenced them. It can be in any grade level-including college. Turn on soft music and allow 3 minutes to write answers on an index card Have participants turn to a partner and share their experiences Elicit a few responses from the whole group

VISION You must know for which harbor you are headed if you are to catch the right wind to take you there. - Seneca

Chapter 1: Vision Tasks: Understand How to Shape Behavior Understand Motivation Identify Long-Range Classroom Goals Develop Guidelines for Success Maintain Positive Expectations Implement Effective Instructional Practices Initiate and Maintain Family Contacts Introduction of Chapter 1 Tasks (p. 15)

Task 1: Understand How to Shape Behavior Structure your classroom to promote responsible student behavior Acknowledge responsible student behavior Respond to irresponsible student behavior calmly and consistently Task 1: Understand How to Shape Behavior (p. 16-25)

Behavior Management Principles Behavior is learned and unlearned Antecedents: What happens before the misbehavior? Behavior: What happens and is observable? What do you want to change? Consequence: Positive reinforcement of behavior increases the behavior (positive to student). Negative reinforcement decreases the behavior (negative to student).

All Misbehaviors Occur for a Reason How to Reduce Misbehaviors: Identify and modify any conditions that are reinforcing the behavior, Identify and eliminate any positive outcomes that are reinforcing the behavior, Implement appropriate corrective consequences calmly and consistently.

Task 2: Understand Motivation How to encourage your students to succeed. Introduction to Task 2: Understand Motivation (p. 26-30)

To Motivate To provide an incentive To move to action To drive forward

What Motivates You? List things you are motivated to do on the left side of your paper. List things you are not motivated to do on the right side of your paper. Keep your lists – we’ll come back to it in a few minutes! What Motivates You? Materials: Blank Paper Activity: Have participants fold their paper length wise Follow the directions above

Major Concepts of Motivation When a behavior is engaged in , it demonstrates a level of motivation. If behavior does not occur it demonstrates a of motivation. repeatedly Major Concept of Motivation (p. 26) lack

Major Concepts of Motivation Motivation involves and factors. Concept 3: There is an important relationship between one’s intrinsic motivation to engage in a task and one’s at the task. (If you’re good at a task then you want to do it a lot!) intrinsic extrinsic Major Concepts of Motivation (p. 26-28) proficiency

Expectancy X Value Theory Expectancy = degree you expect to be at a task Value = degree you value the that accompany that success successful rewards Expectancy X Value Theory (p. 28-29)

Guess what? If either rate is zero, then motivation is also zero! The Formula Expectancy Rate X Value Rate = Motivation Guess what? If either rate is zero, then motivation is also zero! “O” = NOT motivated or NO Value “10” = Highly motivated or Highly Valued Expectancy X Value Theory (p. 28-29)

How the formula works… Example – page 200 in CHAMPs Grocery shopping: Expectancy = 8 Value = 5 8 X 5 = 40% motivation Playing with my dogs: Expectancy = 10 Value = 10 10 X 10 = 100% motivation Expectancy X Value Theory (p. 28-29)

In Summary Student behavior will let you know what they are motivated & not motivated to do Use both intrinsic and extrinsic motivation Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding…… Motivation Summary (p. 30)

What does this mean? Do they value the task and/or the reinforcement? If your students are unmotivated first find out if it’s a question of: Do they value the task and/or the reinforcement? Do they expect to succeed? Consider what they believe, NOT what you believe they can do. Consider what reinforces THEM, not what reinforces you. Lack of Motivation (p. 29)

Your Turn Look over your list of motivated and not motivated activities Choose one item from each list Use the Expectancy X Value formula for each Discuss results in table group Did we get it? Understanding Motivation (p. 30) Activity

Task 3: Identify Long-Range Classroom Goals Write 3 goals (instructional and behavioral) Share with table group Introduction to Task 2: Identify Long Range Classroom Goals (p. 30-33) Activity: On a note card, have participants write 3 goals for their classroom to include both instructional and behavioral (helpful prompt: why being in your classroom is a worthwhile expereince) Have pairs or table groups share.

Task 4: Develop Guidelines for Success Guidelines for Success are…. attitudes, traits, guiding principles that are important to the success of my students in our school, in my classroom and in their lives. Introduction to Task 4: Develop Guidelines for Success (p. 34-39)

Sample - Guidelines for Success Be responsible Always try Do your best Cooperate with others Treat everyone with respect (including yourself) Task 4: Develop Guidelines for Success (p. 34-39)

The ABC’s Kaley’s Guidelines for Success A Always use good manners B Be respectful to your self and others C Come prepared D Do your best E Everyone cooperate and be helpful Task 4: Develop Guidelines for Success (p. 34-39)

Organize and be prepared Attitudes are positive Rosemont Elementary Show your best Organize and be prepared Attitudes are positive Respect everyone all the time Task 4: Develop Guidelines for Success (p. 34-39)

Task 4: Develop Guidelines for Success (p. 34-39)

Ocoee High School Work to Become Successful Be the Change You Wish to See in the World Treat Everyone with Dignity and Respect Be Responsible for Your Own Behavior Task 4: Develop Guidelines for Success (p. 34-39)

Guidelines for Success Rules Task 4: Develop Guidelines for Success (p. 34-39)

Guidelines vs. Rules GUIDELINES RULES Reflect overall guiding principles for student attitudes and behavior All specific RULES should connect to these guidelines RULES Tell students specifically what to do Are measurable and observable Examples:  Be in class on time  Come to class with paper, pencil and book  Work to complete quality assignments Task 4: Develop Guidelines for Success (p. 34-39) CHAMPs Pg.13

Reflection A. If your school has guidelines for success school wide: How were they developed? Are they being taught in the classroom? Are they a living and breathing part of the school culture? B. If your school does not have Guidelines for Success school wide, discuss: Do we want to develop them so that all staff emphasizes the same principles? How would we begin developing them? Reflection for Task 4: Develop Guidelines for Success (p. 34-39)

Task 5: Maintain Positive Expectations Take care of yourself Maintain, a positive but realistic vision of students behaving successfully Evaluate your behavior management plan Don’t take it personally Make an overt effort to interact positively with each student Consult with colleagues Task 5: Maintain Positive Expectations (p. 40-43)

Task 5: Maintain Positive Expectations 6 mixed small groups Develop 1 minute commercial (p. 42-43)) Group presentations Introduction to Task 5: Maintain Positive Expectations

Task 5: Maintain Positive Expectations Take care of yourself Maintain, a positive but realistic vision of students behaving successfully Evaluate your behavior management plan Don’t take it personally Make an overt effort to interact positively with each student Consult with colleagues

Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Actively Involve Students Have Clear Objectives Ensure High Rates of Success Provide Immediate Feedback Task 6: Implement Effective Instructional Practices (p. 44-51) Activity must be developed as of 9/18/09

Task 6: Implement Effective Instructional Practices Tune Up Your Teaching Style Be clear about what students are to learn and explain why the task of behavior will be useful to students Relate new tasks to previously learned skills Give students a vision of what they will eventually be able to dol. Rally the enthusiasm and enery of students, particularly when asking them to do something difficult or challenging. Task 6: Implement Effective Instructional Practices (p. 44-51) Activity must be developed as of 9/18/09

Task 6: Implement Effective Instructional Practices Tune Up your Teaching Style Actively Involve Students Have Clear Objectives Ensure High Rates of Success Provide Immediate Feedback Task 6: Implement Effective Instructional Practices (p. 44-51) Activity must be developed as of 9/18/09

Task 7: Initiate and Maintain Family Contacts Share personal experiences Video Clip Task 7: Initiate and Maintain Family Contacts (p. 59-61) Introduction Watch short clip of DVD Share personal experiences at own schools

Chapter 2: Organization A Proactive and Positive Approach to Classroom Management Chapter 2: Organization Introduction 4 day professional development series to explore a proactive and positive approach to classroom management Introduce Presenters and school teams (suggestion: have teams design a name tent and logo for their teams and have them introduce selves) Review Agenda

Chapter 2: Organization Tasks: Arrange an Efficient Daily Schedule Create a Positive Physical Space Use an Attention Signal Design Effective Beginning and Ending Routines Manage Student Assignments Manage Independent Work Periods Introduction to Chapter 2 : Organization (p. 63-64)

Jigsaw Activity Divide large group into smaller groups of 6 members Each group meets and selects a facilitator ( birthday closest to today’s date) Facilitator tasks: assigns parts, provide preparation time (15 min) each person reads, chooses 3-4 key items from selection to share facilitate the discussion and keep it moving Chapter 2 : Organization (p. 64-104)

Jigsaw Assignments Person Assignment CHAMPS 1 Task 1: Arrange an Efficient Daily Schedule p. 64-70 2 Task 2: Create a Positive Physical Space p. 70-76 3 Task 3: Use an Attention Signal Task 4: Design Effective Beginning and Ending Routines (through goal 3 on p. 83) p. 76-78 p. 78-83 4 Task 4: Design Effective Beginning and Ending Routines (start with Opening/Elem.) p. 83-89 5 Task 5: Manage Student Assignments p. 90-99 6 Task 6: Manage Independent Work Periods p. 99-104 Chapter 2 : Organization (p. 63-64)

Team Roles and Responsibilities Define Roles/Responsibilities Complete form with school teams

Roles Facilitator Reporter (Wiki) Others

Extended Learning Opportunities Complete Module 1 & 2 Self-Assessment Checklist (found on CD) Complete Team Reflection: “What activities/content from Modules 1 & 2 are applicable for your school based professional development?”

I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool for torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized. Haim Ginott