1. IMPLEMENTING CHAMPS FOR A PROACTIVE AND POSITIVE APPROACH TO CLASSROOM MANAGEMENT AN INTRODUCTION Survival Skills Training (SST)

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

4. 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.

7. 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.

8. 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.

9. Key Elements: STOIC S tructure for success T each Expectations O bserve I nteract Positively C orrect Fluently

10. VISION, ORGANIZATION, AND MANAGEMENT PLAN Structure for success

11. Structure: Vision Professionalism Family Contacts Behavior Management Principles Level of Classroom Structure

12. Professionalism 1. Be a role model for honesty, integrity, trust, and hard work. 2. “Seek first to understand, then be understood” -Dr Stephen Covey 3. Commit to continuous improvement. 4. Take the responsibility for educating all children.

13. 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. It’s never too late to initiate a relationship with your students’ families.

14. 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.

15. 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.

16. 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.

17. Family Contacts Provide the following information: 1. A welcome greeting that indicates that you are interested in getting to know your students’ families 2. Some information about your background 3. A list of the major goals for the rest of the year (academic and social-emotional) 4. The best time for parents and students to contact you 5. A copy of classroom Guidelines For Success (GFS) and rules 6. Invitation for questions or comments

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

19. 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!

20. Misbehavior in the Average Classroom 5% 15% 80%

21. Structure: Organization Daily Schedule Attention Signal Classroom Rules/Consequences

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

23. 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.

24. 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.

25. 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.

26. 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.

27. 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

28. 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!

29. 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.

30. Main Tasks Develop and display classroom rules Establish corrective consequences for rule violations

31. 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

33. 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

36. 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

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

38. 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.

39. 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.

40. 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.)

43. 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 routinesTeacher-directed instruction Small group instructionIndependent work Sustained silent readingClass meetings Taking tests/quizzesCenters/lab stations Peer tutoring sessionsCooperative Groups Make up workEntering and exiting class

44. CHAMPs Expectations C onversation: 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?

45. 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.

48. Please Stop Observation Reflect on the previous slides and answer Question 14 on your Task Sheet. When you are finished, continue.

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

50. “The simplest way to ensure that students expect success is to make sure that they achieve it consistently.” Brophy, 1987 Important quote from research on teaching

51. 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 (“don’t praise junk”)  Age appropriate and cool.  Given in a manner that fits your style.

52. 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?

53. Interaction 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? Important Point #1

54. Interaction 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 3:1 ratio. For every 1 corrective or negative interaction, the teacher needs to provide 3 positives for appropriate behavior. Important Point #2

55. 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.

57. Correction Procedures The 5 LYs Correct consistently Correct calmly Correct respectfully Correct in a timely manner And as much as possible correct privately

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

59. 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

60. 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@pcsb.org and bring it to the follow up class.