1. Amany Khalil, Pasadena ISD Behavior Response Team Specialist
I Think I Am Doing CHAMPS
But It’s Not WORKING!
Amany Khalil, Pasadena ISD
Behavior Response Team Specialist
Welcome participants, short introduction
Introduce yourself to your neighbor (name, school, role)

2. Course Objective Review what should be happening in the classroom
CHAMPS is an evidence-based approach to classroom behavior management. Improvements include reductions in classroom disruptions, office referrals and in and out of school suspensions along with corresponding increases in teachers' perception of efficacy and student motivation and behavior. If you have been trained and are not reaping these results, this session will
Review what should be happening in the classroom
Provide problem-solving strategies and suggestions on how to make needed adjustments to your system for greater success
Show CHAMPS book

3. Today – my goal is to maximize our time together and give you lots of information so you can apply it in your classroom and problem solve classroom issues
Provide you with self-evaluation tools (classroom problems are not identical)
SET MY TIMER

4. Attention Signal for Today
Teach attention signal

5. Establish an Attention Signal
Decide on a signal you can use to get students’ attention. Teach them to respond to the signal by focusing on you and maintaining complete silence
Immediately capture the students’ attention
Should be both auditory and visual
Teach students to stop talking, stop working, and establish eye contact with you within five seconds of hearing and or/seeing the attention signal
Consistently use the attention signal in the classroom, hallway, bus, auditorium, field trips
Explain the importance of teaching an attention signal versus having an attention signal

7. What is classroom management? Look Like – Sound Like – Feel Like
Group Discussion
What is classroom management?
Look Like – Sound Like – Feel Like
Ask participants to respond: what is classroom management?
What does it look like – sound like – feel like?

8. Classroom Management Is Not…
Classroom management is not a one size fits all
It is not a canned program
Instead, certain components must be incorporated into a successful classroom management plan
You are the MOST important component of your classroom management plan (and your ability to evaluate yourself and problem solve)
Example: Pull out your cell phone – let’s list the types of cell phones that we have
They all have similar features (that we like), but are not identical

9. How important is classroom management?
Group Activity
How much time (%) do we dedicate towards our classroom management plan?
How important is classroom management?
Explain plate activity and how to respond
Have participants rate their difference

10. If we have agreed that classroom management is important, then why don’t we take the time needed to establish an effective plan?
What barriers do we face?

11. What are the pillars that support a successful classroom?
Solicit Responses:
Positive Relationship
Structure
Clear Expectations
Positive Recognition
You can not rely on only 1 structure (like consequences or rewards)

13. S T O I C STRUCTURE your classroom for success
TEACH students how to be successful in your classroom
OBSERVE student behavior
INTERACT positively
CORRECT fluently
Today we will briefly cover STOIC – five basic variables identified by years of research as crucial in promoting responsible student behavior

14. Structure
Structure (organize) your classroom to promote responsible student behavior. The way a setting is structured has a huge impact on the behavior and attitude of that setting.
Look at your STOIC Classroom Self-Assessment and STOIC Checklist (notice there is a lot there)
Read description of STRUCTURE for Success

15. Structure/Organize the classroom for SUCCESS
For some of us this is second nature, but for others this is a skill that needs careful planning!
Using your plate – How comfortable are you with structure and organization?
Divide the room – above 50% & below 50%
This is also representative of our classroom – we need to lend our skills to our students!
Solicit feedback from each side

16. Beginning and Ending Routines
The activities and procedures you use to start and end each school day or class period have a significant influence on the climate of your classroom.
Effective and efficient beginning and ending procedures create an inviting and supportive environment; they communicate that time is valuable and will not be wasted.
Include: entering class, opening activities, dealing with students without materials, students returning from absence, procedures for end of day or period, dismissal
CHAMPS: A Proactive & Positive Approach to Classroom Management, Chapter 2: Organization pgs

17. Beginning Procedures
How might this change from period to period? Split periods, lunch period, last period?

18. Ending Procedures
Notice – it is helpful to offer visuals and reminders
Be consistent and follow your procedures

19. So many details… Beginning: Ending: What if they are early or late?
What if they need make up work?
What if they need materials?
Ending:
Who dismisses the class?
Who puts up materials?
Where can they find the homework assignment?
Think-Pair-Share

20. Group Discussion
Why do we need to establish routines in our classroom?
How do you feel when routines have or have not been established?
What type of students struggle without routines/structure?

21. Procedures for Managing Independent Work Periods
Design efficient and effective procedures for scheduling and monitoring independent work periods
Make sure that students can complete the work independently; modify as needed & briefly work with selected students to make sure they can do it
Maximize on-task behavior during work by avoiding long work periods (more than 30 minutes)
Don’t schedule independent work after an exciting activity
If possible, plan a shorter work period at the end of the day
Decide how you want students to behave during the independent work
What should students behavior look like, sound like?
Use CHAMPS acronym to decide and teach
Provide guided practice, if needed provide more instructions
Determine how students can ask for help during independent work
“Help Sign”
Standing in question box
Write their name on the board
Ask a neighbor for help

22. Managing Independent Work Periods
What to do…
Students who…don’t have enough time to finish
Students who…finish too fast
Students who…“what do I do now”

23. Teach Your Expectations
T – Teach your expectations regarding how to behave responsibly (i.e. be successful) within the structure that you have created
Look at your STOIC Classroom Self-Assessment and STOIC Checklist
Read description of TEACH responsible behavior

24. Teach and Re-teach
Note: There is a huge difference between teaching and telling. The emphasis is on teaching the behaviors that you want to see throughout the school year.
Assume NOTHING!
They should…
Their parents should…
Last year teachers should…
Note: There is a huge difference between teaching and telling. The emphasis is on teaching the behaviors that you want to see throughout the school year.
Activity:

25. Behavior & Content teaching is the same!
Requires same elements:
-Lesson Plan -Praise
-Modeling -Affirmation
-Examples -Corrective Feedback
-Guided Practice -Assessment
-Independent Practice -Observation
-Monitoring -Reteach
-Review -Adapt/Modify

26. Use CHAMP or MAC
Use CHAMP or MAC to help you teach your expectations for different activities that occur regularly in your classroom
This is not wall decoration – it is instructional

27. Group Activity
List all the activities that occur in your classroom that need specific expectations
Note how the expectations change across settings, from teacher to teacher, class to class
How can we help increase the likelihood of success for students?

28. Teach classroom rules and school-wide expectations

29. Observe and Monitor
O – Observe whether students are meeting expectations (monitor). In the short run, this means circulate and visually scan the classroom. In the long run, this means collect and analyze meaningful data on student progress.

30. How does our behavior change when we are observed?
Solicit feedback from participants
If it’s important, show them it is important
As a counselor I saw that student’s behave differently from class to class…why?

31. Observe Student Behavior
Circulate and scan with a special focus on behavior
Notice both appropriate and inappropriate behaviors
Do not spend the majority of your time in one part of the room
Proximity control works
Observe with eyes and body
What are the benefits of observing student behavior?

32. As active supervision increases what else increases?

33. Interact POSITIVELY
I – Interact positively with students. Provide frequent non-contingent attention to build relationships. Provide frequent, age appropriate positive feedback to acknowledge student’s efforts to be successful.
You mean it’s not just enough to interact…wait, even with the ones I don’t like!
For some of us this is second nature, but for others this is a skill that needs careful planning!
Using your plate – How comfortable are you with positive interaction?
Divide the room – above 50% & below 50%
This is also representative of our classroom – we need to lend our skills to our students!
Ask for feedback from a few participants!

34. Positive Ratio of Interactions
Why is this challenging?
Plate activity

35. Tips: Interact Positively
Greet all your students in a positive manner
Identify specific times during the day you will give students positive feedback (be specific)
Schedule individual conferences to provide positive feedback to students (be specific)
Set personal commitments regarding positive feedback
Today I will notice 10 examples of good behaviors each period
Periodically scan your classroom looking for positive behavior to reinforce

36. Provide Specific Positive Feedback
Credible
Provides information
Concise
Ties success to effort
Fosters intrinsic skills/talent/ability
What you focus on you get more of

37. Model, Notice and Celebrate

38. Classroom Celebrations
Share and model classroom celebrations
What are other ways to model interacting positively?

39. Correct Misbehavior Fluently
C – Correct misbehavior fluently. This means briefly, calmly, consistently, immediately, and (as much as possible) privately.

40. 4 Corners DISCUSS WHY YOU PREFER THIS TYPE OF AFFIRMATION
PINK PRIVATE AFFIRMATION (1:1) PURPLE WRITTEN AFFIRMATION (NOTE/ ) BLUE PUBLIC AFFIRMATION (GROUP SETTING) YELLOW UNCOMFORTABLE WITH AFFIRMATION
DISCUSS WHY YOU PREFER THIS TYPE OF AFFIRMATION
1 SHARE OUT FROM EACH GROUP
Discuss your affirmation preference with the group – have 1 share from each

41. 4 Corners DISCUSS WHY YOU PREFER THIS TYPE OF RE-DIRECTION/CORRECTION
PINK PRIVATE RE-DIRECTION/CORRECTION (1:1)
PURPLE WRITTEN RE-DIRECTION/CORRECTION (NOTE/ )
BLUE PUBLIC RE-DIRECTION/CORRECTION (GROUP SETTING)
YELLOW UNCOMFORTABLE WITH RE-DIRECTION
DISCUSS WHY YOU PREFER THIS TYPE OF
RE-DIRECTION/CORRECTION
1 SHARE OUT FROM EACH GROUP
Discuss your re-direction/correction preference with the group – have 1 share from each

42. How Is Your Classroom Climate
What happens to classroom climate if there is frequent re-direction/correction done in a negative/hurtful manner?

43. Your students should not need to come dressed to school in protective gear!!
Your goal is to create a safe classroom – both physically and emotionally.
Students should not need to wear protective gear – fear of getting splashed!

44. How to Correct Fluently
Consistently, calmly, immediately, briefly, respectfully
Observe student behavior (supervise)
Eye contact
Eye contact with signal
Proximity
Proximity with touch (on shoulder, on desk, with sticky)
Whisper (1:1)
**These strategies can be pre-planned/communicated**
Discuss each strategy – practice/model
Discuss how you can pre-plan many of these with the student so you are on the same team – you got there back

45. Effective Teacher Commands
Brief - one sentence or less
Giving a lesson on your soapbox does not increase the likelihood of compliance (it might even escalate the situation)
Use a quiet, calm voice - audible only to the student
Give directive within close proximity to the student – arms length
State as a directive --- not a question! (focus on what you want)
Give the student time to comply (5-15 seconds)
Use a matter of fact tone
Getting upset may actually reinforce the negative behavior
Refrain from negative tone or negative nonverbal
Start with precision commands when giving directives
Your shirt is blue, your pants are black … Go to your desk and finish the assignment.
Give a moment to comply with positive behavior, reinforce when they comply
Don’t hover, wait, mad dog, stare – or have negative intent

46. Assertiveness
Assertiveness is clear, attentive communication that focuses the student’s attention on what we want them to do
It is essential for setting effective and respectful limits
What you focus on you get more of
If your attention is focused on the problem, it is not open to a solution
Remember:
The behaviors you pay most attention to, are the behaviors that are most likely to occur, with the most frequency over time.

47. Structure & Teach Observe & Interact Positively Correct
As we improve our structure, behavior teaching, observations, positive interactions – we won’t rely so heavily on correction

48. Closure and Commitment
RED
Something you commit to STOP doing
YELLOW
Something you commit to KEEP doing
GREEN
Something you commit to START doing

49. Resources & Materials CHAMPS book (very helpful)
STOIC Handouts (uploaded)

50. Please complete course evaluation Behavior Response Team Specialist
Amany Khalil
***COMPLETE EVALUATIONS***