1. Chapter 4 • Expectations Generate Clear Expectations

2. Three-Step Process for Communicating Expectations
Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities
Three-Step Process for Communicating Expectations
I have made a list of the major instructional activities and/or categories of activities that will take place during a typical day.

3. Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities (Continued)
For each activity or category that I have listed, I have defined, specifically and in detail, my behavioral expectations for students. For each activity or category, I have considered the level of classroom structure my students need as I addressed the following issues/questions:
Conversation: How much and what type of conversation among students is allowed?
Help: How are students to request help? What should they do while they are waiting for help?

4. Chapter 4, Task 1: Clarify CHAMPS Expectations for Instructional Activities (Continued)
Activity: What is the activity, task, or assignment students will be engaged in? What is its purpose? What is the expected end product?
Movement: How much and under what circumstances can students move about?
Participation: What student behaviors will show active and responsible participation in the activity and what student behaviors will show lack of appropriate participation in the activity?

8. Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions
I have made a list of the common transitions and/or categories of transitions within and between activities that will take place during a typical day.

9. Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions (Continued)
For each transition or category listed, I have defined, specifically and in detail, my behavioral expectations for students. For each transition or category, I have considered the level of classroom structure my students need as I addressed the following issues/questions:
Conversation: How much and what type of conversation among students is allowed?
Help: How are students to request help? What should they do while they are waiting for help?

10. Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions (Continued)
Activity: What is the transition? What is its purpose? What will be different after the transition is complete? How long should the transition take? 
Movement: If the transition itself does not involve movement, how much and under what circumstances can students move about? If the transition does involve movement, are there any restrictions on student movement?
Participation: What student behaviors show active and responsible participation in the transition? What student behaviors show lack of appropriate participation in the transition?

14. Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations
Based on the needs of my students, I have developed a plan to teach my CHAMPS expectations for activities and transitions. In developing my plan, I considered whether and how to use the following:
The CHAMPS acronym
Visual displays
Modeling and/or role-play demonstrations
Practice by the class
Verification of students’ understanding of expectations

15. Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations (Continued)
Based on my plan, I have prepared CHAMPS lessons that I will use at the beginning of the school year to communicate behavioral expectations to students.

18. Expectations: Peer Discussion Worksheet
With one or more of your colleagues, work through the following discussion topics and activities related to the tasks in Chapter 4. If necessary, refer back to the text to get additional ideas or for clarification. (See the Chapter 1 Peer Discussion Worksheet for suggestions on structuring effective discussion sessions.

19. Peer Discussion Worksheet, Introduction
Identify the six issues represented by the acronym CHAMPS.
Identify the three steps in the process for communicating expectations.

20. Peer Discussion Worksheet, Task 1: Clarify CHAMPS Expectations for Instructional Activities
A. Have each group member share his or her list of major classroom activities or categories of classroom activities. As a group, help each person identify whether he or she has omitted any important activities from the list.

21. Peer Discussion Worksheet, Task 1: Clarify CHAMPS Expectations for Instructional Activities (Continued)
B. Have group members share their CHAMPS Classroom Activity Worksheets. As a group, give each person feedback on the clarity and thoroughness of his or her expectations. Remember, group members do not have to agree with each other’s expectations—their feedback should focus on whether the expectations are specific and detailed enough to be clearly taught to students and consistently monitored and enforced.

22. Peer Discussion Worksheet, Task 2: Clarify CHAMPS Expectations for Transitions
A. Have each group member share his or her list of common transitions or categories of transitions. As a group, help each person identify whether any important transitions were left off the list.

23. Peer Discussion Worksheet, Task 2: Clarify CHAMPS Expectations for Transitions (Continued)
B. Have group members share their CHAMPS Transition Worksheets. As a group, give each person feedback on the clarity and thoroughness of his or her expectations. Remember, group members do not have to agree with each other’s expectations—their feedback should focus on whether the expectations are specific and detailed enough to be clearly taught to students and consistently monitored and enforced.

24. Peer Discussion Worksheet, Task 3: Prepare Lessons to Communicate Your Expectations
Have each group member share his or her ideas for lessons on communicating expectations. In particular, discuss your answers to the following questions about your lessons:
Do you plan to use the CHAMPS acronym or some other acronym (MAC, TEAM, ACHIEVE) with your students?
Will you use visual displays within your lessons on expectations?

25. Peer Discussion Worksheet, Task 3: Prepare Lessons to Communicate Your Expectations (Continued)
Will you use modeling and role-playing within your lessons?
Will you have students actually practice some of the expectations?
Will you verify students’ understanding of expectations prior to beginning activities?
B. Discuss how group members may use the icons provided on the CD. Share samples of other visual displays, ideas for modeling and role-playing, and any other ideas.

26. Peer Discussion Worksheet, Task 3: Prepare Lessons to Communicate Your Expectations (Continued)
C. Have each group member identify how he or she will adapt the teaching of expectations to fit the level of structure his or her class needs. Make a note of additional times throughout the school year when you will re-teach your expectations—after long weekends, holidays, and vacations, and during the last six weeks of school, for example.

27. Peer Discussion Worksheet, Task 3: Prepare Lessons to Communicate Your Expectations (Continued)
D. Discuss how many days you anticipate teaching these lessons at the beginning of the school year. Identify strategies to reduce the probability that students will get bored with whatever repetition is likely to be required.