1. A Proactive and Positive Approach to Classroom Management

2. CHAMPS Beliefs
All students should be treated with dignity and respect.
Students should be taught the skills and behaviors necessary for success.
Staff members should encourage motivation through positive interactions and building relationships with students.
Student misbehavior provides a teaching opportunity.

3. To accomplish these beliefs effective teachers focus on the following:.
Proactive – preventing problems instead of constantly dealing with them.
Positive – building collaborative relationships with students and provide meaningful, positive feedback.
Instruction – directly teach and review expectations throughout the year.

4. STOIC Structure Teaching Expectations Observation Interactions
Corrections

5. Day 1 Homework
What activities/content from Modules 1 & 2 are applicable for your school based professional development?
Chart paper, markers or overhead transparency

6. Chapter 1, Task 5 Maintain Positive Expectations
Research says – low expectations predict low achievement.
Your vision of student achievement has significant impact on your students.

7. Remember….
What you focus on you get more of in your …..?

8. Discussion Question
Is the atmosphere at your school one of positive expectations for all students?

9. A positive goal for all schools is to form a belief in the potential success of every student.

10. Chapter 3: Management Plan
Task 1: Determine the Level of Classroom Structure
Task 2: Develop and display Classroom Rules
Task 3: Correct Rule Violations
Task 4: Establish Corrective Consequences for Rule Violations
Task 5: Know When (and When Not) to Use Disciplinary Referral

11. Task 1: Determine the Level of Classroom Structure
CHAMPS text pp. 109 – 114
Classroom Management and Discipline Planning Questionnaires
Teacher Needs (CD reproducible 3.1)
Student Needs (CD reproducible 3.1)

12. Activity Management & Discipline Planning Questionnaire
Low Structure
Medium Structure
High Structure
Complete questionnaire individually.
Group share.

13. 0 to 30 31 to 60 61-120 If your total is: Your Risk Factors Are:
Low, which means your students can probably be successful with a classroom management plan that involves Low, Medium or High Structure
31 to 60
Medium, which means that for your students to be successful, your classroom management plan should involve
Medium or High Structure
61-120
High, which means that for your students to be successful, your classroom management plan should involve High Structure

14. Task 2: Develop and Display Classroom Rules
CHAMPS text pp. 115 – 119
Tips
Input options
Stated positively
Specific/observable
Teach with examples
Be consistent
Display so they can (really) see them
Be on time.
Keep hands, feet and objects to yourself.

15. Guidelines for Success vs. Rules
Tell students specifically what to do
Are measurable and observable
Examples:
1. Be on time.
2. Come to class with your materials - paper, pencil and book.
3. Complete your work.
GUIDELINES
Reflect overall guiding principles for student attitudes and behavior
All specific RULES should connect to these guidelines

16. Task 3: Correct Rule Violations During the First Week of School
CHAMPS text 119 – 126
Early Stage Problems – Family Contact Form
(CD reproducible 3.2)

17. Options: Correction Procedures
Early stage
Precorrection – prompt desired behavior
Proximity
Gentle verbal reprimand
Discussion
Family contact
Humor
Praise other student(s) – catch the behavior you want
Restitution
Emotional reaction
* Reinforce appropriate behavior with positive feedback:
“catch ‘em being good!”

18. Task 4: Establish Corrective Consequences for Rule Violations
CHAMPS text
Reminders:
Be consistent
Be careful to match the consequence to the misbehavior
Be “stoic” (unemotional)
Be brief.
Early Stage Problems – Family Contact Form
(CD reproducible 3.2)

19. Options: Correction Procedures
Rule violations
Time owed
Time out (in class)
Time out (in another class)
Restitution
Positive practice – with supervision and instruction
Response cost – loss of points
Response cost – lottery
Detention
Behavior Improvement Form – CD reproducibles page 135
Demerits

20. DVD clip Matches 1st Edition, Module 7 – Correction Procedures
Use DVD, guided notes, discussion, book study format or a combination.
Guided notes with DVD covers the majority of correction procedure examples. Guided notes could also be used with other options.

21. Progressive and Nonprogressive Consequences
Important information - pages
Read individually.
Share comments with the group.

22. Task 5: Know When (and When Not) to Use Disciplinary Referral
CHAMPS text 139 – 143
Plan ahead - classroom action/office action.
Behavior Incident Report Form
(CD reproducible 3.4/page 143)
Self-assessment checklist on CD