1. C. H. A. M. P. s Meadowdale Middle School September, 2008 onversationonversation elpelp ctivityctivity ovementovement artIcipationartIcipation

2. 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 of 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 dehumanized. -Haim Ginott

3. Learning Targets for Today Learning Target #1 – Become familiar with the basic philosophy and classroom management practices outlined in the first 4 modules of CHAMPs. Learning Target #2 – Self assess my own classroom management needs and develop my classroom management plan for 2008-09. Learning Target #3 – Differentiate between Mild, Moderate and Severe student misbehavior.

4. C.H.A.M.P.s over the Summer? Fist to Five – Help me adjust my lesson… Fist to Five – Help me adjust my lesson… Share is groups- What do you already know about CHAMPs? Share is groups- What do you already know about CHAMPs? July Small Group Work - summary July Small Group Work - summary First 4 Modules: First 4 Modules: –Vision –Organization –Expectations –The First Month Guidelines for Success – The 5 P’s Guidelines for Success – The 5 P’s

5. Guidelines for Success – The 5 P’s Prompt – Be on time. Prompt – Be on time. Prepared – Have your materials and completed assignments out and ready at the start of class. Prepared – Have your materials and completed assignments out and ready at the start of class. Productive - On task and actively involved in the learning process. Productive - On task and actively involved in the learning process. Polite - Show respect to self, others and property. Polite - Show respect to self, others and property. Positive – Be optimistic about learning. Positive – Be optimistic about learning.

6. What is C.H.A.M.P.s?? CHAMPs is a decision-making template to assist educators in developing a classroom management plan and implementing it successfully. CHAMPs is a decision-making template to assist educators in developing a classroom management plan and implementing it successfully. The CHAMPs approach is centered around proactive, positive steps taken by teachers in the classroom. It preserves individual preferences and respects teacher competence. The CHAMPs approach is centered around proactive, positive steps taken by teachers in the classroom. It preserves individual preferences and respects teacher competence. CHAMPs provides a common vocabulary for all to use in the promotion of a positive, learning centered culture. CHAMPs provides a common vocabulary for all to use in the promotion of a positive, learning centered culture.

7. The goal of positive behavior support is not “perfect” children. Rather, the goal should be the perfect environment for enhancing their growth. -John Marzano

8. What CHAMPs isn’t… CHAMPs is not a “canned” program. It does not want teachers to surrender their own personal style or preferences when managing their classrooms. CHAMPs is not a “canned” program. It does not want teachers to surrender their own personal style or preferences when managing their classrooms. CHAMPs will not result in a school of docile, compliant, perfectly behaved students. Rather – it will promote positive adult/student interactions and clear communication of expectations. CHAMPs will not result in a school of docile, compliant, perfectly behaved students. Rather – it will promote positive adult/student interactions and clear communication of expectations. CHAMPs is not about student behavior – it is about adult planning, communication, and response to student behavior. CHAMPs is not about student behavior – it is about adult planning, communication, and response to student behavior.

9. Self Assessment How much classroom structure do I need? How much classroom structure do I need? This may vary from year to year – depending upon the course being taught and/or the students you are teaching. This may vary from year to year – depending upon the course being taught and/or the students you are teaching. Complete the self assessment activity. When finished, share your results with a colleague. Complete the self assessment activity. When finished, share your results with a colleague. Share with the group? Share with the group?

10. S.T.O.I.C. The S.T.O.I.C. acronym provides the initial building blocks for developing a classroom management plan: Structure for Success Structure for Success Teach Expectations Teach Expectations Observe and Monitor Observe and Monitor Interact Positively Interact Positively Correct Fluently Correct Fluently Let’s compare this with the 5 P’s. Stoic- somebody who is unemotional, especially somebody who shows patience and endurance during adversity

11. Your Classroom Management Plan Use the checklist as a guide. Use the checklist as a guide. Use your CHAMPs book as a resource Use your CHAMPs book as a resource Use the CHAMPs summary PowerPoint (thanks Kathe Miller!!) as a resource Use the CHAMPs summary PowerPoint (thanks Kathe Miller!!) as a resource Collaborate with colleagues – the expertise is in the room Collaborate with colleagues – the expertise is in the room State expectations in the positive State expectations in the positive Effective Classroom management is usually about less – not more – rules and consequences Effective Classroom management is usually about less – not more – rules and consequences

12. Your Assignment Work with a partner or a group Work with a partner or a group Outline your classroom management plan with the CHAMPs philosophy as a guide Outline your classroom management plan with the CHAMPs philosophy as a guide Develop a plan for communicating your expectations to your classes during the first week of school Develop a plan for communicating your expectations to your classes during the first week of school Meet back in the Library at ???? to debrief and share. Meet back in the Library at ???? to debrief and share.

13. Greatness is not something to strive for, rather it is something to look for in others.

14. Differentiating between Mild, Moderate and Severe misbehavior Schools need a plan for dealing with different levels of misbehavior. Schools need a plan for dealing with different levels of misbehavior. A plan provides consistency for staff and students when students misbehave. A plan provides consistency for staff and students when students misbehave. Misbehavior can be classified into 3 categories – Mild, Moderate and Severe. Misbehavior can be classified into 3 categories – Mild, Moderate and Severe.

15. Without a plan… Staff are not sure how to deal with misbehavior Staff are not sure how to deal with misbehavior Staff responses are likely to be less consistent Staff responses are likely to be less consistent Some staff may expect someone else to handle behavior problems, and feel frustrated when that doesn’t happen. Some staff may expect someone else to handle behavior problems, and feel frustrated when that doesn’t happen. Some staff may have unrealistic expectations about what administrators can/should do with students who have been referred to the office. Some staff may have unrealistic expectations about what administrators can/should do with students who have been referred to the office.

16. Level 1 – MILD Infractions Misbehaviors that can be adequately corrected at the time they occur, and which do not require documentation. Misbehaviors that can be adequately corrected at the time they occur, and which do not require documentation. VAST majority of misbehaviors for students in the middle school years are Level 1 behaviors. VAST majority of misbehaviors for students in the middle school years are Level 1 behaviors.

17. Level 2 – MODERATE Infractions Misbehaviors that, while not requiring immediate administrative involvement, do require documentation. Misbehaviors that, while not requiring immediate administrative involvement, do require documentation. Usually results in an assigned consequence to be documented. Usually results in an assigned consequence to be documented. Parents are informed of Level 2 infractions by the staff member assigning the consequence. Parents are informed of Level 2 infractions by the staff member assigning the consequence.

18. Level 3 – SEVERE Infractions Illegal Acts Illegal Acts Physically Dangerous Acts (Intentional vs. Unintentional) Physically Dangerous Acts (Intentional vs. Unintentional) Harassment/Bullying Harassment/Bullying Acts of Defiance (Most Difficult) – Why? Acts of Defiance (Most Difficult) – Why?

19. Acts of Defiance Acts in which a student engages in overt and immediate refusal to comply with a reasonable adult direction. Acts in which a student engages in overt and immediate refusal to comply with a reasonable adult direction. Student Defiance will be considered a Level 3 offense only when the following conditions are met: Student Defiance will be considered a Level 3 offense only when the following conditions are met: –The direction is clear and observable –The direction is immediate –The direction is given 3 times –With the 2nd repetition, the staff member emphasizes the serious nature of the student’s choice –With the 3 rd repetition, the staff member writes the direction (giving the student time to respond)

20. Next Up – Module 5 Motivation “Motivating is like bathing – if you only do it once, it isn’t that effective.” -Golom