CHAMPS A Proactive & Positive Approach to Classroom Management AUGUST, 2012 2 Session Objectives: •Provide an overview of CHAMPS •SLANT expectations •Apply use of Voice Levels 3 A Classroom with No Structure 4 CHAMPs: What IS It? • A set of decisions the teacher must make in order to structure the classroom for success. • A common language among staff. 5 CHAMPs: What it is NOT? • A Canned Program • All teachers ARE NOT expected to have the same CHAMPs expectations! 6 CHAMPs Goal: Develop a classroom of students who are: Responsible Motivated Highly engaged in task 7 CHAMPs 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. CHAMPS Acronym Acronym reflects “categories” or types of expectations that you, as a teacher need to clarify for students for major activities or transitions in your classroom. 8 9 10 5 Main CHAMPs Modules: STRUCTURE Vision Organization Management Plan (Expectations) TEACH EXPECTATIONS Expectations Launch Motivation OBSERVE STUDENT BEHAVIOR Observe INTERACT POSITIVELY Motivation Class-wide Motivation CORRECT FLUENTLY Correcting STOIC Structure Determine the level of structure you need. 11 Structure Determine whether your students need high, medium, or low structure 12 Teach Expectations • The first step is to make a list of the major types • of activities that students will engage in on a daily basis. This list may include: Attendance routines Small group instruction Sustained silent reading Taking tests/quizzes Peer tutoring sessions Teacher-directed instruction Independent work Class meetings Centers/lab stations Cooperative Groups Teach Expectations Sample Lesson Plan for Teaching CHAMPs is on the NTO website Sample CHAMPs Moving to and from small groups Conversation: No (Voice Level 0) Help: Raise their hand at their desk or from where they are seated for the small group. Activity: Teacher will announce which group should come to the small group area. Students in that group should gather their materials, push in their chairs, and come quickly and quietly to the reading area. All students should be in the small group area within 30 seconds of the announcement. Movement: Come or leave the small group area. Participation: Students will go directly to the correct location quickly and quietly. No moving immediately. No talking or poking someone, knocking things off desks as they pass by. No running or making noise on the way. Let’s Practice 16 1. CHAMP out the activity written on the index card as a table group. 2. There are enough copies of the blank template for each of you to take. 3. We will collect one copy from each table. They will be scanned and loaded onto the NTO Website. 17 CHAMP it out! 18 19 Make and Take! Conversation Help Activity Movement Participation Success Behave with Care Use the 5 Questions Use the School-wide Behavior Management System Re-Model & Practice Common Language: SLANT (Active Listening) Sit Up Do Now Lean In Actively oUse pipeEngaged cleaners (the Nod for of Understanding/Note Taking middle the table) to create Track the Speaker an object that represents something about yourself. Be prepared to share. Common Language At DMA: Voice Levels (0-4) 0 – No Sound / No Talking 1 – Whisper Do Now 2 – Quiet people (the near you can hear) oUse pipe (Only cleaners 3 – Presentational Voice to create middle of the table) 4 object – Outsidethat Voicerepresents an something about yourself. Be prepared to share. 23 • SHARE! • QUESTIONS?