CHAMPS A Proactive & Positive Approach to Classroom Management
A Proactive and Positive Approach to Classroom Management
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Transcript of A Proactive and Positive Approach to Classroom Management
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A Proactive and Positive Approach to Classroom
Management
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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.
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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.
.
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STOICStructureTeaching ExpectationsObservationInteractionsCorrections
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Numbered Heads Together
C in CHAMPs H-Give an example of a help signal A in CHAMPs M in CHAMPs Participation
Give examples and of what participating looks like
Conversation
ActivityMovement
Non-examples
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Chapter 5: Launch Task 1: Summarize your classroom
Management and Discipline Plan Task 2: Make Final Preparations for
Day One Task 3: Implement your Plan on Day
One Task 4: Implement your Plan on
Days 2 Through 20 (The First Four Weeks)
Task 5: Prepare Your Students for Special Circumstances
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First Month Timeline
Review task reading assignment with school group
Teams work on poster representation of assigned task (be creative)
Post charts on timeline Task presentations
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Chapter 7-Motivation
What motivates YOUR students?
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What does this mean? If your students are unmotivated…
Recall the Value x Expectancy formula (p.28-29)
Do they value the task and/or the reinforcement?
Do they expect to succeed?Consider what they believe, NOT what you believe they can do.
Consider what reinforces THEM, not what reinforces you.
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When you invest in building positive relationships and providing frequent positive feedback, you motivate students to demonstrate their best behavior.
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In Summary Student behavior will let you know
what they are motivated & not motivated to do
Use both intrinsic and extrinsic
motivation
Remember students’ motivation is related to the degree they value the rewards and their expectation of succeeding……
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Putting the Pieces Together
(turn to p. 278)
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•Number off 1-4. • Group by numbers. • Divide in half.• Discover “bright ideas” for
Chapter 7 tasks
Chapter 7 Investigations
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Chapter 7 Tasks T1- Build Positive Relationships with
Students p. 278-283 T2 - Provide Positive Feedback
p. 283-292 T3 – Provide Intermittent Celebrations
p. 293-297 T4 – Strive to Provide a High Ratio of
Positive Interactions p. 298-301
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Positive Interactions
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Positive Interactions focuses on…
teaching students to get attention through responsible
behavior rather than misbehavior.
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• Both of her parents have heavy work
schedules
Mary
• Spends lots of time without adult supervision
• Has many negative adult interactions
Sue• Single parent home - lots of supervision
• Receives many positive adult interactions
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Students with Chronic Behaviors
Easier and more reliable to get attention by doing things wrong than by following the rules.
Responsible behavior often goes unnoticed while behavior that annoys the teacher or disrupts results in attention.
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Jigsaw
Choose #1-6 passage. Read and prepare. (3
minutes)
#1-6 shares around table. (10 minutes)
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Use every opportunity possible to provide each student with non-contingent attention!
Powerful Intervention!
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Mix Freeze Group Make a group of:
The number of leaves in a four leaf clover
CHAMPS is1.A winner of a wrestling match2.A sound a bird makes3.A proactive and positive approach to classroom management
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Mix Freeze Group Make a group of: The number of tires on a bicycle
The more structure your class requires:
1.The looser your expectations will be2.The more tightly you will need to design your expectations
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Mix Freeze Group Make a group of:
How many blind mice chased the farmer’s wife?
Classroom Rules should be:
1.Stated negatively2.3-6 positively stated rules3.Are the same as Guidelines for Success
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Mix Freeze Group Make a group of:
The number of feet in a yard
During independent work time, I will:
1.Give new and unfamiliar work to the students2.Let the students fill up their own free time3.Only assign independent work that I know the students can do
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A Visit from Ocoee MS
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Chapter 8Classwide Motivation
Systems Class behaves for the most part but
the honey- moon period is over Most students are responsible, but a
few students have a problem with one specific behavior
Behavior of many of your students is challenging
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Step 1: Preparation—Identify problems, goals & level of
structureStructure and Support!
Management & Discipline Planning Questionnaire
Low StructureMedium Structure
High Structure
What did you learn about the level of structure your class needs? This is critical to creating a match between your students’ needs and anappropriate classwide motivation system
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If your total is: Your Risk Factors Are:
0 to 30Low, which means your students can probably be successful with a classroom management plan that involves Low, Medium or High Structure
31 to 60Medium, which means that for your students to be successful, your classroom management plan should involve Medium or High Structure
61-120High, which means that for your students to be successful, your classroom management plan should involve High Structure
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Step 2: Decide on a Classwide Motivational System
Decide to use a non-reward or a reward-based system
Choose, design and implement
Meet Mr. Harn
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Reward or Non-Reward Fan –n- Pick (Kagan, 2009)
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Nonreward-Based System Nonreward-based=intrinsic
Goal Setting (Reproducible 8.9, p. 349)
Goal Contract (Reproducible 8.10, p. 351)
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Tips for Choosing & Implementing a Reward-
Based System Make sure the system is
for and to students.
Make sure the rewards the students will be working for are
.
Set the system up in ways that make student likely.
interestingappropriate
highly motivating
success
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Tips for Choosing & Implementing a Reward-
Based System Avoid systems with time
limits.
Carefully the entire system before you begin implementation.
Make sure your for student behavior are clear and that you have adequate for monitoring student behavior.
arbitrary
organize
expectations
procedures
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Tips for Choosing & Implementing a Reward-
Based System Teach the students the entire
system works.
Make sure that you that the system will help improve student behavior.
how
believe
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Motivation Systems by Level of Classroom
StructureAppropriate Systems for
Classes Needing Low
Structure
Appropriate Systems for
Classes Needing Medium
Structure
Appropriate Systems for
Classes Needing High
Structure
Goal Setting Procedures:
•Teacher sets goals for individual students•Teacher guides students in the process of setting their own goals•Teacher guides students in setting class wide goals
•100 squares•Group Response Cost•Lottery Tickets•Mystery Behavior of the Day•Public Posting Classwide/Individual•Self-Evaluation of on/off task behavior•Target & Reward a specific behavior
•Behavioral Grading•Economic Simulation•Reinforcement Based on Reducing Misbehavior
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Menu of Class-wide Systems
Table Groups Each person reviews one folder and
shares with group. Would this motivation system work
in my class – why or why not? How would I adapt this to meet the
needs in my class?
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Step 3: Maintaining and Fading a Reward Based
System Keep you energy and
about the system high.
Keep your focus on the students’ behavior rather than the they earn.
Continue using other strategies at a high level.
enthusiasm
rewards
motivational
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Maintaining and Fading a Reward Based System
When a system has been successful for a period of time, start making it more .
Once a system is fairly “lean,” modify it to be based on rewards.
challenging
intermittent
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Maintaining and Fading a Reward Based System
Once a class is working successfully for intermittent rewards, consider adding (or switching to) one of the
systems described in the menu.
When appropriate, have a class discussion about the use of the reward-based system.
goal setting
abandoning
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We have never failed unless we have ceased to try.
Eleanor Roosevelt
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Closing Post organizer
Homework: Self Assessment Reflections on Modules 5 & 8
Day 4