Presented by: Kate Howell Summer Institute 2013
description
Transcript of Presented by: Kate Howell Summer Institute 2013
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Discipline Got You Down?:
A Practical Approach to Preventing Misbehavior
[based on CHAMPS approach]
Presented by: Kate Howell
Summer Institute 2013
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Do you TWEET?BISD has a new hashtag (#) that we
will use anytime any one of us engages in professional learning or wants to connect with fellow BISD
educators
#educ8bisd
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I can use proactive strategies to prevent
misbehavior
I can correct misbehavior using a positive approach
NORMS
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The goal of classroom management is to develop students
who are:∞Respectful∞Responsible∞Motivated∞Highly engaged
The CHAMPS Approach says…
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What CHAMPS is…∞A guide to the decisions
teachers can make to build & implement a proactive & positive approach to classroom management
∞Continuous improvement process
∞Common language among staff∞Acronym
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What CHAMPS is NOT…
∞A canned program
∞A rigid set of proceduresMake it work for
you!
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Today’s Topics
∞Teach Expectations
∞Interact Positively
∞Correct fluently
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TEACH EXPECTATIONSWhen expectations are clear, students never have to guess how you expect them to behave
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What are the expectations for…?
∞Instructional activities∞Transition times∞Rotation classes∞Special occasions
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C- Conversation
H- Help
A- Activity
M- Movement
P- Participation
S- SUCCESS! [or signal]
CHAMPS
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Conversation∞Can students talk with each
other?∞If so, about what?∞To whom?∞How many can be involved?∞How long should
conversation last?
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Help∞How should students get
questions answered during this activity?
∞How should students get the teacher’s attention?
∞If the students have to wait for help, what should they do while waiting?
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Activity∞What are the students
expected to be doing?∞What is the expected end
product of the activity?∞What should students do after
finishing the activity?
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Movement ∞Can students get out of their
seats during this activity?∞If yes, acceptable reasons
include:o PenciloRestroomoDrinkoHand in/pick up materials
∞Do they need permission from you?
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Participation∞What behaviors show that
students are participating fully and responsibly?
∞What behaviors show that a student is not participating?
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What kind of participation?
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How will I know you are participating?
Independently Working
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Success! Clear and consistent expectations
lead our students to success!
Another option for “S” is…Signal
Decide on a signal to use to get students’ attention & teach them to respond by focusing on you in
silence
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Possible signals
∞Raise your hand in a swooping, half-circle motion
∞Teacher says, “Class”Students say, “Yes.”(any type of chant/repeat)
∞Chimes or bell
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What signals do you use in your classroom?
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What are some routines that would benefit from being
“CHAMP”ed?
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1. Choose a routine to CHAMP
2. Work with a partner to complete the CHAMPS worksheet
3. Use the guiding questions to help you
Let’s CHAMP!
Share out!
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INTERACT POSITIVELYProvide frequent, non-contingent attention to build relationships AND positive feedback to acknowledge students’ efforts to be successful.
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“ Noncontigent attention involves
giving students time and attention not
because of anything they’ve done, but just because you notice and value them as people.”
(Alberto & Troutman, 2006; Carr et. al., 2000)
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Build positive relationships
∞Greet students at the door∞Show an interest in students’
work∞Invite students to ask for
assistance∞Have conversations with
students∞Make a special effort to greet or
talk to any student you’ve recently interacted with regarding a misbehavior
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The 3 “H” Rule
Hand shake
Hug
High five
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Provide feedbackPOSITIVE
∞Accurate∞Specific & descriptive∞Contingent upon the target
behavior∞Age-appropriate∞Given immediately∞Make it fit your style! Make it
GENUINE!!
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Acknowledge progress and success with Celebrations!
∞Make it more than verbal
∞Make it unpredictable
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3:1 Ratio of Positive
Interactions Plan to interact at least 3 times
more often with each student when he is behaving
appropriately than when he is misbehaving
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3:1 Ratio of Positive
InteractionsEasy
Middle
Difficult
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Employ a class wide motivation system
∞What is my goal for this system?
∞Is it appropriate for my classroom?
∞How will I maintain, modify, and fade this system?
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Ideas for Motivation Systems∞Table teams∞Classroom money/tickets∞Mystery Behavior∞Spell a word to earn reward
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Something to think about…
If your classroom is so rigid and strict,
your students will be more focused on not getting into trouble
instead of the learning.
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CORRECT FLUENTLYPre-plan how to correct misbehavior so your responses are fluent, brief, calm, and immediate
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“Kids may prefer negative
attention because it’s
dramatic, efficient,
predictable, and more
obvious than positive
attention.”-ASCD pg. 21 Oct. 2012
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If your classroom has MORE than 2-3 students who misbehave frequently…
∞Organize your classroom routines & procedures
∞Design & implement your classroom management & discipline plan
∞Build positive relationships with your students
∞Implement class-wide motivation system
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Effective Correction∞Unemotional & calm∞Brief∞Specific∞Consistent∞Fluent∞Respectful
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PLAN AHEAD∞How will you respond to
minor, moderate, or severe misbehavior?
oHave a catalogue of options available to choose from
Categorize the misbehavior, then respond appropriately using a strategy from your catalogue
oMake it fit the student and the situation
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REFLECT∞Do classroom variables (physical
setting, schedule, etc.) affect the student’s inappropriate behavior?
∞Does the student fully understand your behavioral expectations?
∞What purpose/function does the misbehavior serve for the student?
What does the
student get out of
it?
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Reasons for Misbehavior
∞Lack of awareness∞Lack of ability or skill∞Attention-seeking∞Purposeful/habitual
misbehavior
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INTERVENE
Analyze the function of chronic misbehavior and design an individualized
intervention
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3 Questions
1. What are you doing?
2. What are you supposed to be doing?
3. What are you going to do about it?
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Other ideas∞Time owed∞Restitution∞Time out (recovery time)∞Decide when to write
discipline referral
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So, how do you stand on today’s topics?
∞Teach Expectations
∞Interact Positively
∞Correct fluently
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Now showing….• New BISD professional development
survey– Less than 5 questions!– Open-ended rather than multiple choice– Reflective…
We do not learn from experience…we learn from reflecting on experience.
John Dewey
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