WELCOMEFFA CHAMPS Training

August 2015

PowerPoint by: Janis Roberson

FFA CHAMPS Training AgendaAugust 20, 2015

• 8:30 Welcome, introductions, agenda

• 8:40 Understanding your generation and your team mates.

• 9:00 Purpose and expectations for the day and for the year.

• 9:05 Overview and instruction on STOIC

• 10:00 Break

• 10:15 Continue STOIC

• 11:30 Lunch

• 1:00 Parents Step Ahead

• 1:15 Overview of CHAMPS and “CHAMPing” 2 instructional activities

• 2:15 Break

• 2:30 Creating procedures for classroom

• 3:15 Closure

Which generation do you belong to?

Seniors (1915-1945)

Boomer (1946-1964)

Gen X (1965-1981)

Gen Y/Millennials (1982-2000)

Walk About

• Pair up with someone whom you do not know, from a generation other than your own and discuss WHAT BEHAVIORS HAVE BEEN (OR DO YOU FORSEE WILL BE) MOST CHALLENGING FOR YOU?

Senior Generation(1915–1945)

Baby Boomer(1946–1964)

Gen X(1965–1981)

Gen Y(1982–2000)

Forgotten Gen. Silent Generation(very private)

Baby Boomers MTV Generation Echo Boomers, Gen Next, Millennium Gen

Value hard workWilling to work for delayed reward Loyal and expect to return

Value hard workDefined by their job Believe team approach is critical Expect loyalty from co-workers

Work/life balance non-negotiable Independent/self-reliant Team oriented Do not like to be micromanaged

Expect to change jobs frequently Team and goal oriented Easily bored Believe that respect must be earned

Senior

Like discipline, procedure; lines of authority Duty, honor, country Dedication/sacrifice Won’t fix what isn’t broken Conformity

Baby Boomers

Success is visible—trophies, plaques, lifestyle elements

Believe in and evaluate themselves and others based on work ethic

Invented term “workaholic”

Gen X

Reject the work ethic of baby boomers Guard personal time Like modern technology and tools Suspicious of Boomer values Raised as parents’ friends

Gen Y

Value fairness Technically proficient Busy, multi-tasker Accustomed to getting what they want Want attention Expect quick delivery/results

Seniors Boomers Gen X Gen Y

View of Authority

Respectful Love/Hate Unimpressed and not intimidated

Polite

Leadership By Hierarchy

By Consensus By Competence By Pulling Together

Feedback No news is good news

Once a year with documentation

Interrupt and ask how they are doing

Want feedback at the push of a button

Work/Life Balance:

Need help shifting

Balance everyone else and themselves

Want balance NOW

Need flexibility to balance life

Who’s Next?

Generation Whatchamacallit (2000-2020)

Techno-junkies Generation Wii

iGenerationGen Z

Purpose & Expectation

• The PURPOSE of today’s training is to provide you an overview of STOIC and CHAMPS so you can better manage your instruction and behaviors in your classroom.

• It is the EXPECTATION you participate fully today and return to your campus and use STOIC and CHAMPS.

What Doesn’t Work??

1. Increasing emotional intensity!!!!!!!!!!

2. Overreliance on role-bound authority

3. Overreliance on punishment

4. Wishing and hoping

What does work? STOIC

• We do not control student behavior, but we do control the 5 variables that impact it:

• STRUCTURE: Plan and organize for success.

• TEACH: Rules, Expectations (activities and transitions), and Procedures.

• OBESERVE/Monitor: Student behavior and yours.

• INTERACT: Ratio of Interactions

• CORRECT: Calm, consistent, brief, immediate, fluently

It is essential to use the 5 KEY variables of behavior management that research has shown to be crucial from a prevention and intervention perspective instead of relying on reactive/punitive methods.

What changes might you make in your classroom to better manage behavior?

What does STOIC stand for?

S is for

Activity: Determine the Level of Classroom Structure

• Determine whether your students need high, medium, or low structure.

• Complete questionnaire titled: “Management & Discipline Planning Questionnaire”

• Total your scores.

Student Survey Says…

0-30 LOW: Students can be successful with LOW, MEDIUM, or HIGH

31-60 MEDIUM: Students need MEDIUM or HIGH structure

61-120 HIGH: Students need HIGH structure

Classroom Structure (Example) Using the pencil sharpener

Low Structure

1) When someone is not teaching or speaking to the class

2) When you need to sharpen your pencil

Medium Structure

1) When there is no line at the pencil sharpener

2) Sharpen quietly with no talking

High Structure

1) Give students a pencil

2) Raise hand for permission before going to the pencil sharpener

3) Sharpen in 10 seconds - return quickly and quietly to your area

Level of Structure

The greater the level of structure needed in your classroom, the more detailed (and prolonged) you are going to have to be when teaching your CHAMPS expectations.

What level of classroom structure do I need to provide for my students this

year?

Now consider your needs…

• Look at the survey titled: “Classroom Management and Discipline Planning Questionnaire (Teacher’s Needs)”

• Complete this questionnaire independently (Voice Level 0)

• “For each question, circle the number under the statement that best answers the question…..”

Teacher Survey Says…….

•0 to 20: Low Structure OK.

•20 to 60: Medium Structure better.

•Over 60: High Structure works best for you.

YOUR CLASSROOM MANAGEMENT PLAN

Three Things to Consider:

1. Your style

2. The needs of your students

3. What the effective schools research says

Effective Schools Research says…

High expectations for students

o Build positive relationships with students

o Create consistent, predictable classroom routines and procedures

o Teach students HOW to behave

o Provide frequent positive feedback

o Correct misbehavior calmly, consistently, briefly, and immediately

How does my level of structure impact my

classroom management?

Setting the Tone

Developing Rules

•Few in number (3 – 6)

•Stated positively

•Observable

•Applicable

•Posted and taught

Classroom Rules

• Classroom rules tell students you have specific expectations for behavior in your class

• Rules state—up front—that certain behaviors are not acceptable and will result in corrective consequences.

• Rules DO NOT change—expectations do

Sample Classroom Rules

• Arrive on time with materials.

• Keep hands, feet, and objects to yourself.

• Stay on task during work times.

• Follow directions immediately.

• Respect others, including yourself.

• Complete all assignments and daily tasks.

• Few in number (3 – 6)

• Stated positively• Observable• Applicable• Posted and

taught

T is for

The Difference

•TEACH–Model

–Practice

–Monitor

–Feedback

–Demonstrate

–Reteach

• TELL– Lecture

– Voice intensity

– Tell them again

– Blame

– Tell them again

– Breathe aloud

3 steps for teaching expectations

1 2 3

IT IS AN ONGOING

CYCLE

TEACH andRE-TEACH

Classroom Rules

MONITOR BYCirculating and Visual Scanning

GIVE SPECIFICand ACCURATE

FEEDBACKON THE POINT

SHEET (paired withVerbal Feedback)

PROVIDE FEEDBACK

During the Activity1. Coach / Give good

directions

2. Cue / Remind of steps

3. Encourage / Praise and Reinforcement

4. Model / Demonstrate

5. Correct Misbehaviors

After the Activity1. Give Information

2. Show Degree of Proficiency

3. Give FEEDBACK

4. Reinforce

5. Remind

6. Correct

7. Celebrate

TEACH- Prepare for teaching lessons, procedures, and CHAMPs1. Overtly Teach -- “Communicate Expectations”

2. Display Visually: “Looks Like/Sounds Like”

T-Carts Flip Charts Overheads Bulletin Boards

3. Demonstrate: “Right Way/Wrong Way/Right Way”

Model Role-Play Skits

4. Practice -- “Just Do It!” Demo a DI/IWP Lesson Travel as a Class in the Halls

5. Re-Teach/Review/Remind

6. “Go back over the steps.”

Steps for Teaching Expectations

1. Tell students what type of activity or transition is coming up.

2. Tell them what you expect. Show CHAMPS expectations.

3. Model the behaviors you expect to see with a special focus on participation.

4. Have students demonstrate the expectations.

5. Model some things not to do.

6. Model what you expect one more time.

7. Check for understanding.

8. Review all positive expectations and re-model the right way.

9. Get started on the activity or transition.

Teaching Expectations:

Write a procedure for your classroom.

Include WHEN? WHO? and HOW? you will teach the expectations.

Be prepared to share your teaching plan

Break Time!

O is for

Observe YOUR interactions with students and collect data…

What are you observing??

•Your Behavior

•Your Interactions

•Your Relationships

•Your Influence

because…

IT MATTERS!!

WHY????

Research by Mike HockKansas University – Center for Research and Learning

RELATIONSHIP!

Eighth-grade responses

Teens and Self-Image: Survey Results

Question 8. How much influence does each of the following have on your life?

A Lot or Some None

• Parents 96% 4%

• Teacher 80% 20%

• Other kids 78% 22%

• Religion 70% 30%

• Girl/Boyfriend 63% 37%

• Celebrities 63% 37%

• TV Shows 44% 56%

• Advertising 36% 64%

Teens and Self-Image:Survey Results

Question 5. Who understands you the most?

• Friend 42%

• Parent 28%

• Girl/Boyfriend 10%

• No one 8%

• Sibling 5%

• Religious Leader 1%

• Teacher 1%

• Other 5%

Positive Interactions occur in 2 FORMATS

1. Praise for a task

2. Non-contingent attention

Non-contingent Attentionis attention you don’t have to earn!

• Provide each student with non-contingent attention:

• Greeting students

• Showing an interest in student work

• Inviting students to ask for assistance

• Having conversations with students

• Making a special effort to talk with any student who misbehaves

• Other: phone calls, post cards, lunch, visits….

• Review periodically how well you are doing at providing all students with non-contingent attention.

YOUR Benefits of Non-contingent Attention

• Feel more connected to your students

• Provide students a MODEL of what a pleasant, supportive social interaction LOOKS LIKE & SOUNDS LIKE

• Student behavior improves

• Builds cooperation

• Every day is more pleasant, resulting in an improved classroom climate

Ways to Give Non-contingent Attention:

–Greet students.

–Show an interest in student work.

–Invite students to ask for assistance.

–Have conversations with students, when possible.

–Make a special effort to talk with any student with whom you interacted regarding misbehavior.

–Reach out to ELL students.

Encouragement Video

Ratios of Interactions

The single most important thing that teachers can do to improve the overall behaviors of

students in their classroom is…

to increase the number of positive interactions they have with each

student.

Ratio of Interactions

Determine whether you are interacting with students at least three times more often when they

are behaving responsibly than when they are misbehaving.

This strategy involves making the effort to interact with EVERY student more

frequently (3 times more) when the student is behaving

responsibly than when he or she is behaving irresponsibly.

Ratio of Interactions Formula

3-+1

Why is it important to monitor and record 3:1

interactions?

I is for

Create Positive Relationships

When you build positive relationships and provide frequent positive feedback, you motivate students to demonstrate their best behavior.

• Task 1: Build Positive Relationships With Students

• Task 2: Provide Positive Feedback

• Task 3: Provide Intermittent Celebrations

• Task 4: Strive to Provide a High Ratio of Positive Interactions

Characteristics of Positive Feedback:

–Accurate –Specific and descriptive –Contingent –Age appropriate –Given immediately–Given in a manner that fits my personal style

Rewarding behavior is NOT bribery

Use more frequent celebrations when students are in the early stages of learning a new skill or new expectations

Be creative with intermittent celebrations

Relationship Strategy

10 X 2Find opportunities to interact with an

individual providing positive or non-contingent attention 10 different times for 2 minutes.

How will you implement this 10 x 2 practice into your day?

C is for

• Pre-plan your responses to misbehavior

• Instructional - Teach the consequences

• Be CONSISTENT!

• Make sure the corrective consequence fits the severity and frequency of the misbehavior

• Plan to implement the consequence unemotionally

• Plan to interact with the student briefly, and without arguing, at the time of the misbehavior

Correct Rule Violations

Correct Rule Violations EARLY During the First Month

1. Pre-Correction

2. Proximity

3. Gentle verbal reprimands

4. Discussion at a neutral time

5. Family contact (*Script)

Correct Rule Violations EARLY During the First Month

6. Humor (has rules)

7. Praise students who are behaving responsiblyAvoid “I like the way…”

8. Restitution

9. Emotional reaction (has rules)

10.Give positive feedback when behavior improves

FIRST Use early-stage

strategies

KEY — TRY these before going to “your bottom

line”

Early Stage CorrectionsCalm, consistent, brief, and immediate

• Make “start” requests rather than “stop” requests

• Give some response time (about 5-10 seconds)

• Describe the behavior that you want

• Redirection

• Use signals (verbal and nonverbal)

• Planned Discussion

Early Stage CorrectionsCalm, consistent, brief, and immediate

• Offer choices – not ultimatums• Behavior momentum (get on a “roll”) • Use a quiet voice• Use “one liners” (describe the request) • Use humor (not sarcasm)• Time owed • Restitution

*Note: Reinforce immediately when you see movement toward the desired behavior.

Early Stage CorrectionsCalm, consistent, brief, and immediate

• Planned Ignoring (if you can ignore every time that it occurs – and/or when it escalates)

• Proximity Control – get “up close and personal” within 3 feet

• Praise Someone Else (never underestimate the power of this….)

• Gentle Verbal Reprimand (“Hit and Run”)

Characteristics of “Hit and run” (gentle verbal reprimands)

• 1–2 short sentences (SHORT)

• Only a very brief interruption of the lesson

• Given when you are near the misbehaving student

• Tone and content are respectful

• Clear and unequivocal (Assumption of Compliance)

• State the expected behavior

• Create illusion of privacy

Reminders…• Teacher tension can often agitate crisis behavior

• “Stay calm”

• Slow down your rate of speech

• Give the person space – stand 1 1/2 to 3 feet from the acting-out person

• Be aware of body stance – do not stand face to face, eye to eye, in a confrontational stance. Stand at an angle off to the side

• Provide a choice – when the student makes an appropriate choice – reinforce

As a group you have 15 minutes to create a 30 second ad highlighting the early correction strategy you’ve been given.

Have fun & Be Creative!

C—Conversation Can students talk to each other during this activity or transition?

H—Help How do students get their questions answered? How do they get your attention?

A—Activity What is the task or objective? What is the expected end product?

M—Movement Can students move about? (E.g., are they allowed to get up to sharpen a pencil?)

P—Participation What does the expected student behavior look and sound like? How do students show they are fully participating?

The CHAMPS Acronym

What the CHAMPS approach IS:

A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management

A process of continuous improvement

A common language among staff

An acronym

1. A canned program

2. A set of sequential steps

3. A bandwagon

4. Wall art or Pinterest posts

What the CHAMPS approach IS NOT:

There is one absolute rule within the CHAMPS approach—students should be treated with dignity and respect. Belittling or ridicule has no place in the effective teacher’s repertoire of behavior support practices.

CHAMPS Example:Teacher-Directed Instruction

• Conversation – Voice Level: 0

• Help – Raise your hand & keep hand raised until acknowledged

• Activity – Working on tasks & activities presented by the teacher. Verbal and written responses to teacher-presented tasks

• Movement – Only if directed by teacher, must have permission for any leaving of seat

• Participation – Looking at teacher. Raising hand with something pertinent to say. Answering questions when called on or signaled to. Looking where teacher directs. Writing as directed by teacher.

CHAMP 2 instructional

activities

Procedure Example:Getting Breakfast

• At the designated time, students will line up in preparation to transition to the cafetorium.

• Each teacher will escort ALL students in their class directly to the cafetorium.

• Students should be escorted in tightly controlled groups.

• Upon entry into the cafetorium, students will go down-and-around the first two rows of tables.

• Students will form two single file food lines.

• Students will pick up grab-n-go breakfast and be prepared to type in student ID# at the checkout stand.

• Students will immediately exit the cafetorium through the non-entrance doors and return to class.

• Students will eat breakfast in the classroom.

• Students will police themselves and discard all trash in the trash bins located in the hallways.

Write 2 procedures to be used in your

classroom

Think about the behaviors that have been (or you foresaw would be) most challenging for you...

HOW WILL YOU ADDRESS THESE NOW?

The End