C' H' A' M' P' s

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C. H. A. M. P. s
art Icipat ion
onversation
elp
ctivity
ovement

• Meadowdale Middle School
• September, 2008

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• Ive come to the frightening conclusion that I am
  the decisive element in the classroom.
• Its my personal approach that creates the
  climate.
• Its my daily mood that makes the weather.
• As a teacher, I possess a tremendous power to
  make a childs 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

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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.

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C.H.A.M.P.s over the Summer?

• Fist to Five Help me adjust my lesson
• Share is groups- What do you already know about
  CHAMPs?
• July Small Group Work - summary
• First 4 Modules
• Vision
• Organization
• Expectations
• The First Month
• Guidelines for Success The 5 Ps

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Guidelines for Success The 5 Ps

• Prompt Be on time.
• 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.
• Polite - Show respect to self, others and
  property.
• Positive Be optimistic about learning.

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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.
• 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.

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

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What CHAMPs isnt

• 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 is not about student behavior it is
  about adult planning, communication, and response
  to student behavior.

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Self Assessment

• 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.
• Complete the self assessment activity. When
  finished, share your results with a colleague.
• Share with the group?

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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
• Teach Expectations
• Observe and Monitor
• Interact Positively
• Correct Fluently
• Lets compare this with the 5 Ps.

Stoic- somebody who is unemotional, especially
somebody who shows patience and endurance during
adversity
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Your Classroom Management Plan

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

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Your Assignment

• Work with a partner or a group
• 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
• Meet back in the Library at ???? to debrief and
  share.

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

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Differentiating between Mild, Moderate and Severe
misbehavior

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

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Without a plan

• Staff are not sure how to deal with misbehavior
• Staff responses are likely to be less consistent
• Some staff may expect someone else to handle
  behavior problems, and feel frustrated when that
  doesnt happen.
• Some staff may have unrealistic expectations
  about what administrators can/should do with
  students who have been referred to the office.

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Level 1 MILD Infractions

• 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.

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Level 2 MODERATE Infractions

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

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Level 3 SEVERE Infractions

• Illegal Acts
• Physically Dangerous Acts (Intentional vs.
  Unintentional)
• Harassment/Bullying
• Acts of Defiance (Most Difficult) Why?

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Acts of Defiance

• 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
• 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 students
  choice
• With the 3rd repetition, the staff member writes
  the direction (giving the student time to respond)

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Next Up Module 5Motivation

• Motivating is like bathing if you only do it
  once, it isnt that effective.
• -Golom