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CHAMPS presentation for graduate education course

PD CHAMPS
by

keri willams

on 21 September 2016

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Transcript of CHAMPS presentation for graduate education course

CHAMPS
The Randy Sprick
Behavior Model
is based on Two Ideas
1
2
When you take the time to build positive relationships with students, they will want to
please you.
Kids want to succeed and are more likely to do so when they know what is expected in order to be successful.
CHAMPS is a visual, verbal consistent reminder of what you expect students to be doing during a specific activity.
C is for Conversation
What is a comfortable volume level? What amount of conversation is allowable? Is this SOLO time or a cooperative group?
H is for Help
How do students get questions answered? How do students get your attention?
A is for Activity
What is the expected end product or objective? What kind of activity are you doing?
M is for Movement
Can students get ouf of their seats? If so, what can they do when they are up? What should that look like?
P is Participation
What behaviors show that students are participating? What are they supposed to be doing?
Some Teachers actually use CHAMPS to build community at the beginning of the year. The class develops their own CHAMPs and this creates 'buy-in'.
Posters and handouts can be used to teach transitions and the implementation of a new CHAMPS
What do you do when a student can't or
won't follow CHAMPs expectations?
Behavior intervention has a compelling track record of success, yet these practices are not implemented in most schools on a regular basis...
WHY?
You INTERVENE!
As teachers, we believe that we can control student behavior or make the student do something.
We Have Control Issues
When students misbehave, it poses a "direct threat" to the teacher and our domain. When we feel threatened, we naturally exhibit the "fight-or-flight" response.
In this scenario, it can become extremely difficult to fight our instincts and implement an intervention.
Most of us are over-reliant on punishment.
Power Pitfalls
Punishment may work initially but it usually has only a neutral impact.
At best it momentarily stops a misbehavior, but if we don't teach a replacement behavior the problem will occur again.
Mild and consistent consequences are more effective than harsh punitive discipline.
If yelling at the student didn't work the last 15 times, try something else!! Might I suggest this...
S-
T-
O-
I-
C-

You do what the RESEARCH says is HIGHLY EFFECTIVE, and you manipulate 5 key variables:
Structure
Teach
Observe
Interact
Correct
Teach- Teach students how to behave
responsibly in all settings.
STRUCTURE- Organize all school and classroom settings for success.
Observe- Walk around the room and observe student behavior.
Interact- Interact positively with the student.
Correct- Correct irresponsible behaviors
fluently, calmly, consistently, briefly, immediately and respectfully in the setting the infraction occurred.
90 + years of research on behavior has repeatedly shown:
Behavioral Intervention Tips
Behavior is learned.
Behavior can be changed.
Lasting behavior change is more likely with positive, rather that punitive techniques.
No student should be intentionally embarrassed or belittled.
Unlike academics, behavior is much more complex and difficult to predict.

Behavior problems are influenced by variables, many of which teachers can't control.

There are no guarantees.

We must try, try and try again.
All of this may sound easy, but the reality is:
BE RELENTLESS!!!
When a student continues to misbehave, you COLLECT DATA and respond to it!
There are various ways to efficiently collect and analyze the data.
Google Forms and Spreadsheets has made it incredibly easy to collaborate and collect data as a team.
Just Kidding!!
STOIC
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