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Transcript of CHAMPS
T--Teach behavioral expectations to students
O--Observe and supervise
I--Interact positively with students
C--Correct fluently C-Conversation (Conversacion) H-Help (Haz una pregunta) A-Activity(Actividad) M-Movement (Movimiento) P-Participation (Participacion) S-Success (Super trabajo) Motivation
When you build positive relationships and provide frequent, positive feedback, you motivate students to demonstrate their best behavior.
If a student perceives himself to be incapable of being successful, he is unlikely to be motivated, so your interventions will have to include instructional interventions
Primary motivation for students and adults in poverty is ____________________
Feedback--be specific in what they are doing well
Give attention immediately
Individual and whole class rewards (p.297)
High ratio of positive interactions (3:1) (.p.252) Classwide Motivation
p.112--Find your structure...
Classwide systems based on structure Correction
Jigsaw the different tasks p.357 When/What do I CHAMP? Individual reflections of STOIC
*Challenges Share your thoughts with a partner Optional homework for November
Chapter 1, Task 4
Chapter 3, Task 2
*Bring completed/revised guidelines for success and rules What is the ONE main difference between a RULE
and an EXPECTATION? Conversation: Lots! Side conversations okay. Look for social cues. Cell phones. To get your attention.
Help: Ask anytime.
Activity: Discussion, reflection & planning.
Movement: Anytime. Watch for easy exits.
Participation: Candid conversation. Keep an open mind. Community Expectations What have you done to teach the Guidelines for Success (SARA) and your rules?
How are you keeping SARA and your rules “alive” in your classroom?
After your discussion with a partner- what are some action steps you plan to do to remain consistent using SARA and your rules throughout the year?
What will you commit to before our next session? Talking Points: Guidelines for Success and Rules Adapted from Sprick's CHAMPS TOT by Laura Hamilton Stated positively.
Is there ever any exception to this?
Should be specific and refer to observable behaviors.
Teach your rules using positive and negative examples.
Should be applicable throughout the entire class period.
Post them in a prominent, visible location. Characteristics of Effective Rules Safety
Attentive Listening Eisenhower’s Guidelines for Success (PBIS Expectations) Adapted from Sprick's CHAMPS TOT by Laura Hamilton Task 4:
Guidelines for Success A set of 3-6 positive traits that define what students must do to be not only successful in your school, but in LIFE!
Should be posted visibly in the classroom Adapted from Sprick's CHAMPS TOT by Laura Hamilton Pg. 34
of Book Task 1: Understand How To Shape Behavior
Task 2: Understand Motivation
Task 3: Identify Long-Range Classroom Goals
Task 4: Develop Guidelines for Success
Task 5: Maintain Positive Expectations
Task 6: Implement Effective Instructional Practices
Task 7: Initiate and Maintain Family Contacts Chapter 1: Vision Adapted from Sprick's CHAMPS TOT by Laura Hamilton No more than six rules
Stated in a positive form
Refer to specific and observable
Posted in a prominent place in
Language is not vague or broad
Not confused with classroom
procedures or expectations Effective Rule Characteristics My Classroom Rules Review and Evaluate YOUR
Classroom Rules Adapted from Sprick's CHAMPS TOT by Laura Hamilton Rules
Tell students specifically what to do
Are measurable and observable
Be in class on time.
Come to class with paper, pencil and book.
Work to complete quality assignments. Guidelines
Reflect overall guiding principles for student attitudes and behavior
All specific RULES should connect to these guidelines Guidelines vs. Rules Adapted from Sprick's CHAMPS TOT by Laura Hamilton Pg. 115
of Book Task 1: Determine the Level of Classroom Structure
Task 2: Develop and Display Classroom Rules
Task 3: Correct Rule Violations During the First Week of School
Task 4: Establish Corrective Consequences for Rule Violations
Task 5: Know When (and when not ) to Use Disciplinary Referral Chapter 3: Management Plan Reflection