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Transcript of My CHAMPS
Plan Intro Task 1: Determine Level of Classroom Structure Task 2: Develop & Display Classroom Rules 3: Correct Rule Violations During Week of School Task 4: Establish Corrective Consequences Task 5: Know When to Use Disciplinary Referrals Intro Task 1: Summarize Your Plan Task 2: Final Preparations for Day 1 Task 3: Implement Your Plan on Day 1 Task 4: Implement Plan the First 4 Weeks Task 5: Prepare for Special Circumstances Launch Classwide Motivation Intro Observe Task 1: Circulate & Scan Task 2: Use Data to
Monitor & Adjust Plan Tool 1: CHAMPS vs Daily Reality Rating Scale Tool 2: Ratio of Interactions Monitoring Form Tool 3: Misbehavior Recording Sheet Tool 4: Grade Book
Analysis Worksheet Tool 5: On-Task Behavior
Observation Sheet Tool 6: Opportunities to
Respond Observation Sheet Tool 7: Family/Student
Satisfaction Survey Task 1: Employ Classwide System[s] Intro Correcting Task 1: Analyze & Adjust Your Basic Management Plan Task 2: Analyze & Adjust Your Strategies to Build Positive Relationships Task 3: Analyze Misbehavior & Develop Intervention Frequent Whole-Class Instruction Allows interactions but spacing limits off task conversation Frequent Whole Group Instruction Allows student to interact more easily Maximizes available space Easy access around room Cooperative learning tasks Whole class Discussion Easy to circulate Not efficient use of space Whole-class discussion and teacher-directed instruction Easy to circulate Feasible for larger students The way you arrange your classroom
affects how students behave Change what you can & make the best
of what you cannot Auditory Visual How will I plan on providing positive & negative feedback to students regarding how they respond to the signal? Task 1: Expectations for Instructional Activities Expectations Task 2: Expectations for Transitions Task 3: Communicate Your Expectations Attendance Tardiness Housekeeping Announcements Task 1: Arrange A Daily Efficient Schedule Task 2: Create a Positive Physical Space Task 3: Use an Attention Signal Task 4: Beginning & Ending Routines Task 5: Manage Student Assignments Task 6: Manage Independent Work Periods Roll the Video -
Chapter 2 Introduction Avoid running an
activity too long Have cooperative and independent
work follow teacher-directed tasks Entry into classroom
from recess & hall Last hour of
the day Last 5 minutes of
a class period Roll the Video -
Attention Signal Assigning Classwork
& Homework Collecting Completed
Work Johnny Thomas Sara 10/3 Homework 10/3 - 10/7 X X Keeping Records & Providing Feedback Dealing with Late /
Missing Assignments Roll the Video -
Collecting Homework Be sure independent work can be done independently Develop a clear vision of what student behavior should look & sound like during work times Provide guided practice Vision Organization Management
Plan Shaping Behavior Motivation Goals Expectations Effective Practices Family Contacts Daily Schedule Physical Space Attention Signal Routines Assignments Independent Work Periods Classroom Structure Rules Correcting Discipline Referrals Task 1: Shaping Behavior Task 2: Understand Motivation Task 3: ID Long Range Goals Task 4: Develop Guidelines
for Success ADD THIS
PART #3: Unpleasant consequences result in behavior decreasing in future. #2: Pleasant consequences
result in behavior increasing in the future. Replacement behavior must be taught. An individual’s
behavior #1: Conditions set
the stage for: A person’s level of motivation on any given task is a product of how much the person wants the rewards that accompany success and how much he or she expects to be successful. Task 2: Understanding Motivation Pg 29 Expectancy-The degree to which an individual expects to be successful at any given task.
Value-The degree to which an individual values the rewards that accompany success of the task. Expectancy X Value = Motivation BEHAVIORAL Goals
Students will respond the 1st time a prompt is given 90% of the time.
90% of students will remain seated during a 5 minute independent work period.
There will be fewer than 4 disruptions per class period. ACADEMIC Goals
Increase reading level by at least one grade level.
Raise overall assessment scores by
students turning in homework on time 90% of the time. Common Goals (Examples) Determine what you want your students to know and do at the end of the school year that they may not be able to do now.
Consider team, building, and district goals for your grade level. What Will Your Long-Range Classroom GOALS Be? Mix of Instructional and Behavioral/Social Goals
Help plan and make decisions…
- On a DAILY BASIS throughout the year
- What to EMPHASIZE with students
Share with students and families
Evaluate as you move further along:
“Is what I’m doing worthwhile?” Task 3: Identify Long-Range Classroom GOALS 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 Guidelines for Success: Mascot example T olerate individual differences
I always try my best
G ive everyone respect
E veryone acts responsibly
R emember: Cooperate with others Broad and Noble Ideals
What you really hope students will learn from you. Not in the content, but the attitudes or actions that will help students.
Identify specific ways in which you can and will make frequent use of the guidelines. Task 4: Guidelines for Success Roll the Tape Roll the Tape Task 5: Maintain Positive
Expectations Task 6: Effective Instructional Practices Task 7: Family Contacts “You can’t dislike kids on company time.”
- Siegfried Engelmann “If you believe a child will fail—
You inadvertently create the conditions
for that failure.”
- Randy Sprick Be clear about what students are to learn and explain why the task or behavior will be useful to students
Relate new tasks to previously learned skills
Give students a vision of what they will be able to do eventually
Rally the enthusiasm and energy of students, particularly when asking them to do something difficult or challenging
Face to face contact prior to the first day of school
Phone contact prior to the first day of school
Letter sent home
(on the first day of school)
Video sent home (during the first two weeks of school) Tardies Not Prepared Absent End of Day Dismissal Permanent Visible Janelle English 20 20 16 20 43 50 20 20 4 10 Marcus Social Studies Chapter 8 Discussion Questions Nov. 9 Marcus H Mrs. O'Reilly Schedule independent work times at the right time Research Real World Roll the video
Stand & Deliver Roll the video
Ferris Bueller Roll the video
Dangerous Minds Roll the Video -
Why Roll the Video -
Beg. & Ending Routines Roll the Video -
Chaotic End of Class Roll the Video -
Studio Task 1: Understanding How to Shape Behavior
Task 2: Understanding Motivation
Task 3: Identify Long-Range Classroom Goals
Task 4: Develop Guidelines for Success
Task 5: Maintain Positive Expectations
Task 6: Implement Effective Instruction Practices
Task 7: Initiate & Maintain Family Contacts Task 2: Provide Positive
Feedback Task 3: Intermittent Celebrations Task 4: High Ratio of Positive Interactions Motivation Motivation Task 1: Build Positive Relationships Task 2: Provide Positive Feedback Task 3: Provide Intermittent Celebrations Task 4: Provide High Ratio of Positive Interactions The single most important thing that a teacher can do to improve the overall behaviors of students in their classroom and connect with students is….
to increase the number of positive or non-contingent interactions they have with each student. This strategy involves making the effort to
interact with EVERY student more frequently (at least 3 times more) when the student is behaving responsibly than when he or she is behaving irresponsibly. Ratio of Interactions Formula A Native American grandfather talking to his young grandson tells the boy he has two wolves inside of him struggling with each other. The first is the wolf of peace, love and kindness. The other wolf is fear, greed and hatred. "Which wolf will win, grandfather?" asks the young boy. "Whichever one I feed," is the reply. The behavior you reward is the behavior you get. Your interactions with students are considered
POSITIVE or NEGATIVE
based on the
The student is engaged in
at the time you attend to him or her. How are Ratio of Interactions Counted?
From 1 positive to 4 – 15 negatives What is your best guess as to what the research says occurs in the typical classroom? Just because an interaction is considered negative does NOT mean it is wrong.
But you do want to make sure that this is not the only time that you interact with the student
That is why the goal of 4:1 is recommended Critical Notions of Ration of Interactions Some students are simply STARVED for attention
For the student who is truly starved for attention...
The form of attention simply does not matter
Negative Attention usually lasts longer and is more emotionally intense
The behavior you pay the most attention to is the behavior you will get the most of in the future Why is the strategy so Essential? Reminders – “Cody, you need to get back to work”.
Reprimands – “Hanna, you know to keep your hands to yourself”
Corrections – “Ty, now is not the time to ask me those types of questions”
Warnings – “Jennifer if I have to speak to you again, it will be after class”
Consequences – “Adam, that is disruptive. You owe me time after class”. Negative Interactions Occur in 5 Formats Noncontingent Attention – simply because the student exists
Effective Positive Feedback – Communicate to the student what he or she is doing right Positive Interactions occur
in 2 Formats Positive Feedback must be… Accurate
Specific and descriptive
Given in a manner that
fits your personal style Pages 283-292 Roll the Video -
Positive Feedback Roll the Video -
Feedback Fitting your Style If the student is engaged in a behavior that meets your expectation and you respond, the interaction is positive.
If the student is engaged in a behavior that does not meet your expectation and you respond, the interaction is negative. How to determine if your attention should be counted as positive or negative interaction Let's Practice Rachel gets up to sharpen her pencil although you had stated that no movement is permitted.
You walk over to Rachel and remind her gently that she needs to return to her seat. ?????????????????????? Jose finished his independent work early, gets out a novel and reads to himself.
You give Jose a homework pass for finishing his work and staying quiet while other students work. ?????????????????????? Jahmal arrives at your classroom door.
You compliment him on his touchdown the night before in a big rivalry game. ?????????????????????? ?????????????????????? Your entire class earned a B or better on a retest in your class.
You call for the ceremonial “golf” clap and give them the night off from homework. Hannah steps out of line and jostles the students around her four times in the cafeteria.
You move Hannah to the front of the line where you can watch her more closely. ?????????????????????? Hannah maintains her place including appropriate spacing behind the student in front of her.
You allow Hannah go to the front of the line next week. ?????????????????????? “The simplest way to ensure that students expect success is to make sure they achieve it consistently.”
Brophy, 1987 The major distinction between a group of people who happen to be together and a community is:
that a community of people support each other and celebrate together through rituals and ceremonies.
Use of rituals and ceremonies increase motivation by creating a sense of community in a classroom. Task 1: Build Positive Relationships T
T Develop a system for students to ask
questions & get help during