PRESENTED BY

Dimitrie Rainey

As Game Changers
we have to take

action!
http://youtu.be/VrSUe_m19FY

Introduction:

The goal of classroom

management is to develop a
classroom of students who
are responsible, motivated
and highly engaged in
meaningful tasks.

What CHAMPs Is; What CHAMPs Isnt

CHAMPs is not a canned program nor is it a rigid set of

procedures. Instead, a teacher using the CHAMPs strategies
will reflect both her/his individual needs and style of the
teaching and the students need for structure while
manipulating the following five behavioral variables that
research shows will promote better student behavior:
1. Structure (organize) your classroom to prevent misbehavior.
2. Teach your expectations regarding how to be successful
within the structure that you
have created.
3. Observe whether students are meeting your expectations.
4. Interact positively with all students.
5. Correct misbehavior fluently, briefly, calmly, consistently,
immediately, and (as much as possible) privately.

Develop and post Guidelines for

Success.

Develop and post Guidelines for

Success.

Use the Guidelines as the basis

for positive feedback, corrections,
class-wide discussions, monthly
themes, assignments, celebrations
of progress, guest speakers, and
so on.

Make notes on your lesson plans to develop

Design rules that communicate your

most important expectations

As a campus we will implement the

same rules to create consistency. While
our rules are the same, your CHAMPs
expectations will be different.
- Rules will be stated positively
- No more than 6 classroom rules

Rules will be posted in the designated

area in the Classroom

Design rules that communicate your

most important expectations.

Develop consequences for common

rule infractions.

Establish consequences that fit

the nature of the problem, but
that are as mild as possible.
(Dont make me)
Implement consequences calmly
and consistently.
When possible, consequences
should be implemented
immediately in the setting in
which the infraction occurs.


It is not the severity of your
consequence that will make them
effective...it's the certainty"

"

Turn and Talk: How does this quote

effect our actions as educators?
(2 mins.)

Develop consequences for common

rule infractions.

The following are characteristics of effective

verbal reprimands:
Short
Given while physically near the student
(not from across the room)
Respectful in tone and content
Clear and unequivocal
State the expected behavior rather than
accusing the student of misbehavior
Given in a way that gives the illusion of privacy

Gentle reprimand
(RolePlay)
You have given your CHAMPs expectations for
independent work. Once you sit down with your
small group Billy Awesome begins to talk to his 2
table mates. As a Game Changer, what is your
next move?:
( 3 students, 1 Teacher, 1 observer/to really push
the thinking)
The Right Way:

9 mins. (1 minute for each person to be the

teacher and for feedback)

Develop a plan for frequent positive

feedback.

Feedback should be
Specific, descriptive
Contingent

Difficult skill or behavior

Anything the individual is proud of
Individual success (excellence: better
than the day before)

Age appropriate
Given in a manner that fits your style

Develop an Attention Signal.

The most effective signals can be used in

any location.
Decide on a reasonable length of time
between giving the signal and gaining all
students attention.
Turn and Talk- What effective signals have
you used in the past? (2 mins.)

Prepare lessons on your behavioral

expectations for each major activity.
Identify critical content:

What do students need to know in order to

behave responsibly?
Be sure to clarify (for each major activity):
Conversation: Can students talk to each other during
this activity/transition?
Help: How can students ask questions during this
activity/transition? How do they get your attention?
Activity: What is the task/objective of this
activity/transition? What is the expected end product?
Movement: Can students move about during this
activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work
behavior for this activity/transition look/sound like?

Prepare lessons on your behavioral

expectations for each major activity.

Plan to teach expectations for at least the first

MONTH of school, immediately before and after
vacations, and anytime quite a few students are
chronically exhibiting irresponsible behavior.
We will use the following worksheet develop
CHAMPs expectations of major instructional
activity.
(Exemplar worksheet)

Prepare lessons on your behavioral

expectations for each major activity.

Possible Activities:
1. Do now
2. Direct instruction
3. Group work
4. Partner work
5. Independent work
6. Test and quizzes
7. Stations

Prepare lessons on your behavioral

expectations for each major activity.

Lesson activities might include:

Modeling
T-charts developed by students
Role play
Discussion

Prepare lessons on your behavioral

expectations for each major
transition.

Include time criteria.

Clarify each aspect of CHAMPs.
Transitions include:
Arriving at the classroom
Beginning class/routines
Getting out necessary materials
Changes in location
Putting things away/cleaning up
Leaving the classroom
School-wide settings (halls, cafeteria,
playground, bus waiting areas, assemblies,
etc.)


Questions??????