CHAMPS Classroom

Management:
A Survival Guide for Today’s Classroom

Presented by Jacob Edwards

Participant Name: ___________________

Date: __ / __ / __

Safe and Civil Schools

www.safeandcivilschools.com
 CHAMPS Classroom Management:
A Survival Guide for Today’s Classroom
Presented by Jacob Edwards

Introduction

Objectives for the Session

Reflect on the difficulties of maintaining good classroom management

Define the STOIC Framework and how it applies to classroom management

Reflect on how STOIC strategies can be structured in your own classroom

An Effective System

________________ - _______%

________________ - _______%

________________ - _______%

Cocktail-ish Party

Spring
Summer
Fall
Winter

What do you hope to get out of today?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Why is the implementation of good classroom management so difficult?

Misbehavior drives us crazy!

The Amygdala triggers fight or flight.

Is this something I ______________?

Is this something I ______________?

Is this something that _______________ me?

If the answer is, “yes,” look out!

Historical Perspective

Behavior management has typically consisted of trying to “make” students behave

This attitude leads to an over-dependence on reactive procedures

Reactive procedures are not bad or wrong, they are simply ineffective in
changing behavior

They make us hold onto “simple solutions”

Simple solutions

An increase in ____________________ intensity

An overdependence on _________-__________ authority

An overdependence on ____________________________

___________________ and __________________ !

Factory vs. Customer Service Model

The Big Picture

An effective classroom management plan prevents misbehavior and is continually refined to help students
become increasingly respectful, responsible, motivated, and highly engaged in instructional activities.

What is the STOIC Framework and how does it apply to classroom management?

STOIC – Cheap, simple and effective

Structure the environment for success
Teach expectations
Observe (monitor, supervise)
Interact positively (build relationships and provide positive feedback)
Correct fluently (calmly, consistently, immediately, respectfully)

Challenging Behavior: ______________________________________________

STRUCTURE FOR SUCCESS

Physical, procedural, or scheduling arrangements that may have a positive effect on behavior

Appropriate level of teacher orchestration depends largely on student risk factors

Chapter 3, Task 1: Determine the Level of Classroom Structure

Consider your needs
Issues that you need to be comfortable in the classroom
Look at Figure 3.1 on pg. 111
Noise level
Tolerance for interruption
Tolerance for background movement
Ability to multi-task

Consider student needs

Factors determining level of structure
Look at Reproducible 3.1 on pg. 112
C H A M P S
» figure 3.1
CLASSROOM MANAGEMENT AND DISCIPLINE PLANNING QUESTIONNAIRE
(TEACHER’S NEEDS)

Read each question, then assign yourself a score from 0 to 20, where 0 represents the answer on the left of the scale and
20 the answer on the right.

1 What is your tolerance for

background noise?
I love to have conversations in
crowded, noisy restaurants.
Holiday music in department stores
drives me crazy after about 30 minutes.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 What is your tolerance for

individual voices (volume, pitch,
No style seems to bother me—even
when there are several at once.
Some voices are like
fingernails on a chalkboard.
whiny, mumbling, etc.)?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3 What is your tolerance for

interruption?
I would be fine working as a
receptionist—managing phones,
When the phone rings
twice during dinner,
people, and equipment. I want to scream.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4 What is your tolerance for

background movement?
I thrive on the hustle and bustle of
downtown in a large city during the
I prefer to relax
by the side of a lake.
holiday season.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5 What is your ability to multitask

without becoming flustered?
I love to do three things
at once.
I do not like to talk to anyone
while I am collating papers.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Total your score ➜

© 2009 Pacific Northwest Publishing | Reproducible Form

 FOR USE BEFORE SCHOOL YEAR BEGINS

C H A M P S
» no. 3.1
MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE (1 of 2)
For each question, circle the number under the statement that best answers the question. If you are unsure about or do not know the answer to a question, circle the middle choice.
When you are done, add all the numbers circled and enter the total on the line provided (you should have a number between 0 and 120).
Questions 1–6 relate to the population of the entire school.

1 How would you describe the overall

behavior of students in your school?
Generally quite irresponsible. I Most students behave re-
frequently have to nag and/or sponsibly, but about 10% put
Generally responsible. I rarely
find it necessary to nag and/or
assign consequences. me in the position where I assign consequences.
have to nag and/or assign
consequences.
10 5 0

2 What percentage of students in your 60% or more

school qualify for free or reduced
10% to 60% Less than 10%

lunch? * 10 5 0

3 What percentage of students in your 50% or more

school typically move in and/or out
10% to 50% Less than 10%

of the school during the course of

the school year? 10 5 0

4 How would you describe the overall

attitude of students toward school?
A large percentage hate
school and ridicule the
It’s a mix, but most students
feel OK about school.
The vast majority of
students like school and are
students who are motivated. highly motivated.
10 5 0

5 How would you describe the overall

nature of the interactions between
There are frequent
confrontations that include
students and adults in your school? sarcasm and/or disrespect.
10
There is a mix, but most
interactions are respectful and
The vast majority of
interactions are respectful and
positive. positive.
5 0

6 How would you describe the level of

interest and support provided by the
Many parents are openly
antagonistic, and many show
Most parents are at least
somewhat supportive of
The majority of parents are in-
terested, involved, and support-
parents of students in your school? no interest in school. school. ive of what goes on in school.
10 5 0
Questions 7–11 relate to students in your class this year.
Middle school teachers: Evaluate your most difficult class.

7 What grade level do you teach? K or 1 6, 7, or 8 Other

20 10 0

8 How many students do you have in

your class?
30 or more 23 to 30 22 or fewer
10 5 0

9 What is the reputation of this group This is the class from hell.
of students from previous years (e.g.,
It’s a mix, but most of the stu-
dents work hard and cooper-
This group is very hard work-
ing and cooperative.
if you teach fifth grade, what was ate.
the reputation of these students as
fourth graders)? 10 5 0

10 How many students in your class

have been identified as Severely
Two or more One Zero

Emotionally Disturbed (SED)? Note:

This label varies from state to state
(e.g., ED, EBD, BD, etc.). 10 5 0

11 Not including students identified

as SED, how many students in your
Three or more One or two Zero

class have a reputation for chronic

discipline problems? 10 5 0
* While poverty level tells you nothing about an individual student, the percentage of students from poverty has an influence on the
teacher’s initial decision about level of structure. Notice that this is weighted the same as Item 8, the number of students in the class. Total
© 2009 Pacific Northwest Publishing | Reproducible Form
 C H A M P S
» no. 3.1
MANAGEMENT & DISCIPLINE PLANNING QUESTIONNAIRE (2 of 2)
INTERPRETING YOUR RESULTS: Use the following scale to interpret your risk factors and determine the most appropriate level of structure for your classroom
management plan.

If your total is: Your risk factors are:

Low: Your students can probably be successful with a classroom management plan that involves
0 to 30 Low, Medium, or High Structure.

Medium: For your students to be successful, your classroom management plan should involve
31 to 60 Medium or High Structure.

High: For your students to be successful, your classroom management plan should involve
61 to 120 High Structure.

notes

© 2009 Pacific Northwest Publishing | Reproducible Form

 Exhibit 4.1
Classroom Management and Discipline Planning Questionnaire

Read each question. Then assign yourself a score from 0 to 20, where 0 represents the answer on the left of
the scale and 20 the answer on the right.
Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright © 2013 by John Wiley & Sons, Inc.

1. What is your tolerance for background noise?

I love to have Holiday music in

conversations in crowded, department stores drives
noisy restaurants. me crazy after about 30 minutes.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2. What is your tolerance for individual voices (volume, pitch, whiny, mumbling, and so on)?

No style seems to bother Some voices are like

me—even when there are fingernails on a chalkboard.
several at once.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3. What is your tolerance for interruption?

I would be fine working as a When the phone

receptionist—managing phones, rings twice during dinner,
people, and equipment. I want to scream.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4. What is your tolerance for background movement?

I thrive on the hustle and I prefer to relax by

bustle of downtown in a large city the side of a lake.
during the holiday season.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. What is your ability to multitask without becoming flustered?

I love to do three things at once. I do not like to

talk to anyone while
I am collating papers.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Total score ____

 Exhibit 4.2
Management and Discipline Planning
1. For each question, circle the number under the statement that best answers the question.
When you are unsure about the answer to a question, circle the middle number.

Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright © 2013 by John Wiley & Sons, Inc.
2. Total the scores for all items. You should have a number between 0 and 120.
3. Use the scale at the end of the form to determine the most appropriate structure level for your
classroom management plan.
Questions 1 to 6 relate to the population of the entire school:

1. How would you describe Generally quite Most students behave Generally responsible.
the overall behavior of irresponsible. I responsibly, but about I rarely find it
students in your school? frequently have to 10 percent put me in necessary to nag
nag and/or assign the position where I and/or assign
consequences. have to nag and/or consequences.
assign consequences.
10 5 0
2. What percentage of 60 percent or more 10 to 60 percent Less than 10 percent
students in your school
qualify for free or reduced
lunch?
10 5 0
3. What percentage of 50 percent or more 10 to 50 percent Less than 10 percent
students in your school
typically move in and/or
out of the school during the
course of the school year?
10 5 0
4. How would you describe A large percentage It’s a mix, but most The vast majority of
the overall attitude of hate school and students feel okay students like school
students toward school? ridicule the students about school. and are highly
who are motivated. motivated.
10 5 0
5. How would you describe There are frequent There is a mix, but The vast majority of
the overall nature of the confrontations, which most interactions are interactions are
interactions between include sarcasm respectful and positive. respectful and positive.
students and adults in your and/or disrespect.
school?
10 5 0
6. How would you describe Many parents are Most parents are at The majority are
the level of interest and openly antagonistic, least somewhat interested, involved,
support provided by the and many show no supportive of school. and supportive of what
parents of students in your interest in school. goes on in the school.
school?
10 5 0
 Questions 7–11 relate to students in your class this year. Use your most difficult class, or if you are
doing this before the school year begins, simply give your best guess.

7. What grade level do you Ninth grade Tenth grade Eleventh or twelfth
teach? grade
20 5 0
Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright © 2013 by John Wiley & Sons, Inc.

8. How many students do 30 or more 23 to 30 22 or fewer

you have in your class?
10 5 0
9. What is the reputation of This class is going to It’s a mix, but most This group is very hard
this group of students from be awful. students work hard working and
previous years? For and cooperate. cooperative.
example, if you teach tenth
grade, what was the
reputation of these
students as ninth graders?
10 5 0
10. How many students in Two or more One Zero
your class have been
identified as severely
emotionally disturbed
(SED)? Note: This label
varies from state to state.
10 5 0
11. Not including students Three or more One or two Zero
identified as SED, how
many students have a
reputation for chronic
discipline problems?
10 5 0
Total:

If your total score is: Your risk factors are:

0 to 30 Low, which means your students can probably be
successful with a classroom management plan that
involves low, medium, or high structure. The level of
structure can be defined by your teaching style.
31 to 60 Medium, which means that for your students to be
successful, your classroom management plan should
involve medium or high structure.
61 to 120 High, which means that for your students to be
successful, your classroom management plan should
involve high structure. Regardless of your personal
preference or style, your students will probably benefit
from a detailed, systematic, and organized classroom
management plan.
Chapter Two: Organization
Task 3: Use an Attention Signal (pg. 76)

Identify and use consistently, an attention signal that has the following components

Visual
Auditory
Portable
Develop a plan for providing both positive and corrective feedback to students regarding their response to the
signal

TEACH EXPECTATIONS

• Teach students how to behave responsibly (i.e., how to be successful) in all classroom situations.

• Teach not Tell (Role play, model, visuals, etc.)

• Develop and teach lesson plans for your behavioral expectations for every key classroom activity, transition,
routine and procedure.

• Give tons of feedback the first 5-10 days.

• TMF: teach, monitor & feedback. Teach until mastery!

• Review/remind students daily of your expectations.

• Reteach after breaks and whenever necessary.

Chapter Four: Expectations

Task 1: Clarify CHAMPS Expectations for Instructional Activities and Transitions
List major classroom activities, category of activity, and/or transitions

For each major activity you do, you would create a CHAMPS Classroom Activity Worksheet

See pages 157-164 for examples

Conversation Activity Movement

Help Conversation Activity
Activity Help Conversation
Movement Integrity
Participation Effort
Success Value
Efficiency
 C H A M P S
» no. 4.2
CHAMPS CLASSROOM ACTIVITY WORKSHEET

Activity _________________________________________________________________

Conversation
Can students engage in conversations with each other during this activity? Voice Level:
If yes, about what? With whom?
How many students can be involved in a single conversation?
How long can the conversation last?

Help
How do students get questions answered? How do students get your attention?

If students have to wait for help, what should they do while they wait?

Activity
What is the expected end product of this activity? (Note: This may vary from day to day.)

Movement
Can students get out of their seats during the activity?
If yes, acceptable reasons include: pencil sharpener restroom
drink hand in/pick up materials
other:
Do they need permission from you?

Participation
What behaviors show that students are participating fully and responsibly?

What behaviors show that a student is not participating?

Success!
© 2009 Pacific Northwest Publishing | Reproducible Form
 C H A M P S
» no. 4.4
CHAMPS TRANSITION WORKSHEET

Transition _________________________________________________________________

Conversation
Can students engage in conversations with each other during this transition? Voice Level:
If yes, clarify how (so that they keep their attention on completing the transition).

Help
How do students get questions answered? How do students get your attention?

Activity
Explain the transition. What will be different afterwards? (e.g., change in location, use of different materials, etc.).
Include time criteria (how long it should take).

Movement
If the transition itself does not involve getting out of seats, can students get out of their seat for any reason during
the transition? If yes, what are acceptable reasons?

If the transition itself involves out-of-seat movement, can a student go elsewhere (e.g., to sharpen a pencil)?

Participation
What behaviors show that students are participating in the transition fully and responsibly?

What behaviors show that a student is not participating appropriately in the transition?

Success!
© 2009 Pacific Northwest Publishing | Reproducible Form
 Exhibit 5.4
ACHIEVE Classroom Activity Worksheet

Achieve—To succeed in something!

Activity: ___________________________________________________________________________
(e.g., lecture, labs, independent work, tests, cooperative groups)
Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright © 2013 by John Wiley & Sons, Inc.

CONVERSATION
Can students talk to each other?
If so, about what?
What voice level?
To whom?
How many can be involved?
How long should conversations last?

HELP
How should students get questions answered during this activity?

How should students get your attention?

INTEGRITY
What are your expectations for students working together, quoting sources, and so
forth? In other words, define what you consider to be, for example, cheating or not
cheating, plagiarizing or not plagiarizing.

EFFORT
What behaviors would demonstrate active participation?

What behaviors would demonstrate a lack of participation?

VALUE
How would active participation be of benefit for students?

EFFICIENCY
Can you provide tips to increase student productivity?
 Exhibit 5.7
ACHIEVE Transition Worksheet

ACHIEVE Transition Expectations

Transition: ___________________________________________________________________________

Taken from Discipline in the Secondary Classroom, Third Edition, by Randall S. Sprick, copyright © 2013 by John Wiley & Sons, Inc.
Describe the transition. What will be different after the transition?

How long should this transition require? Be specific.

Can students speak to each other or you?

If so, for what reasons and how (voice level, permission, how many students, etc.)?

Can students move during this transition for any reason?

If so, for what reasons and how (do they need permission)?

What behaviors would indicate a student is participating?

What behaviors would indicate a student is not participating in this transition?

Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both Within and
Between Activities (pg. 165)

Times when students shift from one activity to the next

Define clear, consistent expectations

For each transition activity, you would create a CHAMPS Transition Worksheet

See pages 168-176 for examples

Task 3: Prepare Lessons to Communicate Your Expectations (pg. 177)

Three-step process for communicating expectations

1 Teach your 2 Monitor student 3 Provide feedback

expectations before behavior by during the activity
the activity or circulating and and at the conclusion
transition begins. visually scanning. of the activity.

Begin the cycle

again for the
next activity

Teach and re-teach the first month or two of school and after breaks
Lesson design and delivery depend on:
Complexity of expectations
Your own teaching style
Level of structure required by students
Use of the acronym
High structure? YES!
Common language
Already organized

Visual displays

Modeling and/or role play

Practice by the class

Verification of students’ understanding

OBSERVE AND PROVIDE FEEDBACK
Task 1: Circulate and scan
Circulate in unpredictable patterns

Watch for praise-worthy behaviors

Use proximity to nip early-stage misbehaviors

Collect observational data when appropriate

Task 2: Use Data to Monitor and Adjust Your Management Plan

Once or twice a month, use tools to collect data that can help you adjust your plan

See page 247 for calendar of use

INTERACT POSITIVELY
Chapter Seven: Motivation

Task 1: Build Positive Relationships with Students (pg. 278)

Low expectations predict low achievement

It’s about having a belief in the potential of every student

Noncontingent attention
Greet your students
Show an interest in students’ work
Invite students to ask for assistance
Whenever time permits, engage in conversation with students
Make a special effort to greet or talk to any student with whom you’ve had a
recent interaction regarding a misbehavior
Task 2: Provide Positive Feedback (pg. 283)
Six hallmarks of positive feedback
Accurate
Specific and descriptive
Avoid the “Good Job” syndrome
Avoid making judgments about the student
Avoid calling attention to yourself
Contingent
Age-appropriate
Given immediately
Should fit your style

Task 4: Strive to Provide a High Ratio of Positive Interactions (pg. 298)

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.

The behavior you reward is the behavior you get.

Why did you interact

If the student is engaged in a behavior that meets your expectation and you respond, the interaction is
_____________.

If the student is engaged in a behavior that does not meet your expectation
and you respond, the interaction is ______________ / _______________.

CORRECT FLUENTLY
Three Types of Misbehavior

Rule violations

Early-stage misbehavior

Chronic

Correct fluently – calmly, consistently, immediately, briefly, and as much as possible, privately

Calm, smooth, immediate, planned in advance when possible

 “Fly under the radar.”

Pre-correct anticipated misbehavior

Re-teach appropriate behavior when necessary

Chapter Three: Management Plan

Task 3: Correct Rule Violations During the First Week of School
In the first few days of school, be prepared to respond to rule violations with
corrective techniques that clarify your rules and expectations

Informal corrective techniques

See pages 120-126 for examples

Task 4: Establish Corrective Consequences for Rule Violations

Implement corrective consequences consistently

Make sure the corrective consequence fits the severity and frequency of the misbehavior

Plan to implement the consequence unemotionally

Plan to interact with the student briefly and without arguing at the time of the misbehavior

Informal corrective techniques

See pages 130-139 for examples
Using the STOIC Framework to Problem Solve Misbehaviors
Challenging Behavior: ______________________________________________
START STOP CONTINUE

Structure for
Success

Teach
Expectations

Observe and
Provide
Feedback

Interact
Positively

Correct
Fluently
CHAMPS 101:

A set of decisions the teacher must make in order to structure for TODAY’S STUDENTS

A decision-making template

A process

An acronym

A common language among staff

CHAMPS

By using effective management practices, teachers can help every student exhibit behavior that will make the
student feel like a champion

Acronym CHAMPS reflects the categories, or types, or expectations that teachers must clarify for students

Conversation
Help
Activity
Movement
Participation
Success

Overview of the CHAMPS book

Nine chapters
Arranged under the STOIC Framework
Tasks that support the current research
Teacher Self-Assessment Checklists
Reproducible forms

The only absolute rule about behavior management: Belittlement has no place in any educator’s repertoire.
Reproducible Form Pre-Int 1 Pre-Intervention

Classroom Management STOIC Checklist

Variables Questions to guide discussion Y N Comments

Structure/ 1. Is the room arranged so you can get from any part
of the room to any other part of the room relatively
Y N

Organize the efficiently?

classroom for 2. Can you and your students access materials and the Y N
success. pencil sharpener without disturbing others?
3. Does the schedule create consistency, variety, and Y N
opportunities for movement?
4. Do you have effective beginning and ending Y N
routines?
5. Have you defined clear expectations for Y N
instructional activities?
6. Have you defined clear expectations for transitions Y N
between activities?

Teach 1. Have you created lessons on expectations and

explicitly taught them for classroom activities and
Y N

students how to transitions?

behave responsibly 2. Have you created lessons and explicitly taught Y N
in the classroom. expectations for classroom routines and policies?
3. Have you provided teaching and reteaching as Y N
needed? (Think about a basketball coach reteaching
particular plays or patterns).

Observe 1. Do you circulate and scan as a means of observing/

monitoring student behavior?
Y N

student behavior 2. Do you model friendly, respectful behavior while Y N

(supervise!). monitoring the classroom?
3. Do you periodically collect data to make judgments Y N
about what is going well and what needs to be
improved in your management plan?

Interact 1. Do you interact with every student in a welcoming

manner (e.g., saying hello, using the student’s name,
Y N

positively with talking the student at every opportunity)?

students. 2. Do you provide age-appropriate, non-embarrassing Y N
feedback?
3. Do you strive to interact more frequently with Y N
every student when he is engaged in positive
behavior rather than when he is engaged in negative
behavior?

Correct 1.
2.
Do you correct consistently?
Do you correct calmly?
Y
Y
N
N
irresponsible 3. Do you correct immediately? Y N
behavior fluently— 4. Do you correct briefly? Y N
that is, in a manner 5. Do you correct respectfully? Y N
that does not 6. Do you have a menu of in-class consequences that Y N
interrupt the flow can be applied to a variety of infractions?
of instruction. 7. Do you have a plan for how to respond to different Y N
types of misbehavior fluently?

© Safe and Civil Schools 2007

Conclusion

Objectives for the Session

Reflect on the difficulties of maintaining good classroom management

Define the STOIC Framework and how it applies to classroom management

Reflect on how STOIC strategies can be structured in your own classroom

Chapter 5: Launch

Homework: Work through ALL tasks from Chapter 5: Self-Assessment Checklist.

Reflection

Where do you see yourself going with this information?

What’s one thing you will STOP doing?

What’s one thing you will START doing?

What’s one thing you will CONTINUE doing?

Jacob Edwards
contact