Good morning, Laura & Jim TIME TO GET ER DUN!

CHAMPs is ProactiveAdapted from Sprick's CHAMPS TOT by Laura Hamilton1

STOICAs you wait for us to begin, please list the 5 variables you can manipulate for positive student behavior.STOICSTRUCTURE / Organize all settings for student successTEACH students how to behave responsibly in every settingOBSERVE student behavior in all school settings (SUPERVISE!)INTERACT positively with students build relationships.CORRECT irresponsible behavior fluently calmly, consistently, immediately, briefly, respectfullyAdapted from Sprick's CHAMPS TOT by Laura Hamilton2

CHAMPS approach to classroom management is

Proactive

Positive

InstructionalAdapted from Sprick's CHAMPS TOT by Laura Hamilton3Focused on preventing problems

Based on building collaborative relationships with studentsDesigned to directly teach expectations and to treat misbehaviors as an opportunity to teach replacement behaviorWhy do I have to teach behavior? Adapted from Sprick's CHAMPS TOT by Laura Hamilton4By the time they get to Middle School or High School, they should know how to behave!Actually, by the time they get there, they have had so many different teachers with different expectations, they are more confused now than they were in elementary school.If you dont explicitly teach them what you expect, then they have to experiment to learn your expectations.Adapted from Sprick's CHAMPS TOT by Laura Hamilton5

CHAMPS is designed to help you

Manage student behavior

Increase student motivation

Focus your time and energy on instruction and student successAdapted from Sprick's CHAMPS TOT by Laura Hamilton6When you know where you are headed, you can guide students to their own success.Lesson 1: Vision Lesson 1: Vision Task 1: Understand How To Shape BehaviorTask 2: Understand MotivationTask 3: Maintain High ExpectationsTask 4: Understand Personal RelationshipsTask 5: Develop Guidelines for SuccessAdapted from Sprick's CHAMPS TOT by Laura Hamilton8Behavior Management PrincipalsTo manage student behavior, you need to understand that:Behavior is learned.Any behavior that occurs repeatedly is serving some function for the individual.Behavior can be changed.Adapted from Sprick's CHAMPS TOT by Laura Hamilton9This knowledge will allow you to help your students become progressively more responsible.Student Behavior can be Changed.Changing behaviors requires you to focus on:

What is prompting the behavior?

What is encouraging or sustaining the behavior?

What might discourage that behavior from occurring in the future?Adapted from Sprick's CHAMPS TOT by Laura Hamilton10Task 1: Understand How To Shape BehaviorAdapted from Sprick's CHAMPS TOT by Laura Hamilton11#1 Conditions set the stage for:An individuals behaviorReplacementbehavior must be taught.#2 Pleasant consequences result in behavior increasing in the future.#3 Unpleasant consequences result in behavior decreasingin future.

ADD THIS PARTReward or Consequence???What may be a pleasant consequence for one person could be an unpleasant consequence for another.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton12

Behavior Management PrincipalsStructure your class to promote responsible behavior.Directly teach behavioral expectations. Be nauseatingly clear!!

Effectively acknowledge responsible behavior.

Effectively respond to irresponsible behavior.Adapted from Sprick's CHAMPS TOT by Laura Hamilton13Lesson 1: Vision Task 1: Understand How To Shape BehaviorTask 2: Understand MotivationTask 3: Maintain High ExpectationsTask 4: Understand Personal RelationshipsTask 5: Develop Guidelines for SuccessAdapted from Sprick's CHAMPS TOT by Laura Hamilton14Understanding MotivationBehavior that is repeated is motivatedbehavior does not reoccur when there is no motivation.This concept is always true!Most people are motivated to engage in a particular behavior by a mix of intrinsic and extrinsic factors.Consider something you enjoy doing and the bonus of being recognized for it!

Adapted from Sprick's CHAMPS TOT by Laura Hamilton15Understanding MotivationThere is a relationship between a persons intrinsic motivation to engage in a task and that persons proficiency at that task.To increase motivation in unmotivated students, both must be addressed.The line between the two is not as distinct as it may seem!

Adapted from Sprick's CHAMPS TOT by Laura Hamilton16Intrinsic vs. Extrinsic MotivationIn early stages of learning something new or when learning is difficult, some students are not likely to be intrinsically motivated to engage in behaviors necessary to learn.As the student becomes more proficient at the task, extrinsic motivators should be faded out.Adapted from Sprick's CHAMPS TOT by Laura Hamilton17Two Factors Affecting MotivationValueThe degree to which one values the rewards that accompany succeeding at that taskExpectancyThe degree to which an individual expects to be successful at the taskAdapted from Sprick's CHAMPS TOT by Laura Hamilton18Theory of MotivationExpectancy x Value = Motivation

If either value is 0Adapted from Sprick's CHAMPS TOT by Laura Hamilton19MotivationThe simplest way to ensure that students expect success is to make sure that they achieve it consistently.Brophy, 1987

Adapted from Sprick's CHAMPS TOT by Laura Hamilton20Lesson 1: Vision Task 1: Understand How To Shape BehaviorTask 2: Understand MotivationTask 3: Maintain High ExpectationsTask 4: Understand Personal RelationshipsTask 5: Develop Guidelines for SuccessAdapted from Sprick's CHAMPS TOT by Laura Hamilton21Task 3: High Expectations If you believe a child will fail, you inadvertently create the conditions for that failure.Randy SprickYou cant dislike kids on company time.

Zig Englemann

Adapted from Sprick's CHAMPS TOT by Laura Hamilton22Maintaining High Expectations for Academic and Behavioral PerformanceYOUR VISION of student achievement and performance has an IMMEASURABLE impact on your students.You must maintain high yet realistic expectations for your students if they are to succeed.The goal of this task is forming a belief in the potential success of every student.Adapted from Sprick's CHAMPS TOT by Laura Hamilton23Monitor the statements you make to your students.Are you that stupid that you cant figure it out?I am not even going to bother to answer that question.Stop asking such stupid questions.Why dont you just grow up?You cant do that it is too difficult for you. You better do this instead.Why would you do something like that? Use your head.(To a small group) You students have to work with me because you cant work by yourself.Adapted from Sprick's CHAMPS TOT by Laura Hamilton24Monitor the statements you make to other adults.You must believe in their success before expecting it!

When you make critical comments (even if made privately to another adult), you are communicating low expectationsWhat can you expect from a kid like that?You cant expect any better from a student with that kind of home life.They have ADHD, so what can you do?I wish he werent in my class!

Adapted from Sprick's CHAMPS TOT by Laura Hamilton25High ExpectationsTreat people as if they were what they ought to be, and you help them become what they are capable of being.

Johann Wolfgang Von Goethe

Adapted from Sprick's CHAMPS TOT by Laura Hamilton26To help maintain a positive attitude toward your students, you should:Take care of yourself.Maintain a positive, but realistic vision of a students successful behavior.Be reflective about your behavior management plan.Dont take it personally.Make an overt effort to interact positively with each student.Consult with colleagues to discuss concerns.Implement the tasks described in this program.Adapted from Sprick's CHAMPS TOT by Laura Hamilton27Lesson 1: Vision Task 1: Understand How To Shape BehaviorTask 2: Understand MotivationTask 3: Maintain High ExpectationsTask 4: Understand Personal RelationshipsTask 5: Develop Guidelines for SuccessAdapted from Sprick's CHAMPS TOT by Laura Hamilton28Task 4: Understand the Importance ofBuilding Personal Relationships with StudentsAdapted from Sprick's CHAMPS TOT by Laura Hamilton29You will dramatically increase the probability of having cooperative and motivated students if they perceive that you both like and respect them.You do not have to be their friend.They do not need you to use their slang or follow their trends.They just need you to be their teacherWho communicates clear expectationsWho is fair and consistentWho cares about their success

Adapted from Sprick's CHAMPS TOT by Laura Hamilton30Task 4: Understand the Importance ofBuilding Personal Relationships with StudentsTask 4: Understand the Importance ofBuilding Personal Relationships with StudentsAdapted from Sprick's CHAMPS TOT by Laura Hamilton31Making a connection can be as simple as greeting each student by name as they enter your room.Good Morning, TamishaThey need to feel that you are interested in helping them succeed not only as a student but as a person.Task 4: Understand the Importance ofBuilding Personal Relationships with StudentsAdapted from Sprick's CHAMPS TOT by Laura Hamilton32Positive attitude and personal connection work as two of the foundation stones of your classroom management plan.

If either is lacking, the entire structure will be lacking.At your table, discuss the fine line between building professional personal relationships with students as compared with trying to be friends with students. What are risks in building a relationship with students?What can be done to diminish this?

Adapted from Sprick's CHAMPS TOT by Laura Hamilton33Task 4: Understand the Importance ofBuilding Personal Relationships with StudentsLesson 1: Vision Task 1: Understand How To Shape BehaviorTask 2: Understand MotivationTask 3: Maintain High ExpectationsTask 4: Understand Personal RelationshipsTask 5: Develop Guidelines for SuccessAdapted from Sprick's CHAMPS TOT by Laura Hamilton34Adapted from Sprick's CHAMPS TOT by Laura Hamilton35ProceduresRulesExpectationsGuidelines for Success

An effective management plan includes:Task 5: Guidelines for SuccessA set of 3-6 positive ATTITUDES, TRAITS and BEHAVIORS that define what students must do to be successful not only in your school, but in LIFE!

This is especially important in schools with a large number of high-needs students.

Some students believe success (or lack of success) in school is based on:Their familys incomeTheir parents educationTheir ethnicity

Adapted from Sprick's CHAMPS TOT by Laura Hamilton36Guidelines vs. RulesGuidelines

Reflect overall guiding principles for student attitudes, traits and characteristics

Rules

Tell students specifically what to do

Are measurable and observable

Adapted from Sprick's CHAMPS TOT by Laura Hamilton37All specific RULES should connect to these guidelines

Guidelines for Success vs. RulesGuidelinesPoliteProudPreparedPositive

RulesCome to class with paper, pen and bookWork quietlyWork to completion and do quality workEncourage and support other students

Adapted from Sprick's CHAMPS TOT by Laura Hamilton38Task 5:Teaching Guidelines for SuccessPost your guidelines in a prominent place

Include your GFS and their importance in the syllabus you send home in August

Teach them to students at the beginning of the year, after the first month of school and after the first long break

Adapted from Sprick's CHAMPS TOT by Laura Hamilton39Task 5: Teaching Guidelines for SuccessRefer to GFS frequently when providing positive or corrective feedback to students

Shelly, you have been doing much better about getting homework completed. Thank you for being so prepared.

John, you need to work quietly. The guideline about being polite means you do not disturb others when they are trying to finish their work.Adapted from Sprick's CHAMPS TOT by Laura Hamilton40The VisionWhen You know where you are headed, you can guide students toward their own success.

Without a destination in mind, you may arrive at a place you dont want to be.

Adapted from Sprick's CHAMPS TOT by Laura Hamilton41