CHAMPs Self-Assessment Checklist & CHAMPs Interest Inventory

Coaching Classroom Management Appendix C (1 of 8) Appendix C CHAMPs Self-Assessment Checklist & CHAMPs Interest Inventory CHAMPs Self-Assessment Checklist & CHAMPs Interest Inventory This checklist, or portions of it, can be used by classroom teachers to assess their current level of CHAMPs This checklist, or portions of it, can be used by classroom teachers to assess their current level of CHAMPs classroom management implementation and help identify specific areas of concern. It may also be used classroom management implementation and help identify specific areas of concern. It may also be used as a conversational checklist between a coach or administrator and educator to clarify areas of interest. as a conversational checklist between a coach or administrator and educator to clarify areas of interest. Concerns or questions: Concerns or questions: Module 1 Vision No Developing Yes Module Vision No Developing Yes Long-range Long-range classroom goals classroom goals Guidelines for Guidelines Success for Success Positive Positive expectations expectations Family contacts Family contacts Professionalism Professionalism I have set several major goals (instructional and I behavioral) have set several that I major want to goals accomplish (instructional with all and my behavioral) students by the that end I want of the to accomplish school year. with all my students by the end of the school year. I use these goals to guide lesson planning and decision I making use these throughout goals to guide the year. lesson planning and decision making throughout the year. I have a plan for letting my students and their families I know have what a plan our for long-range letting my classroom students and goals their are. families know what our long-range classroom goals are. I teach Guidelines for Success or equivalent 3 to 6 I attitudes, teach Guidelines traits, or behaviors for Success that or equivalent 3 are important to for 6 my attitudes, students to traits, succeed or behaviors in my classroom that are important and in their for lives. my students to succeed in my classroom and in their lives. I have these guidelines posted prominently. I have these guidelines posted prominently. I make frequent reference to the guidelines. I make frequent reference to the guidelines. I understand the importance of having high I expectations understand for the all importance my students. of having I make high a conscious expectations effort not to say for anything all my students. to students, I make their a conscious families, or effort others not that to would say anything suggest to I have students, low expectations their families, for or others any student. that would suggest I have low expectations for any student. I have specific ways I convey my high expectations to I students, have specific their ways families, I convey and others. my high expectations to students, their families, and others. I objectively examine my expectations for, speech I about, objectively and behavior examine toward my expectations my students. for, speech about, and behavior toward my students. I understand the importance of having high I expectations understand for the all importance my students. of having I make high a conscious expectations effort not to say for anything all my students. to students, I make their a conscious families, or effort others not that to would say anything suggest to I have students, low expectations their families, for or others any student. that would suggest I have low expectations for any student. I convey my high expectations to students, their I families, convey and my high others expectations in several specific to students, ways. their families, and others in several specific ways. I objectively reflect on my expectations for, speech I about, objectively and behavior reflect on toward my expectations my students. for, speech about, and behavior toward my students. I understand the importance of demonstrating I professionalism understand the at importance all times. of demonstrating professionalism at all times. I am an active problem solver. like help

Appendixes Coaching Classroom Management Appendix C (2 of 8) I am an active problem solver. I work cooperatively with colleagues. I respect confidentiality. I engage in professional development and actively pursue a cycle of continuous improvement. I dress and act in a professional manner. Module 2 Organization No Developing Yes Daily schedule I arrange my daily schedule to include a reasonable balance of teacher-led instruction, independent work, and cooperative group activities. I arrange my schedule so that no one type of activity goes on for too long. I schedule independent work and cooperative group activities to immediately follow teacher-directed tasks. I proactively address those times of the class or school day when students are most likely to misbehave. Physical space I arrange the desks in my classroom to optimize the most common types of instructional activities my students engage in and to reflect the level of structure they require. I have easy access to all parts of the classroom. I arrange the classroom so that disruptions caused by activity in high-traffic areas are kept to a minimum. I devote some of my bulletin board and display space to student work. Attention signal I use an attention signal that comprises both an auditory and visual component. I provide positive and corrective feedback to students regarding how they respond to the signal. Beginning routine I begin class in a way that makes students feel welcome and have them immediately go to their seats and work on a productive task. Students are instructionally engaged while I take attendance. I deal with tardiness without disrupting the class or interrupting the flow of instruction. Announcements and housekeeping tasks do not take up much class time. Student contingencies I have procedures that don t take up a lot of my time and energy for dealing with students who are unprepared or lack the necessary materials. I have ensured that students can get needed materials without disrupting instruction.

Appendix C CHAMPs Inventory Coaching Classroom Management Appendix C (3 of 8) I have established reasonable penalties to reduce the likelihood that students will forget in the future. Students returning after an absence can find out what they missed and pick up handouts or returned papers without taking up my time and energy. Ending routine I wrap up class with enough time left to give students positive and corrective feedback and set a positive tone for their departure. I ensure that students have organized their materials and completed any cleanup tasks before leaving. Students do not leave the classroom until they have been dismissed by me (not by the bell ringing). Classroom rules I have 3 to 6 positively stated rules involving specific, observable behaviors I expect my students to exhibit (or not exhibit) in my classroom. The classroom rules are easily visible from anywhere in the room. I have established corrective consequences for infractions of the classroom rules. Student work Students can easily get information about classwork and homework they have been assigned. I have set up independent work periods. I have efficient and effective procedures for collecting student work. I have efficient and effective procedures for dealing with late or missing assignments. Classroom management plan I have developed a classroom management plan that addresses student motivation and misbehavior. Module 3 Expectations No Developing Yes Expectations for I have created a list of major classroom activities (or classroom activities categories of activities) that take place during a typical school day. I have refined my behavioral expectations for each activity using the CHAMPs variables: conversation, help, activity, movement, participation. Expectations for transitions I have created a list of common transitions (or categories of transitions) that take place between activities during a typical school day. I have refined my behavioral expectations for each transition using the CHAMPs variables: conversation, help, activity, movement, participation. To teach CHAMPs expectations, I use visual displays, modeling or role-play demonstrations, class practice, or verification, based on the needs of my students.

Appendixes Coaching Classroom Management Appendix C (4 of 8) Module 4 The First Month No Developing Yes Final preparations I have developed or adopted Guidelines for Success. I have established positive expectations for all students. I have identified and prepared lessons on my behavioral expectations for students. I have determined the level of structure for my class. I have developed a regular daily schedule. I have arranged the physical space in my classroom. I have decided on an attention signal. I have developed beginning and ending routines. I have created a classroom management plan. I have created a modified class schedule for the first day. I have made a sign for my classroom. I have prepared an initial activity or assignment for students to work on when they enter the room. I have a plan for dealing with families who want my time on the first day of school. Day 1 I display my Day 1 schedule conspicuously. I greet students as they enter. I get students attention as soon as the bell rings. I communicate essential classroom information in the first 10 minutes. I teach my attention signal. I begin teaching my behavioral expectations for activities and transitions. I circulate and scan to monitor my students alignment with expectations. I provide positive and corrective feedback about student behavior during activities and transitions. Days 2-20 I teach, monitor behavior, and provide feedback to reinforce my behavioral expectations during the first month of school. I verify that students understand behavioral expectations. I quiz the class or conduct interviews with a sample group of students to verify that they understand my behavioral expectations. Special circumstances I teach behavioral expectations to new students. I adapt and teach behavioral expectations for unique and special events such as field trips and assemblies.

Appendix C CHAMPs Inventory Coaching Classroom Management Appendix C (5 of 8) Module 5 Motivation No Developing Yes Enthusiasm I explain how a new task or behavior will be useful to students. I give students a vision of what they will be able to do when they master the task or behavior. I relate the new task or behavior to previously learned skills. I rally student enthusiasm and energy for new skills. Effective instruction I have identified one or two aspects of my presentational style that I will work to improve over the year. I actively involve students in lessons. My lessons have clear objectives. The content of the lessons is reflected in student evaluation tools. I ensure high rates of student success on tasks. I give students immediate performance feedback. Attention I greet my students by name. I show an interest in student work. I invite students to ask for assistance. I strike up conversations with students when possible. I make a special effort to interact positively with students whom I have recently had to correct. Positive feedback I provide accurate feedback to students regarding their academic and behavioral performance. I provide specific and descriptive feedback. I provide contingent feedback. I provide age-appropriate feedback. I give feedback in a manner that fits my personal style. Should a student respond to my positive feedback with an increase in inappropriate behavior, I modify my approach. Celebrations I hold intermittent celebrations of students success. I supply the kinds of rewards that are most effective with my students. Ratio of Interactions I interact with my students at least three times more when they are behaving responsibly than when they are misbehaving. I watch for any tendency on my part to fall into the criticism trap reinforcing negative behavior through inordinate attention.

Appendixes Coaching Classroom Management Appendix C (6 of 8) Module 7 Correction Procedures No Developing Yes Analyze I correct rule violations and other misbehavior calmly, misbehavior consistently, briefly, and immediately. I understand and distinguish among the three categories of misbehavior: simple rule violation, earlystage misbehavior, and chronic misbehavior. I can distinguish among the following subcategories of chronic misbehavior: awareness-type, ability-type, attention-seeking, and purposeful/habitual. I correct rule violations and other misbehavior calmly, consistently, briefly, and immediately. I have listed all the that are currently occurring in my classroom in order from greatest to least concern. For each misbehavior listed, I have identified its likely cause or purpose and how I will respond when it occurs. If the infraction requires correction, I have identified what the consequence will be. Early-stage I use a repertoire of information-giving correction strategies with early-stage misbehavior, including proximity, gentle verbal reprimands, discussion, humor, restitution, and (used sparingly) my honest emotional reaction. When implementing any early-stage correction strategy, I conscientiously treat the target student with dignity and respect. Awareness-type When misbehavior stems from a student s lack of awareness of when (or how much) it is occurring, I make sure the student knows the behavior I expect (the goal behavior). I respond to instances of the misbehavior in a way that lets the student know the goal is not being met. I monitor the student s behavior so that I will have an objective basis for discussing progress with the student (or family and school administration). I provide positive feedback when the student is successful. I consider an incentive system if necessary. Ability-type I ascertain whether the student is physiologically incapable of exhibiting the goal behavior or simply does not know how to exhibit it.

Appendix C CHAMPs Inventory Coaching Classroom Management Appendix C (7 of 8) If the student is not capable, I modify the environment and/or adjust my expectations. If the student is capable but lacks the necessary knowledge, I have a discussion about the goal behavior at a neutral time. I respond to instances of the misbehavior in a way that provides instruction to the student. I make accommodations to increase the student s chance of success. I provide positive feedback when the student is successful. I consider an incentive system if necessary. Attention-seeking If a student exhibits a mild ongoing misbehavior that seems to stem from a need for attention, I ask myself, is the behavior really attention-seeking in nature? Is the behavior itself acceptable and the problem really with the amount of it? Is the misbehavior too severe to ignore? If it isn t, will I ignore the behavior from all students or just the targeted student? After determining that ignoring is an appropriate response, I develop a plan to ignore and then present that plan to the student (and family). I respond to all instances of the misbehavior by ignoring the target student, continuing what I was doing, and providing positive feedback to other students. I give the target student my attention when the attention-seeking misbehavior ceases and at other neutral times. I monitor the target student s behavior to determine whether progress is being made. Purposeful/habitual For chronic misbehavior that does not stem from a lack of awareness or ability or a need for attention, I make an effort to remove any positive or satisfying aspects of demonstrating the misbehavior for the target student. I try to continually show the target student that positive behavior leads to positive results. I use appropriate corrections to demonstrate that the unwanted behavior has a logical consequence and cost.

Appendixes A Coaching Classroom Management Appendix C (8 of 8) Module 8 Classwide Motivation Systems No Developing Yes I evaluate, either subjectively or with systematic monitoring tools, the behavior and motivation of my students. I carefully consider whether my students would benefit from a nonreward-based or reward-based system. Nonreward-based syystem Reward-based system If a nonreward-based system is indicated, I am prepared to use some form of goal-setting with students. If a reward-based system is indicated, I am prepared to choose or design a system that is appropriate for the needs of my students. I will implement the system in a way that enhances its effectiveness with my students, and tune and maintain the system so it continues to have a positive effect on their motivation. I will eventually fade the system until my students improved behavior stems primarily from their own intrinsic motivation.