Magneti c Quotes
Please take one blank piece of paper
Raquel Burns, IU 20 rburns@ciu20.org
Agenda The Big 5 Evidence- Based Practices Establishing norms/classroom rules
The BIG 5 Evidence-Based Practices Effective Classroom Management Maximize structure in the classroom through practiced routines, transitions and activities with CHAMPS/ACHIEVE Establish, post, teach, review, and monitor a small number of positively stated expectations/rules. Teach expectations with examples and nonexamples. Establish a system to acknowledge
Norms = Classroom Rules = Contracts Who establishes norms with students in the beginning of the year? How do you use The norms throughout the year?
Conversat ion Help Activity Movement Participati AN EFFECTIVE TOOL FOR CLASSROOM
CHAMPS is not a program, but rather a compilation of how-to strategies that support teachers in the very skills that have been associated with student success a systematic, prevention-oriented approach that guides teachers in providing universal classroom
CHAMPS is A focus on the establishment of expectations that focus on routines, procedures, and activities. Randy sprick also notes that... The goal of classroom management is to develop a
This is done, in part, through: Designing and communicating expectations/rules Developing an attention signal Preparing lessons & visuals to teach behavioral expectations for transitions and activities Analyzing and developing ample physical space within a classroom setting
The foundational principle of CHAMPS is the idea that behavior occurs for a reason and can be taught and changed The core features of CHAMPS are organized around the STOIC acronym: S - Structure your classroom T - Teach expectations (Alberto & Troutman, 2006; Baer et al., 1968; Carr, 1993; Cooper et al., 2007; Gresham et al., 2001; Johnston & Pennypacker, 1993; Langland et al., 1998; Skinner, 1953)
CHAMPS strategies are easy to implement and will: Reduce classroom disruptions and office referrals Improve classroom climate Increase student on-task
Reflection on present practices using the Stoic checklist
MIDDLE SCHOOL: CHAMPS
Conversation Can students engage in conversations with each other during this activity? If yes, about what? With whom? Voice Level??? (0,1,2, or 3) How many students can be involved
help How do students get questions answered? How do students get your attention? If students have to wait for your
Activity What is the expected end Note: This may product of this activity? vary from day to day.
Movement Can students get out of their seats during the activity? If yes, acceptable reasons include... E.g., Pencil sharpener, drink, restroom, hand in/pick up materials, other Do they need permission from you?
Participation What behaviors show that students are participants fully and responsibly? What behaviors show that a student is not participating?
Success!!
HIGH SCHOOL: ACHIEVE
Activity What is the expected end Note: This may product of this activity? vary from day to day.
Conversation Can students engage in conversations with each other during this activity? If yes, about what? With whom? Voice Level??? (0,1,2, or 3) How many students can be involved
help How do students get questions answered? How do students get your attention? If students have to wait for your
Integrity What are your expectations for students together or alone Define what you consider cheating or not cheating
Effort What behaviors demonstrate active participation? What would demonstrate lack of participation?
Value How will student participation benefit the students? How should students demonstrate that they value the assignments?
Efficienc y What does it look like when students are being productive?
Key Benefits of CHAMPS/ACHIEVE: Teachers establish clear expectations with logical and fair responses to misbehavior Teachers spend less time disciplining and more time teaching Teachers learn tools to motivate students to do their best
Examples