CHAMPs is Proactive…

1. CHAMPs is Proactive… As you wait for us to begin, please list the 5 variables you can manipulate for positive student behavior. S T O I C Adapted from Sprick's CHAMPS TOT by Laura Hamilton

2. STOIC STRUCTURE/ Organize all settings for student success TEACHstudents how to behave responsibly in every setting OBSERVEstudent behavior in all school settings (SUPERVISE!) INTERACTpositively with students – build relationships. CORRECTirresponsible behavior fluently – calmly, consistently, immediately, briefly, respectfully Adapted from Sprick's CHAMPS TOT by Laura Hamilton

3. CHAMPSapproach to classroom management is • Proactive • Positive • Instructional • Focused on preventing problems Based on building collaborative relationships with students Designed to directly teach expectations and to treat misbehaviors as an opportunity to teach replacement behavior Adapted from Sprick's CHAMPS TOT by Laura Hamilton

4. “Why do I have to teach behavior? Adapted from Sprick's CHAMPS TOT by Laura Hamilton

5. By 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 don’t explicitly teach them what you expect, then they have to experiment to learn your expectations. Adapted from Sprick's CHAMPS TOT by Laura Hamilton

6. CHAMPSis designed to help you • Manage student behavior • Increase student motivation • Focus your time and energy on instruction and student success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

7. When you know where you are headed, you can guide students to their own success. Lesson 1: Vision

8. Lesson 1: Vision • Task 1: Understand How To Shape Behavior • Task 2: Understand Motivation • Task 3: Maintain High Expectations • Task 4: Understand Personal Relationships • Task 5: Develop Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

9. Behavior Management Principals To 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. This knowledge will allow you to help your students become progressively more responsible. Adapted from Sprick's CHAMPS TOT by Laura Hamilton

10. 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 Hamilton

11. Task 1: Understand How To Shape Behavior #2 Pleasant consequences result in behavior increasing in the future. #1 Conditions set the stage for: Replacement behavior must be taught. An individual’s behavior ADD THIS PART #3 Unpleasant consequences result in behavior decreasing in future. Adapted from Sprick's CHAMPS TOT by Laura Hamilton

12. Reward 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 Hamilton

13. Behavior Management Principals • Structure 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 Hamilton

14. Lesson 1: Vision • Task 1: Understand How To Shape Behavior • Task 2: Understand Motivation • Task 3: Maintain High Expectations • Task 4: Understand Personal Relationships • Task 5: Develop Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

15. Understanding Motivation • Behavior that is repeated is motivated—behavior 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 Hamilton

16. Understanding Motivation • There is a relationship between a person’s intrinsic motivation to engage in a task and that person’s 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 Hamilton

17. Intrinsic vs. Extrinsic Motivation • In 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 Hamilton

18. Two Factors Affecting Motivation Value • The degree to which one values the rewards that accompany succeeding at that task Expectancy • The degree to which an individual expects to be successful at the task Adapted from Sprick's CHAMPS TOT by Laura Hamilton

19. Theory of Motivation • Expectancy x Value = Motivation • If either value is 0… Adapted from Sprick's CHAMPS TOT by Laura Hamilton

20. Motivation • “The 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 Hamilton

21. Lesson 1: Vision • Task 1: Understand How To Shape Behavior • Task 2: Understand Motivation • Task 3: Maintain High Expectations • Task 4: Understand Personal Relationships • Task 5: Develop Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

22. Task 3: High Expectations • “If you believe a child will fail, you inadvertently create the conditions for that failure.” —Randy Sprick • “You can’t dislike kids on company time.” —ZigEnglemann Adapted from Sprick's CHAMPS TOT by Laura Hamilton

23. Maintaining High Expectations for Academic and Behavioral Performance • YOUR 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 Hamilton

24. Monitor the statements you make to your students. • Are you that stupid that you can’t figure it out? • I am not even going to bother to answer that question. • Stop asking such stupid questions. • Why don’t you just grow up? • You can’t 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 can’t work by yourself. Adapted from Sprick's CHAMPS TOT by Laura Hamilton

25. Monitor 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 expectations • What can you expect from a kid like that? • You can’t expect any better from a student with that kind of home life. • They have ADHD, so what can you do? • I wish he weren’t in my class! Adapted from Sprick's CHAMPS TOT by Laura Hamilton

26. High Expectations • Treat 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 Hamilton

27. To help maintain a positive attitude toward your students, you should: • Take care of yourself. • Maintain a positive, but realistic vision of a student’s successful behavior. • Be reflective about your behavior management plan. • Don’t 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 Hamilton

28. Lesson 1: Vision • Task 1: Understand How To Shape Behavior • Task 2: Understand Motivation • Task 3: Maintain High Expectations • Task 4: Understand Personal Relationships • Task 5: Develop Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

29. You will dramatically increase the probability of having cooperative and motivated students if they perceive that you both like and respect them. Task 4: Understand the Importance of Building Personal Relationships with Students Adapted from Sprick's CHAMPS TOT by Laura Hamilton

30. Task 4: Understand the Importance of Building Personal Relationships with Students 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 teacher • Who communicates clear expectations • Who is fair and consistent • Who cares about their success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

31. They 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 of Building Personal Relationships with Students Making a connection can be as simple as greeting each student by name as they enter your room. “Good Morning, Tamisha” Adapted from Sprick's CHAMPS TOT by Laura Hamilton

32. Positive 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. Task 4: Understand the Importance of Building Personal Relationships with Students Adapted from Sprick's CHAMPS TOT by Laura Hamilton

33. Task 4: Understand the Importance of Building Personal Relationships with Students • 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 Hamilton

34. Lesson 1: Vision • Task 1: Understand How To Shape Behavior • Task 2: Understand Motivation • Task 3: Maintain High Expectations • Task 4: Understand Personal Relationships • Task 5: Develop Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

35. An effective management plan includes: Procedures Rules Expectations Guidelines for Success Adapted from Sprick's CHAMPS TOT by Laura Hamilton

36. Task 5: Guidelines for Success • A set of 3-6 positive ATTITUDES, TRAITS and BEHAVIORSthat 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 family’s income • Their parent’s education • Their ethnicity Adapted from Sprick's CHAMPS TOT by Laura Hamilton

37. Guidelines vs. Rules Guidelines Reflect overall guiding principles for student attitudes, traits and characteristics Rules Tell students specifically what to do Are measurable and observable All specific RULES should connect to these guidelines Adapted from Sprick's CHAMPS TOT by Laura Hamilton

38. Guidelines for Success vs. Rules • Guidelines • Polite • Proud • Prepared • Positive • Rules • Come to class with paper, pen and book • Work quietly • Work to completion and do quality work • Encourage and support other students Adapted from Sprick's CHAMPS TOT by Laura Hamilton

39. Task 5:Teaching Guidelines for Success • Post 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 Hamilton

40. Task 5: Teaching Guidelines for Success • Refer 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 Hamilton

41. The Vision • “When 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 don’t want to be.” Adapted from Sprick's CHAMPS TOT by Laura Hamilton