october 19-20 2010 champs a proactive & positive approach to classroom management
TRANSCRIPT
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October 19-20 2010
CHAMPS A Proactive & Positive Approach to Classroom
Management
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Objectives
Provide an Overview of BehaviorKnow the ABC’s for BehaviorExpectancy X Value Equation
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What the Effective Schools Research Shows: Effective Teachers
Establish smooth efficient classroom routinesDirectly teach students how to be successfulInteract with students in positive, caring waysProvide incentives, recognition, and rewards to
promote excellenceSet clear standards for classroom behavior and
apply them fairly and consistently
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Tertiary Prevention:specialized & individualizedstrategies for students with continued failure
Tertiary Prevention:specialized & individualizedstrategies for students with continued failure
Secondary Prevention:supplementary strategiesfor students who do not respond to primary
Primary Prevention:school-wide or class-wide systems for all students and staff
80% of Students80% of Students
15% 15%
5% 5%
PBIS/RtI: 3-PBIS/RtI: 3-Tiered Tiered Prevention Prevention ModelModel
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4 Components of PBIS
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Why does behavior occur?To get or obtain something or Escape or
Avoid something. This is also known as….
Positive reinforcement – To get somethingNegative reinforcement – To avoid
something
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Sally sits next to Simon. Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him. Sally giggles.
What is the motivation for Simon’s bizarre behavior?
A. Avoid task or activityB. Obtain peer attentionC. Avoid Adult
Modified from Scott, Liaupin and Nelson (http://serc.gws.uky.edu/pbis/)
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Mr. Feeble asks Ralph to take out his math book. Ralph responds, “Your mother wears combat boots.” Mr. Feeble then sends Ralph to sit in the hall instead of doing math
What is the motivation for Ralph’s rude comment to Mr. Feeble?
A. Avoid task or activityB. Avoid Peer(s)
C. Obtain adult attention
Modified from Scott, Liaupin and Nelson (http://serc.gws.uky.edu/pbis/)
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4
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Expectancy X Value = MotivationPage 28
Expectancy Rate X Value Rate = Motivation
10 X 10 = 100
10 X 0 = 0
0 X 10 = 0
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ObjectivesParticipants will know what STOIC meansParticipants will know what CHAMPS meansParticipants will understand the
components of the CHAMPS curriculum
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CHAMPS OverviewPage 3 & 4Page XVChapter 1 Page 15Chapter 2 Page 63Chapter 1 Page 61Find the SELF ASSESSMENT for Chapter 2 –
what Page?
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Closed Book ReviewWhat does STOIC stand for?
What does CHAMPS stand for?
Each chapter starts with a list of T_________
Each chapter ends with a S_____ __________
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Next Objectives STRUCTURE Chapters 1-3Know the various components of classroom
management & a classroom management plan.
Know steps and procedures for implementing various components with fidelity
Evaluate and distinguish between effective and ineffective classroom expectations.
Strategies for addressing problem behavior in the classroom vs. when to refer the student to the office.
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Group S#^%% - No BookWhat are the
components of classroom management that add STRUCTURE to your classroom?
Many STAY but 2 must STRAY.
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Compare Yours with Others
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Page 195 – 200
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CHAPTER 2 PAGE 63Task 3
Task 4
Possible Task 6
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Attention SignalTask 3 Pg 76-78Signal can generalize to any location
Visual and auditory cue
Has ripple effect
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Attention SignalTask 3 pg. 76-78
Identify what you will use as a signalDefine expectation for student responding
Stop talkingLook at teacherPut hand in air
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Observing/Coaching AttentionUse coaching model (pre, observation,
post)
Consider the Teachers task (Attention Signal)
Analyze the Teachers task (break it down into logical & sequential steps)
Observe Structure & Provide feedback
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Beginning & Ending RoutinesTask 4 page 78 - 89Review pages
Identify 7 critical times and issues
Identify goal statements for each
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Ending RoutinesPartner 1 & 21 Reads Procedures for end of day (pg 88)2 reads Dismissal (pg 89)Partner 1 sharePartner 2 share
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Group S#^%% Coaching Application:
Table TimeTeacher request help with
her ending routines.What questions would you
ask in the pre conference?
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Dismissal Routine
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Group S#^%% Coaching Application:
Table TimeAfter observing the
ending routine – What suggestions do you have?
How would you share your suggestions?
What would be your next step?
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ExampleTeacher Prepared students for change (ie. In 30 seconds…)
YES
NO Notes
Attention Signal delivered YES
NO Notes
Gave expectation for routine YES
NO Notes
Pre-corrected problem behavior and reviewed expectations (clean, seat, wait quietly)
YES
NO Notes
Teacher provided feedback to class before dismissing
YES
NO Notes
Teacher dismissed class YES
NO Notes
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Develop Ending Routine
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CHAPTER 3 PG 107Task 2
Task 3
Task 4
Task 5
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Teacher structures the development of the classroom rules.Students tend to be…
Too punitiveThey generate too manyThey are not specificTough kids do not like to follow other kids
rules.Teachers tend to be…
More specificMore consistent with all studentsMore realistic expectations for classroom
behaviorBased on general education expectations.
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Classroom RulesCh 3 Task 2 pg 116Rules should be stated positivelyRules should be specific and refer to
observable behaviorsTeach your rules using positive and
negative examplesApplicable throughout the entire class
periodPosted in a prominent, visible location.
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Group S#^%% Evaluate the following set
of RulesWhat changes would you
makeWhat additions?What deletions?Be prepared to share with
whole group.
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Example Set of RulesSit in your seat unless you have permission
to leave it.Do what your teacher asks immediatelyPay attentionBe ready to learnDon’t hit others
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Example Set of RulesFollow Directions the First TimeKeep Eyes on Task or SpeakerBe in Your Seat with Materials When Bell
RingsKeep Hands, Feet and Objects to Self
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Correcting Rule Violations Ch 3Task 3 Page 119 – 126VSTask 4 Page 126-139
Anticipate Problem BehaviorPre-correct Problem Behavior (Pg.120)Develop a PlanFollow the Plan
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PUNITIVE PROCEDURES
POSITIVE APPROACHES
1. Rapidly stops behavior
2. Provides immediate relief to teachers
3. Teaches the student and peers what not to do
4. Decreases positive self concept
5. Decreases positive attitudes towards school and school work
6. Causes withdrawal (non-task, tardy, truancy drop out)
7. Causes aggression (against property and others
8. Teaches students to respond in a punitive manner
1. Slowly stops behavior
2. Provides no immediate relief to teacher
3. Teaches the student and peers how to behave
4. Increases positive self concept
5. Increases positive attitudes towards school and school work
6. Promotes enhanced participation
7. Decreases likelihood of aggression
8. Teaches students to recognize the positive
COMPARISON OF PUNITIVE METHODS AND POSITIVE APPROACHES
Results in suppression of undesirable behaviors, not elimination
Results in alternative, positive behavior to replace maladaptive behavior.
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What If? ChartWHAT IF YOU
DO?WHAT IF YOU DON’T?
SEVERE BEHAVIOR CLAUSE
?
Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992)
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Hierarchy of Negative Consequences
•Emergency or Severe Clause for major rule infractions
•Increase or add another level of consequence
•Increase the consequence slightly
•Mild and inconveniencing Consequence + minor incident report
Precision Request
Proximity Praise
Close the gap
MILD BEHAVIOR
MODERATE BEHAVIOR
SEVERE BEHAVIOR
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Secondary ExampleHOW TO
IMPLEMENTIf you talk – time
starts overIf you walk out
without paying time = time doubles
If you reach 6 min of time owed =Office referralParent conferencelunch detention
WHAT IT LOOKS LIKEProximity PraisePlease – Warning 1Need – Warning 2Skill BuilderChange Seat
assignment + minor incident report/name in consequence book
:30 seconds1:121:282:07
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Group S#^%% GroupsUse Poster PaperDivvy the following:1 Time Out (another class) pg
1322 Response Cost pg 1333 Behavior Improvement pg
1344 Demerits pg 135ANSWER THE FOLLOWING:What does it look like?How to Implement?
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Group S#^%% Continued
Jig Saw SharingAt your table Count off
from 1-6. after 6 start over at 1 until everyone has a number from 1-6
1’s go to poster 12’s go to poster 2 etc… If its your poster, you
share with group. Rotate to next poster at
signal
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Quick Review of STRUCTUREName 1 component of the classroom
management planName 1 behavior that should be addressed
in the classroomName 1 strategy for addressing mild
problem behavior in the classroom.Name 1 strategy for addressing moderate
problem behavior in the classroom
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Next Objectives:TEACH – Chapter 4 pg 147Define CHAMPS expectations for
instructional activities
Define CHAMPS expectations for transitions
Develop lesson plans for teaching expectations.
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Examples of CHAMPS WorksheetsInstructional Activities
Review pages 157 - 164
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Quiz on CHAMPSInstructional Activities
During Individual written tests, how do students get help?
Put your finger on the answer
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Instructional ActivitiesMake a list of your different instructional
activities.
Compare with your neighbor
Compare with page 151
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Instructional ActivitiesPick one activity
Complete a CHAMPS worksheet
Use examples as a model
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Examples of CHAMPS WorksheetsTransitions
Review pages 168 – 177
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Quiz on CHAMPSTransitions
What is the expectation for Activity during “Clean up at end of day”?
Put your finger on the answer
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AdaptationsAdapting CHAMPS for young children pg
180MAC
Adapting CHAMPS for Older Students – pg 181ACHIEVE
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Teach students how to behave responsibly in the classroom
Three-Step Process for Communicating Expectations
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Group S#^%% Jig Saw 3 Step ProcessGroups of 31 takes STEP 1 pg 2092 takes STEP 2 pg 2103 takes STEP 3 pg 211
At signal 1 will shareRotate at next signal
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Teaching ExpectationsUse the following documents from last year
Explicit Instruction Lesson Plan Template pg 23 packet
Basic 5 & Instructional Routines & Data Summary pg 25 & 26 of packet
What is involved in the act of Teaching?Does CHAMPS have an Instructional
Routine built into the program?
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High Structure Lessons pg 185Show Classroom ExpectationsTell Students what you expectProvide rationale for expectationModel examples of expectationHave some students demonstrateModel Non-examplesModel the correct way one more timeMix up examples and non examples and have
students verify they understandReview all positive examples with studentsStudents write/Draw the rule with example
and non exampleMove on to next.
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Tips for Teaching ExpectationsRules to Teach When to Teach % of Class period
All Rules Day 1 100 %
Rule # 1 & Review All 5
Day 2 40 %
Rule # 2 & Review All 5
Day 3 40 %
Rule # 3 & Review All 5
Day 4 40 %
Rule # 4 & Review All 5
Day 5 40 %
Rule # 5 & Review All 5
Day 6 40 %
Review 1 - 2 Day 7 25 %
Review 3 - 5 Day 8 25 %
Review all 5 Day 9 10 %
Review all 5 Day 10 10 %
Random Review Day 11+ 7-10%
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Observing/Coaching TeachHow does the teacher know if students
understand the expectations?
As a Coach – How can you help in this process?
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Group S#^%%
CASE STUDY – Group of 8Review the case study for
Mr. Jepson
Discuss possible recommendations – See page 99
Keep track of additional questions you may have.
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Group S#^%%cont.
CASE STUDYWithin 8 - Split group in half.Group 1 = InstructionalGroup 2 = FacilitativeUse pages 32 & 33 –Review Develop a plan
How will you start the conversationHow specific will you be when
sharing dataHow and when will you gather
additional dataHow will you share your
suggestions?
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Group S#^%%cont.
CASE STUDYWithin 8 - Split group in half.Group 1 = InstructionalGroup 2 = FacilitativeUse pages 32 & 33 –Review Develop a plan
How will you start the conversationHow specific will you be when
sharing dataHow and when will you gather
additional dataHow will you share your
suggestions?
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Quick Review of TEACHC Stands for?H Stands for?A Stands for?M Stands for?P Stands forWhat is one question you could ask a
student to check for their understanding?
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Interact Positively –pg 278What is Non-Contingent Attention? Pg 278
What is Contingent Attention?
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Task 2: Provide Positive Feedbackpg 283 I – ImmediateF – FrequentE – Eye contactE – EnthusiasticD – Descriptive
A – Build anticipationV – Vary your feedback
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When Students Respond Negatively to Positive Feedback pg 298Treat the misbehavior as a momentary
interruption of student successAt a neutral time, talk to student about the
students tendency to misbehave after getting positive feedback
Find a way to give positive feedback more privately
Switch from giving specific descriptive feedback to simply interacting with the student when behaving responsibly.
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Task 3: Provide Intermittent Celebrations
Periodically reward both individual and whole class with a celebration that acknowledges their progress and success in meeting behavioral and academic goals.
Review list on page 297. Add to list
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Task 4: Strive to Provide a High Ratio of Positive Interactions
3:1….. Plan to interact at least 3X more often
with each student when they are behaving appropriately than when he or she is misbehaving.
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Ratio of Interactions Monitoring FormPositive InteractionsIIIII
Activity: Pick your most difficult class period and make tally marks for positive interactions
Use the problem solving model to change your ratio
Negative InteractionsII
Activity: Pick your most difficult class period and make tally marks for negative interactions
Use the problem solving model to change your ratio
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Next StepsAssignment for CHAMPSTonight’s AssignmentDown the road
How to get everyone on the same page?How to speak a common language?What additional steps need to happen or can
happen?Go Green!