Slide 1

Discipline Got You Down?:A Practical Approach to Preventing Misbehavior[based on CHAMPS approach]

Presented by:

Kate Howell

Summer Institute 2013

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I can use proactive strategies toprevent misbehavior

I can correct misbehavior usinga positive approach

NORMS

NORMS

The goal of classroom management is to develop students
who are:
Respectful
Responsible
Motivated
Highly engaged

The CHAMPSApproach says…

What CHAMPS is…

∞A guide to the decisionsteachers can make to build &implement a proactive &positive approach to classroommanagement

∞Continuous improvementprocess

∞Common language among staff

∞Acronym

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What CHAMPS is NOT…

∞A canned program

∞A rigid set of procedures

Make itwork foryou!

Make itwork foryou!

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Today’s Topics

∞Teach Expectations

∞Interact Positively

∞Correct fluently

TEACH EXPECTATIONS

When expectations are clear, students never have toguess how you expect them to behave

What are the expectationsfor…?

∞Instructional activities

∞Transition times

∞Rotation classes

∞Special occasions

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C- Conversation

H- Help

A- Activity

M- Movement

P- Participation

S- SUCCESS! [or signal]

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Conversation

∞Can students talk with eachother?

∞If so, about what?

∞To whom?

∞How many can be involved?

∞How long should conversationlast?

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Help

∞How should students getquestions answered duringthis activity?

∞How should students get theteacher’s attention?

∞If the students have to wait forhelp, what should they dowhile waiting?

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Activity

∞What are the students expectedto be doing?

∞What is the expected endproduct of the activity?

∞What should students do afterfinishing the activity?

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Movement

∞Can students get out of theirseats during this activity?

∞If yes, acceptable reasonsinclude:

oPencil

oRestroom

oDrink

oHand in/pick up materials

∞Do they need permission fromyou?

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Participation

∞What behaviors show thatstudents are participating fullyand responsibly?

∞What behaviors show that astudent is not participating?

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Independently Working

Success!

Clear and consistent expectationslead our students to success!

Another option for “S” is…

Signal

Decide on a signal to use to getstudents’ attention & teach themto respond by focusing on you insilence

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Possible signals

∞Raise your hand in aswooping, half-circle motion

∞Teacher says, “Class”

Students say, “Yes.”

(any type of chant/repeat)

∞Chimes or bell

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What signals do you usein your classroom?

What are some routinesthat would benefit frombeing “CHAMP”ed?

1.Choose a routine toCHAMP

2.Work with a partner tocomplete the CHAMPSworksheet

3.Use the guiding questionsto help you

Let’s CHAMP!

Share out!Share out!

INTERACT POSITIVELY

Provide frequent, non-contingent attention to buildrelationships AND positive feedback to acknowledgestudents’ efforts to be successful.

“ Noncontigent attentioninvolves giving studentstime and attention notbecause of anythingthey’ve done, but justbecause you notice andvalue them as people.”

(Alberto & Troutman, 2006; Carr et. al., 2000)

Build positive relationships

∞Greet students at the door

∞Show an interest in students’ work

∞Invite students to ask forassistance

∞Have conversations with students

∞Make a special effort to greet ortalk to any student you’verecently interacted withregarding a misbehavior

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The 3 “H” Rule

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Hand shake

Hug

High five

Provide feedback

POSITIVE

∞Accurate

∞Specific & descriptive

∞Contingent upon the targetbehavior

∞Age-appropriate

∞Given immediately

∞Make it fit your style! Make itGENUINE!!

Acknowledge progress andsuccess with Celebrations!

∞Make it more than verbal

∞Make it unpredictable

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Plan to interact at least 3 timesmore often with each studentwhen he is behavingappropriately than when he ismisbehaving

Plan to interact at least 3 timesmore often with each studentwhen he is behavingappropriately than when he ismisbehaving

Easy

Middle

Difficult

Employ a class widemotivation system

∞What is my goal for this system?

∞Is it appropriate for myclassroom?

∞How will I maintain, modify,and fade this system?

Ideas for Motivation Systems

∞Table teams

∞Classroom money/tickets

∞Mystery Behavior

∞Spell a word to earn reward

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Something to think about…

If your classroom is sorigid and strict, yourstudents will be morefocused on notgetting into troubleinstead of thelearning.

CORRECT FLUENTLY

Pre-plan how to correct misbehavior so yourresponses are fluent, brief, calm, and immediate

“Kids may prefer negative attention because it’s dramatic, efficient, predictable, and more obvious than positive attention.”

-ASCD pg. 21 Oct. 2012

frequentlyIf your classroom has MORE than2-3 students who misbehavefrequently…

∞Organize your classroom routines& procedures

∞Design & implement yourclassroom management &discipline plan

∞Build positive relationshipswith your students

∞Implement class-widemotivation system

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Effective Correction

∞Unemotional & calm

∞Brief

∞Specific

∞Consistent

∞Fluent

∞Respectful

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PLAN AHEAD

∞How will you respond to minor,moderate, or severemisbehavior?

oHave a catalogue of optionsavailable to choose from

Categorize the misbehavior,then respond appropriatelyusing a strategy from yourcatalogue

oMake it fit the student and thesituation

REFLECT

∞Do classroom variables (physicalsetting, schedule, etc.) affect thestudent’s inappropriatebehavior?

∞Does the student fully understandyour behavioral expectations?

∞What purpose/function does themisbehavior serve for thestudent?

What doesthe studentget out of it?

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Reasons for Misbehavior

∞Lack of awareness

∞Lack of ability or skill

∞Attention-seeking

∞Purposeful/habitual misbehavior

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INTERVENE

Analyze the function of chronicmisbehavior and design anindividualized intervention

Analyze the function of chronicmisbehavior and design anindividualized intervention

3 Questions

1.What are you doing?

2.What are you supposed tobe doing?

3.What are you going to doabout it?

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Other ideas

∞Time owed

∞Restitution

∞Time out (recovery time)

∞Decide when to writediscipline referral

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So, how do you stand ontoday’s topics?

∞Teach Expectations

∞Interact Positively

∞Correct fluently

•New BISD professional developmentsurvey

–Less than 5 questions!

–Open-ended rather than multiple choice

–Reflective…

We do not learn fromexperience…we learn fromreflecting on experience.John Dewey

We do not learn fromexperience…we learn fromreflecting on experience.John Dewey

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