Sprick Webinar #1

CHAMPS: A Proactive Approach to
Classroom Management
Part 1
Presented by Dr. Randy Sprick
Session begins at 8:30
1
Orientation
Schedule: 3:45 to 5:45
Expectations:
Conversation (and e-communication)
Help
Activity
Movement
Participation
Final Set-up!
Start a list of any behaviors (major and minor)
or attitudes that concern you. Such as:
–  Disruption
–  Disrespect
–  Off-task
–  Apathy
–  Talking –  Helplessness
•  USE “CHAT” to inform and see others’
concerns.
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1
Introduction
Basic Beliefs:
1.  Behavior is changeable!
2.  Many schools depend too much on
punitive consequences.
have inherent and
3.  Punitive consequences
inescapable drawbacks including, but not
limited to:
•  Escape/avoidance
• 
• 
• 
• 
• 
• 
Lying behavior
Sneaky behavior
Fear
May become neutral
May become reinforcing
Can set a negative climate
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“I’ve come to the frightening conclusion that I am the
decisive element in the classroom. It’s my personal
approach that creates the climate. It’s my daily mood
that makes the weather. As a teacher, I possess a
tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether a
crisis will be escalated or deescalated and a child
humanized or dehumanized.
~Haim Ginott
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2
have inherent and
3.  Punitive consequences
inescapable drawbacks including, but not
limited to:
•  Escape/avoidance
• 
• 
• 
• 
• 
• 
Lying behavior
Sneaky behavior
Fear
May become neutral
May become reinforcing
Can set a negative climate
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4.  The goal of classroom management
is to develop a classroom of students
who are responsible, motivated, and
highly engaged in meaningful tasks.
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5. There are five broad variables to implement
to change behavior.
•  Structures for success.
•  Teach expectations (like a great basketball
coach).
•  Observe—circulate and scan.
•  Interact positively with students.
•  Correct misbehavior fluently.
The remainder of this packet has 10 strategies
for classroom management.
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3
Second
EDITION
A Proactive & Positive Approach
to Classroom Management
-
Randy Sprick, Ph.D.
With Contributions by:
Keba Baldwin
Mickey Garrison
Lisa Howard
Amalio Nieves
Paula Rich
Billie Jo Rodriguez
Plus
»
CD OF REPR ODUCIBLE FORMS & VISUALS FOR CLASSR OOM USE!
Poll the Group!
1.  I am new to the CHAMPS/DSC approach.
2.  I have been implementing CHAMPS/DSC in
my classroom.
3.  We implement CHAMPS/DSC schoolwide.
4.  We implement CHAMPS/DSC throughout
the district.
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1. Prepare lessons on your behavioral
expectations for each major activity.
Identify critical content for activities such as
teacher-directed instruction, independent seat
work, and cooperative groups
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4
Be sure to clarify (for each major activity):
Conversation
Help
Activity
Movement
Participation
Success
High school teachers consider
ACHIEVE.
Task: Complete one CHAMPS or Achieve
sheet. Raise your hand when finished.
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Voice Levels
0 = No voice
1 = Whisper
2 = Conversational voice
3 = Presentational voice
4 = Outside
5
Prepare lessons to teach these
expectations!
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Looks Like:
Sounds Like:
Eyes on speaker, overhead, or
your own notes
Only one voice at a time can be
heard
Everyone looks as if they are
listening to the speaker
Presentation voice is used
when you are the speaker
Hands raised before speaking
Questions and comments from
the speaker relate the lesson
Notes being taken on essential
points
No other noise than writing or
Everyone in seat, except speaker
turning a page of your notes if
you are not the current speaker
If someone disagrees, she/he
• All verbal participation
raises hand to become the
sounds respectful—even when
speaker—no non-verbal
you are disagreeing
expressions of disagreement.
6
Reproducible forms--fill in, save on your computer:
See pages 181-185
7
66 Icons--Version 4, Graphic
66 Icons--Version 5, Sentence Strip
66 Icons--Version 6, Road Sign
8
Three-Step Process for Communicating Expectations
Plan to implement all three steps until it goes perfectly
for at least three days!!
© Safe & Civil Schools
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Poll the Group!
The activity I completed a CHAMPS or
ACHIEVE sheet for was
1.  Teacher-directed (whole class) instruction
2.  Cooperative groups
3.  Independent work times
4.  Other
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9
2. Prepare lessons on your
behavioral expectations for each
major transition. Include time
criteria.
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•  Transitions include:
–  Arriving at the classroom
–  Beginning class/routines
–  Getting out necessary materials
–  Changes in location
–  Putting things away
–  Cleaning up
–  Leaving the classroom
–  Schoolwide settings (halls, cafeteria,
playground, bus waiting areas,
assemblies, and so on
Task: Identify one transition that
is especially problematic.
•  Complete a CHAMPS or ACHIEVE
Transition worksheet.
•  Design a lesson to teach that content.
•  Teach that lesson right before the transition
—every day until it goes perfectly.
•  In “CHAT” indicate what type of transition
you plan to work on.
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Look at your list of misbehaviors.
Use that list to extend and refine your
expectations by clarifying the “positive
opposite” of each misbehavior.
For example, accepting a compliment and
accepting a correction.
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3. Develop a plan for providing frequent positive
feedback for following the rules, striving toward the
“Guidelines” and for meeting expectations.
Feedback should be:
--Specific and descriptive
--Contingent
Following any behavior or skill that is new.
Following any behavior or skill that is difficult.
Following any behavior or skill that the individual is
proud of.
--Age appropriate
--More frequent than attention to misbehavior 3:1 ratio
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Tool 2: Monitoring Ratios of
Interactions
•  Identify the 30 minutes of your school day
when you tend to be the naggiest.
•  Audio or video that 30 minutes—just one
day.
•  Use Tool 2 in CHAMPS or DSC to count
and analyze your ratios of interactions.
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11
Poll the Group!
Between now and next Monday afternoon:
1.  I will be able to audio record 30 minutes.
2.  I will be able to video record 30 minutes.
3.  I will be able to have peer observer to
count ratios for 30 minutes.
4.  I will not be able complete this task.
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4. Design rules that communicate your most
important expectations.
(CHAMPS C3T2, DSC C4T2)
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4. Design rules that communicate your most
important expectations.
•  Plan to post this information in a prominent
place.
•  If you wish to work these out with the
students, predetermine if there are any rule
that you need to establish in order to teach
effectively.
•  Rules should be specific, observable, and (for
the most part) stated positively.
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•  Avoid having over five rules.
Sample Rules
! Follow directions
immediately.
! Work during all
work times.
! Keep hands, feet,
and objects to yourself.
! Arrive on time with
all materials (pencil,
notebook, textbook,
paper).
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5. Develop and post “Guidelines for Success.”
•  Design the Guidelines to be hierarchical.
•  Use the Guidelines as the basis for positive feedback, corrections, classwide
discussions, monthly themes, assignments,
celebrations of progress, guest speakers, and so
on.
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Integrity
All members of the Interlake community
will develop sound decision-making
practices based on honesty, sincerity, and
decency.
Humanity
All members of the Interlake community
are treated with dignity and respect
reflecting the fundamental qualities of
kindness and compassion with a focus on
service to society.
Scholarship
Interlake aims to empower all members of
the Interlake community to be active,
responsible, and knowledgeable learners.
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Expect the best from
"
"
"
"
"
"yourself."
Act responsibly and "
"be organized."
Give others respect."
Learn to solve problems."
Engage in safe behavior and realize...."
Success comes after hard work."
"These are the Guidelines for Success."
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Before next week:
•  Complete at least one CHAMPS/ACHIEVE
sheet for a major activity and sloppy
transition.
•  Design a lesson.
•  Teach that lesson for a minimum of three
days.
•  Monitor ratios of interactions during your
naggiest 30 minutes. Strive for minimally 3:1
attention to positive versus negative
behavior.
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•  Think about revising rules and GFS.
View misbehavior as a
puzzle to be solved . . .
View misbehavior as a
puzzle to be solved . . .
not a threat to be removed.
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In the early stages of a
particular problem
try two specific puzzle pieces.
In the early stages of a
particular problem
try two specific puzzle pieces.
Teach expectations—
like a coach.
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Teach expectations—
like a coach.
Increase positive interactions.
With particularly
difficult behavioral
puzzles, . . .
manipulate all 5 STOIC variables
Final questions/concerns?
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