Domain 1:

Classroom Management

CHAMPS Classroom Management

Summary: CHAMPS is a positive behavior management training that helps teachers clearly define and teach expectations for Conversation, Help, Activity, Movement, and Participation in class. The focus is on structuring the classroom for success from day one, using proactive strategies to prevent misbehavior so teachers can maximize instruction time.

Resources:

Efficacy of CHAMPS (Journal of Educational Psychology, 2020) – A large randomized trial found that CHAMPS training led to better organized, more positive classrooms and improved student outcomes. CHAMPS teachers reported higher self-efficacy and used more praise and opportunities to respond; their students stayed more on-task and even scored higher on English and math assessments (Evaluation of a Classroom Management Training Program for Middle School Teachers | IES). These results show the program’s evidence-based impact on both behavior and academics.
CHAMPS: A Proactive & Positive Approach (Sprick et al., 2021) – The official CHAMPS framework (3rd edition) outlines how to design a classroom management plan that overtly teaches students how to behave. It emphasizes high expectations, consistent routines, positive feedback, and calm corrections as key elements. The guide, grounded in research, shows educators how to motivate responsible behavior, build relationships, and even address modern challenges like technology use and trauma in a proactive way.
Safe & Civil Schools STOIC Framework – CHAMPS is built on the STOIC model, which trains teachers to Structure their classrooms, Teach expectations, Observe student behavior, Interact positively, and Correct misbehavior calmly. This evidence-informed framework helps create a safe, consistent environment. For example, teachers are encouraged to spend more time acknowledging positive behavior than reacting to negative, which research shows can reduce issues () (). STOIC provides a data-driven, schoolwide approach that complements CHAMPS strategies.

CHAMPS in Action (Video Case – Kerr Elementary) – Coaching Classroom Management with CHAMPS is a recorded webinar showing how one school integrated CHAMPS into its PBIS (Positive Behavior Interventions and Supports) system. Presenters share how they set clear, schoolwide expectations and maintained them through coaching and consistency ( PaTTAN - 29. CHAMPS: An Effective Tool for Coaching Classroom Management within a SWPBIS Framework ). They discuss using CHAMPS data to guide decisions and how consistent reinforcement of small rules (a “broken windows” approach) helped sustain a positive climate. This real-world example illustrates CHAMPS as an ongoing process that involves the whole staff for success.

Effective Classroom Procedures

Summary: This training centers on establishing clear routines and procedures that make the classroom run smoothly. Effective procedures (for entry, transitions, materials, etc.) create a predictable structure so students know exactly what to do, which increases time for learning. The goal is to reduce uncertainty and disruptive downtime by teaching and reinforcing these routines from the start.

Resources:

Teaching Expectations, Routines, and Procedures (Heather P. George, 2021) – This evidence-based guide (Teaching expectations, routines, and classroom procedures: Practices for effective classroom management - THE EDUCATION HUB) explains that explicitly teaching behavioral expectations and routines—just as we teach academics—prevents many disruptions. It outlines a 5-step process (explain, model, practice, prompt, and reinforce) to establish a “common language” for how to behave in class. Research cited shows that when teachers teach and consistently reinforce procedures, students’ on-task time and academic achievement increase.
IRIS Center – Teaching Classroom Procedures – The IRIS Center highlights that classrooms with predictable procedures have lower rates of challenging behavior (Page 5: Procedures). This resource breaks down how to explicitly introduce and practice routines (e.g. how to line up, turn in work, ask for help) step-by-step. It emphasizes ongoing review and gives video examples of a teacher modeling procedures. Backed by research from Simonsen et al. (2020), it reinforces that investing time up front to teach procedures leads to a calmer, more productive classroom.
“The Importance of Routines” (AERO, 2021) – The Australian Education Research Organisation synthesizes research on classroom routines. It notes that well-taught routines provide structure and reduce students’ cognitive load, freeing up brain power for learning (Teaching routines: Their role in classroom management | Australian Education Research Organisation). By breaking recurring tasks into consistent steps, teachers help students expend less mental energy on “what do I do next” and more on academic content. The explainer also connects routines to executive function: predictable schedules and cues help students develop self-management skills and independence (the power of routines).

“How to Establish Classroom Routines” (Edutopia, 2024) – In this article, a coach shares practical tips for setting up routines and cites expert research. It quotes the Marzano Compendium: “To effectively manage a classroom, teachers must establish rules and procedures from the very beginning of the year and revise them as needed.” (Classroom Routines and Procedures for Productive Learning | Edutopia). The piece suggests starting with simple daily procedures (for entering class, independent work, etc.) and practicing them in the first weeks. By doing so, students can eventually run through class routines “on autopilot,” which maximizes instructional time and minimizes interruptions.

Strong Start: Mastering the First Five Minutes

Summary: This training highlights how to make the first 5 minutes of every class period maximally effective. The beginning of class sets the tone for learning – teachers will learn techniques like bell-ringer activities, clear opening routines, and quick hooks to capture attention. A strong start ensures students are engaged from bell to bell and minimizes wasted time during attendance or settling in.

Resources:

Effective Teaching (Harry Wong) – “The First Five Minutes” – This resource (a PDF compilation of teacher testimonies) provides practical routines for the very start of class. Teachers describe posting a bell-ringer task before students enter, so that as soon as the bell rings students are quietly working (The First Five Minutes). One teacher shares how her 6th graders know to copy down homework, place last night’s homework on their desk, and begin a daily warm-up exercise immediately. Another greets students at the door and has instructions on the board, establishing that entering the classroom means getting to work. These examples show how consistent routines in the first five minutes can maximize instructional time and let the teacher handle housekeeping (attendance, materials) with minimal lost learning time.
Fred Jones – “Starting the School Year Part 3: Bell Work” – Classroom management expert Fred Jones argues that bell work eliminates “settling in” time. He notes that typically 5–8 minutes at the start of class are lost to students chatting, shuffling papers, and the teacher taking roll – amounting to nearly 10% of the school year wasted (Starting the School Year Part 3: Bell Work). By contrast, immediately giving students a task as they enter (and making it routine that “there is Bell Work every day”) clearly separates the social atmosphere of the hall from the work atmosphere of class. Jones humorously suggests telling students, “If you want to socialize, stay in the hall. When you’re ready to work, come in.” The data behind this is powerful: cutting out those idle minutes can recoup weeks of instructional time, truly teaching bell to bell.
Edutopia – “Mastering Classroom Transitions” – Article by Karen Velegol (2019). Stresses that successful transitions (the first minutes of class being one of them) are swift and clearly signaled. Citing research, it notes that quick, well-structured transitions “maximize learning time” (Mastering Classroom Transitions | Edutopia). For the class start, this means having a clear starting ritual (e.g. warm-up question, opening song, etc.) so students know learning has begun. It also recommends techniques like projecting a countdown timer or using a consistent signal (like a bell or call-and-response) to mark the beginning of class. The underlying principle is that when students know exactly what to do and what to expect as soon as they walk in, less time is lost and more time is spent on task.

Discipline Plan and Broken Windows Theory

Summary: This session focuses on creating a fair, school-aligned classroom discipline plan and explores the “Broken Windows Theory” as it applies to school settings. A solid discipline plan sets clear rules and consequences, but also emphasizes addressing small misbehaviors before they escalate (“no broken windows”). The idea is that maintaining an orderly, respectful environment by consistently enforcing expectations – even for minor issues – helps prevent bigger discipline problems down the road.

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Presentation Slides
Handouts:

Consistent Enforcement of Rules (“Broken Windows” Philosophy) – Education writer Michael Linsin draws an analogy from criminology: if minor signs of disorder are ignored, larger misbehaviors proliferate. He advises teachers to enforce each classroom rule every time, even for small infractions (Broken Windows Theory And Classroom Management Smart Classroom Management). For example, if the rule is “raise your hand before speaking,” it should apply equally to an excited honor student as to any other student. This consistent approach sends the message that respect and orderliness are valued, which ultimately leads to dramatically fewer disruptions.