Schoolwide Management/Behavior Plan

Correct, Review, reteach, practice

C.H.A.M.P.S. and Classroom Management

S.T.O.I.C Framework

1. Structure the classroom for success:

A. Desk Arrangement (not in groups now due to COVID-19) Must be facing the same

direction.

1. Arranged so the teacher can move to any part of the room relatively efficiently.

2. Students can get access to materials and pencil sharpener without disturbing others.

B. Classroom rules (have no more than 5 rules) “Don’t play a game with students by allowing them to make up classroom rules. Students are supposed to learn about school rules, not determine them.”

1. Same as school-wide rules. All classrooms have the same 3 top rules. “Classroom management you can do by yourself; school discipline must be done as a team.”

a. Follow directions the first time they are given.

b. No talking when the teacher is talking.

c. Keep hands, feet, objects to yourself.

2. Add other rules you pick for your classroom but have the first 3 the same

school-wide.

C. Establish effective procedures and routines

a. Beginning the day routines

b. Ending the day routines

c. Define clearly the expectations for transitions between activities.

D. Daily schedule posted (This provides needed structure)

E. Set classroom academic/behavior goals

2. Teach behavioral expectations for the classroom and school. “No child masters the complex skill of responsibility merely by experiencing the outcomes of personal choices. Instead, these skills must be systematically taught using appropriate teaching techniques. These include direct instruction, practice, correction, and review.”

A. Conduct a “2-Week Training Camp” for the first two weeks of school (at least) “Learning to work efficiently and socialize appropriately are the top priorities for this time period; academics come 2nd.”

1. Establish rules

2. Introduce CHAMPS (Voice levels, how to get help, etc.)

3. Practice procedures and routines (beginning and ending the day, sharpening pencils/getting drinks, asking questions, coming in from recess, etc.) many times during the first 2 weeks of school. You are establishing habits. That’s a BIG ROCK. “Sweat the small stuff.” Form habits.

“Unstructured, uncontrolled time is anxiety producing.”

4. Establish attention signal (school-wide signal: raising hand, compliance

expected in <5 sec.)

5. Reteach and practice with correction and review as needed.

B. “Handoff Authority” procedure for specials (library, comp lab, PE, etc.) with the

teacher explaining the rules/expectations of the classroom that will apply with the

“specials” teacher.

C. “Guest Teachers” (Substitute teachers) expectations: Student grouped to help

Guest Teacher. The classroom teacher is to establish behavior expectations for

times when a guest teacher is present.

D. Provide “sponge” activities (when students complete work early)

3. Observe student behaviors. “Discipline isn’t what you do when children misbehave; it’s what you do so they won’t.”

A. Circulate through the classroom looking for opportunities to give specific,

descriptive feedback. Don’t ignore behaviors that are not consistent with school and

class rules.

1. Visually scan the room (no blind spots)

2. Auditory scanning: Be aware of the noise level getting louder than the baseline.

3. Teach the correct way of behaving. Have student practice correct behavior.

B. Supervise (not monitor) on the playground.

Collect behavior and academic data:

1. 3:1 positive to negative interactions with students.

a. Negative interaction: comment made when that student is not following rules

b. Positive interaction: comment made when a student is following

rules/expectations

2. Problem areas or problem times data. Document times and places of

misbehavior to tweak.

3. Academic data: Evidence of progress in GVCs and interventions. Many

behaviors are linked to academic success.

4. Interact positively with students

A. Focus on “Noncontingent” attention: Attention to students not based on behavior or

academics.

1. Attention given to each student just because that student is a person.

a. Greeting them in the morning

b. Calling on them during the day

c. Showing interest in their thoughts, feelings, and activities… of each student.

2. Teacher is the authority, but still values and is interested in each student. Not as a

friend/peer, but as a person. Establish that you care about each child in your class.

“Start with Heart”

B. Positive Feedback

1. Should be accurate, specific, and descriptive

a. Accurate: If a student is improving academically or behaviorally, tell him

b. Specific: Feedback should be full of information. Tell him/her exactly what he

did well.

c. Descriptive: Avoid “Good job” or “Nice work” rather, describe what the student

did well.

2. Contingent

a. When learning a new skill.

b. When something required extra effort.

c. When a student is proud of their work.

3. 3:1 Positive to Negative interactions.

a. When a student is disobeying and is corrected, the interaction is considered

negative.

C. Negative interactions are associated with poorer academic/social behavior

outcomes.

a. When a student is behaving and a comment is made, the interaction is

positive.

b. Provide intermittent celebrations

1. Class rewards/celebrations for the entire group

2. Individual celebrations

D. Motivational Rewards answers the student question: “Why should I do that?”

1. Examples of class/whole group rewards students may be interested in:

a. Reduction in the number of math problems

b. No homework day

c. Eat lunch outside on picnic tables

d. “Good behavior” game (designed to review an already learned concept)

1. “Team Huddles” game

2. “Stump the Chump” game

3. “Tag Team”

4. “Connect 4”

5. “Stump the Panel”

6. “15/23”

E. Have a brainstorming session with students. List everything, then eliminate based

on cost and loss of instructional time, etc.

1. Examples of individual student rewards: ”Avoid using rewards to get them to

behave. They are to reinforce.”

a. Sit on teacher chair for 15 minutes

b. Sit backward on their student chair during reading or math, etc.

c. First to be excused for recess

d. Line leader

e. Complete an assignment/task sitting in a different area of your classroom.

f. Get to sit on the floor to complete an assignment/task.

5. Correct fluently (Misbehavior is an opportunity to help students learn) “What you ignore, you condone.”

A. Correct the student’s misbehavior with either a signal (best) or by saying, “We don’t (talk that way, run in the halls, push others, etc.) at our school. Please go back and do it again correctly.”

1. Speak calmly and respectfully

a. Reacting angrily gives power to the student and will result in many future

confrontations

b. Reacting calmly treats the student with dignity and respect, resulting in fewer

confrontations.

2. Fluently: Does not disrupt other students or the flow of instructional activities.

3. Correct in a way that does no harm to the relationship you have established with

the student.

B. Teach the correct way of behaving.

1. If many students are acting the same way, this correct way of behaving lesson will

be whole group

2. If only one or 2 students are misbehaving in the same way, teach at a different time,

possibly in another room while admin. takes the class.

3. Have the student(s) practice the correct way.

C. Be consistent.

NOTE: Never threaten a student with practice. If it’s needed, assign it. Practice

compliance in advance, when it isn’t in the “heat of the moment”.

D. Chronic Misbehavior: Identify the functions of the misbehavior (FBA-SPED teachers

can help)

1. Reasons for misbehavior

a. Not able to do the work: Wants to get out of the room so he doesn’t look bad in

front of peers

b. Powerless: Gets a sense of power when making the teacher angry. It makes him

look tough.

c. Attention: Wants attention from peers (or the teacher) by arguing with the

teacher. This is the one behavior that you can ignore at times.

e. Escape: Wants to get out of the room to escape a task, so he misbehaves.

2. Identify the target behavior and collect objective data

a. Select just one behavior to start with (classroom disruptions, disrespectful

comments, arguing, etc.)

b. Collect data on that behavior: frequency, duration, time, location, task expected,

etc.

3. Interventions First and always provide 3:1 positive feedback.

a. Not able: Correct errors in an instructional manner. Front-load or other

accommodations to give students a better chance of success. Modify

expectations.

b. Attention Seeking: Discuss the plan with the student and show him the data

you’ve collected showing disruptions. Establish a signal with the student, so

he knows when he’s being disruptive. Provide positive feedback to

classmates, especially when target student is misbehaving.

c. Escape: Provide overt celebrations when he stays. Provide positive feedback

while he’s working on a difficult task. Provide positive feedback to the whole

group. Discuss plan with the student. Front-load to give the student a better

chance of success.