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CHAMPS A Proactive & Positive Approach to Classroom Management Jessica Sprick, M.S. Randy Sprick, Ph.D. Jacob Edwards, M.A., M.Ed. Cristy Coughlin, Ph.D. TABLE OF CONTENTS About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Preface ................................................................ xv Acknowledgments ...................................................... xvii Introduction .......................................................... 1 The CHAMPS Approach .............................................. 2 How to Use This Book ................................................ 6 Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 SECTION ONE Overview of the CHAMPS Approach ................................ 11 CHAPTER 1 Develop a Clear Vision for Your Class and Your Classroom Management Approach .............................................. 13 Task 1: Understand Foundational Principles and Practices That Guide the CHAMPS Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Learn about the CHAMPS approach and critical concepts that can help you establish a positive and proactive classroom. Task 2: Understand How to Shape Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Develop an understanding of fundamental behavior management principles so that you can make effective decisions and take appropriate actions to help students learn to behave responsibly. Task 3: Prepare Your Classroom Management Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Understand how to use your Classroom Management Plan to summarize important information, policies, and procedures you will use to motivate students and address appropriate and inappropriate behavior. SECTION TWO Preparing: Build Your STOIC Classroom Management Plan .......... 51 CHAPTER 2 Structure for Success—Behavioral Decisions .......................... 53 Task 1: Develop and Display Guidelines for Success . . . . . . . . . . . . . . . . . . . . . . . . . 55 Develop and plan to actively share guidelines that describe the basic attitudes, traits, and behaviors that will help your students be successful in your classroom and throughout their lives. v TABLE OF CONTENTS Task 2: Develop and Display Classroom Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Develop a plan for designing and then posting three to six specific classroom rules that will be used as the basis for establishing overarching expectations about behavior and for implementing corrective consequences for misbehavior. Task 3: Design a Positive Physical Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Arrange the physical space in your classroom so that it promotes positive teacher- student and student-student interactions and reduces the possibility of disruptions. Task 4: Select an Attention Signal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Decide on a signal you can use to get students’ attention in any setting. Teach them to respond by focusing on you and maintaining complete silence. Task 5: Design Effective Beginning and Ending Routines . . . . . . . . . . . . . . . . . . . . 77 Design effective procedures for beginning and ending the school day or class period. Task 6: Design Procedures for Managing Common Transitions . . . . . . . . . . . . . . . . 89 Define clear behavioral expectations for all common transitions that occur within your class. Task 7: Prepare for Common Areas and Special Circumstances . . . . . . . . . . . . . . . 101 Identify expectations for student behavior in all common areas and for circumstances like assemblies and substitutes. Task 8: Establish and Maintain Family Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Build positive relationships with your students’ families by making initial contact with them at the beginning of the year and maintaining regular contact throughout the year. CHAPTER 3 Structure for Success —Instructional Decisions ..................... 115 Task 1: Establish an Efficient Daily Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Arrange or modify your daily schedule to maximize instructional time and responsible behavior and minimize wasted time and irresponsible behavior. Task 2: Clarify Expectations for the Common Instructional Activities That Occur in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Establish effective procedures for the major instructional activities that occur within your classroom, including teacher-directed instruction, partner work periods, cooperative group work, and independent work periods. Task 3: Design Procedures for Managing Teacher-Directed Activities . . . . . . . . . 132 Establish effective procedures for teacher-directed instructional activities. Task 4: Design Procedures for Managing Independent Work Periods . . . . . . . . . . 141 Establish effective procedures for facilitating independent work periods. vi
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