Sunday, October 30, 2011

Treasured Tip - CHAMPS Classroom Management

This morning our staff is going through a CHAMPS professional development.
We broke into two groups of lower elementary and upper elementary & middle school.

I will be taking notes to share with all of you today and upload anything we are given we are given.
Here is our text for the day

I must admit... I did review the book prior to the training and thought the concept was a good one.
However, it did seem very high maintenance to me and tough to keep up with on a daily basis.
Let's see how I feel about it at the end of the day today after the training.

CHAMPS is a classroom management technique. It is designed to help classroom teachers develop (or fine tune) an effective classroom management plan that is proactive, positive, and instructional.
Unlike programs that have set procedures, the CHAMPS model guides the teacher in how to make effective decisions about managing their students.

CHAMPS stands for:


SLANT - a classroom participation technique.
Teach students to:

Sit up
Lean forward
Activate your thinking / Act interested
Note important information / Node your head
Track the talker (follow the teacher as they move around the room)

STOIC Framework and how it applies to classroom management:
It consists a list of variables that we can manipulate and use to guide students toward the goal of respectful, responsible, motivated behavior.

Structure (organize) you classroom to prevent misbehavior.
* The way a setting is structured has a big impact on the behavior and attitude of people in the setting.
* An example - a setting that accomplishes an amazing feat. (i.e. Disney)
* School based examples: organization of cafeteria, halls, class break, teacher clarity, teacher enthusiasm, schedule of activities, quality of curriculum, classroom climate.
* Students need structure in order to know what is expected of them.

Teach your expectations regarding how to be successful within the structure that you have created.
* Do not assume student know how to behave in certain situations.
* TEACH your expectation for behavior. For example, teach how you want them to handle pencil sharpening, requesting help, talking and taking turns listening, etc. TEACH behavioral procedures and expectations.

Observe whether students are meeting expectations (monitor/supervise!).
* Circulate & Scan the room for behavior
* Watch for praise-worthy behavior and give positive feedback
* In the short run, this means circulate and visually scan.
* In the long run, this means collect and analyze meaningful data on student progress.
* Without monitoring, even responsible adults will push the limits.

Interact positively with students.
* Provide frequent non-contingent attention to build relationships.
* Provide frequent, age appropriate positive feedback to acknowledge student's effort to be successful.

Correct misbehavior fluently

* Brief corrections maintain instructional flow and reduce the degree of disruption the misbehavior causes.

* Calm corrections model responsible ways to deal with conflict, and avoid escalating emotional intensity.
* Consistent corrections allow you to be on "automatic pilot" and demonstrate to students you are fair and equitable.
* Immediate corrections prevent minor misbehavior from becoming major misbehavior.
* Reasonably private corrections model respect and help maintain the student's dignity - while still addressing the problem.

Chapter 1. Vision - develop a clear vision for your class.
When you know where are headed, you can guide students to their own success.
Key Ideas:
1. Understand how to shape behavior
2. Understand motivation
3. Identify long-range classroom goals
4. Develop guidelines for success
5. Maintain positive expectations
6. Implement effective instructional practices
7. Initiate and maintain family contacts

Promoting Responsible Behavior

Misbehavior occurs for a reason.
* The student doesn't know exactly what to expect.
* The student doesn't know how to exhibit the responsible behavior.
* The student is unaware that he or she engaged in misbehavior.

Once you have a reasonable idea why a chronic misbehavior is occurring, you can take actions to reduce and eventually eliminate it.

There are three major categories of teacher-based actions for you to consider:
* conditions
* eliminate pleasant consequences
* implement unpleasant consequence

Taking Action to Improve Irresponsible Behavior

1. Modify conditions: (organization, schedule, physical structure, and so on) to encourage more responsible behavior and discourage the irresponsible behavior.
2. Implement procedures designed to encourage responsible behavior.
3. Remove any aversive aspects of exhibiting responsible behavior.
4. Remove any positive aspects of exhibiting irresponsible behavior.
5. Implement effective corrective consequences designed to reduce irresponsible behavior.

Chapter 2. Organization - create consistent organizational patterns
When you have well-organized routines and procedures for your classroom , you model and prompt organized behavior from your students.
Key Ideas:

1. Arrange an efficient daily schedule:
Arrange or modify your daily schedule to maximize instructional time and responsible behavior and minimize wasted time and irresponsible behavior.
* Within each activity, avoid having any other type of task run too long
*Schedule independent work and cooperative/peer group tasks so that they immediately follow teacher-directed tasks.

2. Create a positive physical space:
Arrange the physical space in your classroom so that it promotes positive student-teacher interactions and reduces the possibility of disruptions.
* Arrange students desks to optimize the most common types of instructional tasks that you will use.
* Make sure you have physical and visual access to all parts of the room.
* Minimize disruptions caused by high-traffic areas in the class.
* Devote some of your bulletin board or display space to student work.
* If needed, arrange for a timeout space in your classroom that is as unobtrusive as possible

3. Use an attention signal:
Decide on a signal you can use to get students' attention. Teach them to respond to the signal by focusing on you and maintaining complete silence.

4. Design effective beginning & ending routines:
Design efficient and effective procedures for beginning and ending the school day or class period.
Goal 1. students feel welcome and immediately go to their seats and starts on a productive task.
Goal 3. Students are instructionally engaged while you take attendance.
Goal 3. Your procedures for dealing with tardiness are effective
Goal 4. Announcements and other housekeeping tasks do not take up too much time.
Goal 5. Opening activities are efficient and orderly, and ease students into the school day.
Goal 6. Students understand that school attendance and punctuality are important.
Goal 7. Your procedures deal effectively with students who do not have materials or who are not prepared to participate in the class.
Goal 8. Students who have been absent can find out what assignments they missed and get any handouts and returned papers without consuming much of your time and energy.
Goal 9. Your procedures for wrapping up the day, class period, or activity will ensure that students don't leave the classroom before they organize their materials and complete any necessary clean-up tasks, and provide you with enough time to give students both positive and corrective feedback.
Goal 10. Students do not leave the classroom until you dismiss them. The bell is not a dismissal signal.

5. Manage student assignments:
Design efficient and effective procedures for assigning, monitoring, and collecting student work.
* Consider having students check off completed work.

6. Manage independent work periods: 
Design efficient and effective procedures for scheduling and monitoring independent work periods.
* Be sure that any independent work you assign can be done independently by students
* Schedule independent work times in a way that maximizes on-task behavior
* Develop a clear vision of what student behavior should look and sound like during work time.
* Provide guided practice on tasks and assignments  - that is, work with students in a teacher-directed activity for the first 10-50 percent of an assignment.
* Develop a specific system that enables students to ask questions and get help during independent work periods.

Chapter 3. Management Plan - Construct a Classroom Management & Discipline Plan
Prepare a classroom management and discipline plan that summarizes the important information, policies and procedures you will use to motivate students and address student behavior.

Key Ideas:
1. Determine the level of classroom structure
* consider your needs
* consider your student's needs

2. Develop and display classroom rules
* Rules should be stated positively
* Rules should be specific and refer to observable
* Plan to teach your rules using positive and negative examples
* Rules must be applicable throughout the class period.
* Rules should be posted in a prominent, visible location

3. Correct rule violations during the first week of school. 
In the first few days of school , be prepared to respond to rule violations with corrective techniques that clarify your rules and expectations.

4. Establish corrective consequences for rule violations
Once students fully understand your classroom procedures and your classroom rules, calmly implement consequences when rules are violated.
* Plan to implement the corrective consequences consistently.
* Make sure the corrective consequences fit the severity and frequency of the misbehavior.
* Plan to implement the consequences unemotionally.
* Plan to interact with the students briefly, and without arguing, at the time of the misbehavior.

5. Know when (and when not) to use disciplinary referral.
Be sure you know what behavior warrants sending students to the office according to your principal or vice Principal's guidelines and what situations you should handle in your own classroom. Also be sure you know how to write a disciplinary referral.

Chapter 4. Expectations - Generate clear expectations 
When your expectations are clear, students never have to guess how you expect them to behave.

Key Ideas:

C Conversation - Can students talk to each other?
H Help - How do students get the teacher's attention? How do they get their questions answered?
A Activity - What is the task/objective? What is the end product?
M Movement - Can students move about?
P Participation - How do students show they are fully participating? 
S Success - If students follow the CHAMPS expectations, they will be successful.

1. Clarify CHAMPS expectations for instructional activities
Define clear and consistent behavioral expectations for all regularly scheduled instructional activities, such as small group instruction and independent work periods.

2. Clarify CHAMPS expectations for transitions
Define clear and consistent behavioral expectations for the common transitions (within and between activities) that occur during a typical school day.

3. Prepare lessons to communicate your expectations.
Develop a preliminary plan and prepare lessons for teaching your CHAMPS expectations to students.

3 steps to teaching CHAMPS expectations:

Chapter 5. Launch - Launch your management plan in the first month of school
When you teach students how to behave responsibly during the first month of school, you dramatically increase chances of having a productive year.

Key Ideas:
1. Summarize your classroom management and discipline plan
Compile essential information regarding your vision, classroom organization, and discipline procedures into a concise document for use by you, your building administrator, and substitute teachers.

2. Make final preparation for day one
Make final preparations to ensure an orderly, respectful, and comfortable first day for you and your students.

3. Implement your plan for day one
Be prepared to implement strategies that allow you to make  a great impression on your students on the first day of school.

4. Implement your plan on days 2-20 (the first four weeks)
During the first month of school, continue to implement the three day process for communicating expectations, and take the time to verify that students understand what is expected of them.

5. Prepare your students for special circumstances
Be prepared to teach your CHAMPS expectations to and new students who enter your class. Also be prepared to develop and teach all students your expectations for any unique events that may occur.

Chapter 6. Observe - Use data to monitor and adjust your management plan
When you collect data, you are able to make adjustments to your classroom management and discipline plan.
Key Ideas:
1. Circulate when possible, and scan all sections of the classroom continuously.
While teaching, observe students for behaviors to praise and misbehavior to correct.

2. Use data to monitor and adjust your classroom management and discipline plan.
Once or twice a month, use observation tools to collect data that can help you adjust your management plan.

* tools for data collections are included in the book & CD.

Chapter 7. Motivation - Increase student motivation
When you build positive relationships and provide frequent positive feedback, you motivate students to demonstrate their best behavior.

Key Ideas:
1. Build positive relationships with students.
Create a positive relationship with each student by using every opportunity possible to provide each student with non contingent attention.

2. Provide positive feedback.
Give students a variety of positive feedback on their progress and success in meeting behavioral and academic goals.

3. Provide intermittent celebrations.
Periodically reward both individual students and the who class with a celebration that acknowledges their progress and success in meeting behavioral and academic goals.

4. Strive to provide a high ratio of positive interactions.
Plan to interact at least three times more often with each student when he or she is behaving appropriately than when he or she is misbehaving (that is at least a 3:1 ratio) 

Chapter 8. Class Wide Motivation - Consider implementing a classwide motivation system
Classwide systems can increase students' motivation to behave responsibly and strive toward goals.

Key Ideas:
1. Effectively employ a class wide system or systems to increase motivated and responsible student behavior.

Chapter 9. Correcting - correcting severe and chronic misbehavior
When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes.

Key Ideas:
1. Analyze and adjust the implementation of your basic management plan.
Minor changes to your classroom management and discipline plan may be enough to help students improve their behavior.

2. Analyze and adjust the strategies you are using to build a positive relationship with the students.
A positive relationship with a teacher can motivate students to behave appropriately.

3. Analyze the misbehavior and develop a function based intervention.
Analyze the function of the chronic misbehavior and design a comprehensive individualized intervention based on that analysis.

Presentation Notes:


Personal Reflection

Overall I like this idea. I think the concept of clarifying expectations for each activity is a good one.
The program also lays out an entire classroom management procedure. I think this would be a great PD for summer time so teachers can plan ahead not in October where everyone already has their procedures established. I think that I will be incorporating parts of the concept this year and integrate into the system I already have in my classroom, and perhaps next summer I will revisit the program and implement the whole thing.

As I create different things to go along with the program I will add them to this post and share with everyone. The book came with a CD that has all the graphics on it so I am excited to get started and create fun things and posters!!!

Anyone else using CHAMPS in the classroom? What are your thoughts on this concept/program?


  1. I think, for me, this is WAY too much work. I am really into Love & Logic, and I feel this goes in the completely opposite direction. I guess that's why I've been resistant to CHAMPS.

    1. I hear you Karen!!! I haven't had a chance to read love & logic yet, but I agree that CHAMPS see to be a lot of work.

  2. Thanks for summing this up. I wondered what CHAMPS is about.

    @Karen: What aspects of CHAMPS makes you feel like its the opposite of Love and Logic? They seem fairly compatible to me. I like the basic principles of both.

  3. Thanks for the great summary - I have quite a difficult class this year (actually, it's just a handful of students ... but it really colours the whole class), and I'm using EVERYTHING I've got ... I'm going to print this out to read over carefully to see if there's anything I'm missing.

    Runde's Room

    1. Jen, I personally like the clip board management better as it helps individual students to see where they're at.

  4. Karen I haven't read Love & Logic. It will def. be on my next summer reading list.
    Angela, the "real goodies" are the management cards in the appendix & CD. They really illustrate how it all comes together.
    In the next few days/weeks I'll put it together and post it on here.
    Jen, let me know if you want any of the forms from the book or anything else I can help you with from the program.

    ❤ Mor ❤
    A Teacher's Treasure

  5. Hi Mor:

    I'm with Jen: I am trying anything I can get my hands on! I have a wild and wooly bunch this year too.

    Thanks for the summary of CHAMPS. I'm looking forward to further investigation...

    Finding JOY in 6th Grade

  6. This is my second year to use CHAMPS in my 8th grade classroom and I have seen a great difference in the way that things work. I can easily refer to my CHAMPS posters that I have up on my board as needed for corrections.

    1. Thanks! I;ve bee wanting to hear feedback from another middle grades teacher who uses it!

  7. Thanks for the wonderful summary. I posted a link to your page on my blog. I am the staff development teacher at my school and will be introducing CHAMPS as an alternative management option. The Clip Behavior is already a part of our discipline program and I will be sharing your punch card and scratch off idea with teachers.

  8. I'm a CHAMPS believer. I helped pilot the program in my school as a freshman teacher. The next year, it when on-line throughout the school. WHAT A DIFFERENCE! We are a high structure needing school. CHAMPS is a bit of work to set up, but once you do, and the students learn the language, behavior management is easy in ANY situation. CHAMPS provides a rubric for student behavior. It's flexible, and allows each teacher to handle classroom behavior how they want. For example, when we are working in student centers and I'm with a small group, I don't want students interrupting me to ask permission to use the restroom, so the "Open bathroom/water" sign goes up. But during direct instruction, they need to stay in their seats, so the "No Open bathroom/water" sign goes up. A very quick reminder before a lesson and/or transition is all it takes. During center work, I want students working at an appropriate voice level, this is communicated with a voice level 2 (1 being a whisper). Students are always being cued to the expected behaviors proactively instead of reactively. This sets up POSITIVE behavior mangement instead of negative (as any "corrective" behavior is). Each teacher can set up their rubric differently. CHAMPS gives the school a common language, and allows for school-wide expectations that EVERYONE knows (for the hallways, lunchroom, transitions from classroom to classroom, etc.).

    Some teachers were really resistant at first, but most are now enthusiastically on-board, and it's auto-pilot! Teachers new to the school are impressed and usually can't wait for their training to get it up and running.

    BTW: Because the program was being implemented school-wide, the school had the requisite icons/posters printed at the district print-shop. I chose to laminate mine with a piece of magnetic strip on the back. This did take some of my time, but that was 5 years ago, and I still use the same ones. Once I set up the transition and classroom management sheets, it only took tweeking over first few months (or from year to year as I improved it).

    Just my 2-cents. . .

    1. So you use this in the high school level? I have recently only heard of CHAMPS and only people I have talked to are Elem. and Middle. I teach HS and am looking for some things to improve my classroom. Thanks!

  9. I am a first year teacher and I just completed 2 weeks of pretty intensive professional development, which included learning CHAMPs! Thanks for writing this blog because this is in a format that I can use as a resource and quick refresher.

    Also, like Caroline, I am making up 3 CHAMPs posters per specific activity type and plan to rotate them during each lesson. This is in addition to a general description of CHAMPs to help remind students (it's bad enough with all the acronyms in education).

  10. As a parent, I can say that I love CHAMPS. Its use in my daughters classroom has improved behavior at home. I stumbled across your site while looking for a version of CHAMPS for home.


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