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TABLE OF CONTENTS
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Preface ................................................................ xv
Acknowledgments ...................................................... xvii
Introduction .......................................................... 1
!e CHAMPS Approach .............................................. 2
How to Use !is 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 !at 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 e!ective 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.
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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 e!ective 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
!at Occur in Your Classroom .......................................... 121
Establish e!ective 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 e!ective procedures for teacher-directed instructional activities.
Task 4: Design Procedures for Managing Independent Work Periods .......... 141
Establish e!ective procedures for facilitating independent work periods.
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CHAMPS
Task 5: Design Procedures for Managing Partner and Cooperative
Group Work ......................................................... 146
Establish e!ective procedures for facilitating partner and cooperative group activities.
Task 6: Design Procedures for Managing Student Assignments ............... 154
Determine how you will assign, monitor, and collect student work.
Task 7: Design Procedures for Managing Student Technology Use ............ 164
Design efficient and e!ective procedures for when and how students use technology in the
classroom, as well as clear procedures for when technology will not be used.
Task 8: Develop Long-Range Classroom Goals ............................ 172
Identify several major goals—instructional and behavioral—that you wish to
accomplish with all of your students by the end of the year.
Task 9: Understand Considerations for Developing Effective
Grading Practices ..................................................... 174
Learn about grading reforms and reflect on your current grading practices.
Task 10: Develop a Grading System !at Creates a Relationship Between
Student Effort, Growth, and Success ..................................... 182
Design a grading system that aligns evaluation with course objectives.
CHAPTER 4
Teach Students to Meet Expectations ............................... 201
Task 1: Teach Your Guidelines for Success and Classroom Rules .............. 203
Prepare to teach and reinforce your guidelines and rules to students at the beginning
of the year.
Task 2: Prepare Visuals and Lessons to Communicate Your
CHAMPS Expectations ............................................... 209
Develop a preliminary plan and prepare lessons for teaching your CHAMPS expectations
to students.
Task 3: Teach Behavioral and Social-Emotional Skills ....................... 219
Be prepared to teach behavioral and social-emotional skills that are essential for school
and life success.
Task 4: Clarify Behavioral Expectations for Common Areas and
Special Circumstances ................................................. 226
Be prepared to teach your CHAMPS expectations for common areas. Also be prepared
to teach expectations to any new students who enter your class and for any unique
events that may occur.
Task 5: Clarify Behavioral Expectations With Parents and Guardians ......... 233
Communicate with families about what their students will be learning and doing in
your classroom.
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CHAPTER 5
Observe—Use Data to Monitor and Adjust Your
Management Plan ................................................. 237
Task 1: Scan All Sections of the Classroom Continuously and
Circulate Whenever Possible ............................................ 238
While teaching, observe students for behaviors to praise and misbehaviors to correct.
Task 2: Understand Why and How to Use Data for Continuous
Improvement in Your Classroom ........................................ 241
Learn about the importance of using data in your classroom, the types of data you should
collect, and how to feasibly incorporate data collection e!orts into your teaching practice.
Task 3: Use Data Snapshots to Monitor and Adjust Your Management Plan .... 253
Develop a plan to collect and use data as part of an ongoing process of refining your
Classroom Management Plan.
CHAPTER 6
Interact Positively—Build Positive Relationships and Provide
Positive Feedback ................................................... 257
Task 1: Strive to Provide a High Ratio of Positive Interactions ................ 258
Plan to interact at least three times more often with each student when they are behaving
appropriately than when they are misbehaving (that is, at least a 3:1 ratio).
Task 2: Build Positive Relationships With Students With
Noncontingent Attention .............................................. 264
Create a positive relationship with each student by using every opportunity possible to
provide each student with noncontingent attention.
Task 3: Provide Positive Feedback With Contingent Attention ............... 272
Give students a variety of positive feedback on their progress and success in meeting
behavioral and academic goals.
Task 4: Provide Intermittent Celebrations ................................. 281
Periodically reward both individual students and the whole class with a celebration that
acknowledges their progress and success in meeting behavioral and academic goals.
Task 5: Maintain a Positive Ratio of Interactions With Parents and Guardians ... 286
Plan to interact with families more often when students are behaving appropriately
than when they are misbehaving.
Task 6: Maintain Positive Communication With Colleagues ................. 288
Contribute to a positive sta! environment by bringing positive communication skills to
your interactions with colleagues.
viii
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