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If you have a smart phone, get it out. If what I am teaching is not engaging and/or not relevant, you have my permission to use it. Surf the web, check your email, etc. I won’t be offended. I’ll work on being more engaging.

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The one “Thing” I know you want to know…

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How long are you going to talk?

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There are two things we want you to get from this session…

Conversation: Limit your comments to those near you. Voice Level up to 2. Put your phones on silent or vibrate. If you must answer, please move your conversation outside of this room. Help: Raise your hand and call out if you have questions or a comment. Activity: Introduction to CHAMPS; GOAL: An after school plan Movement: Take care of your needs. Participation: Engaged in learning and applying the things we talk about nodding your head once in awhile, taking notes is good; better – completing the Management Plan sections as we go through them. Signal: To bring you back to “Big Group.” Success: We’ll review these at the end to see how we did.

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In my CHAMPS, I referenced VOICE Level 1. And I demonstrated it as a quiet whisper. I want to teach you all the voice levels. 0 – no talking, no sound 1 – whisper (no vocal chords when you use Voice Level 1 2 – Quiet Conversation (vocal chords in use; only those right around you can hear you) 3 – Presentational Voice – all in the room can hear 4 – Outside – All in the building can hear – This is for outside. Only exception MIGHT be PE and only with Coaches permission Yelling – Voice Level 4 AND words Screaming – Voice Level 4 WITHOUT words In emergency – Yell (use your words), don’t just scream

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During our CHAMPS, I introduced you to one attention signal that is taught in the CHAMPS book. It has all the components of a good attention signal – portable visual auditory a ripple effect. It also has a time expectation. Several of the elementary campuses has developed attention signals that are related to their mascots. Since I don’t know them all I can’t teach them to you. You may still here the “Give me 5” or other attention signals – all are acceptable, as long as they have been taught to the students, demonstrated, practiced, and there is feedback about whether the students met the expectation or not. Why is a common signal important throughout the building? any adult can use important during safety issues or to control the noise of a large group

C Directive I O T S

noun 1. Tending t o remain unemot ional, especially

showing admirable pat ience and endurance in t he face of adversit y.

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Structuring the environment for success you want to have the students “default” to doing the right thing. schedules, seating arrangements, traffic flow, what you have on the walls and boards, routines for beginning the class and ending the class, procedures for turning in homework or assignments, how you will get their attention Teaching expectations about how to be successful within the structure. I do We do You do. If students know what you expect, they don’t have to “discover” it. Observing – monitoring. Interaction – building relationships. Correcting – consistency is the key (Random reinforcement schedule is the most powerful – you never know when you will “win”); business like, watching your tone and facial expressions. More disappointed than angry. Privately. How can I help you?

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Teaching, observing, interacting . . .

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Correcting

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Let’s imagine…

Conditions Set the Stage for

(Antecedents) An Individual’s Behavior

(The Behavior)

Pleasant Outcomes which

increase likelihood of the behavior in the future

Unpleasant Outcomes which reduce

likelihood of the behavior

in the future

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$100 for anyone who can recite the first 100 digits of Pi – right now – from memory

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Two Factors That Affect Motivation Value The degree to which one values the rewards that accompany succeeding at that task Expectancy The degree to which an individual expects to be successful at the task V X E = M

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What is most valuable to you?

Increase value • Build positive relationships

with students by increasing noncontingent attention.

• Provide positive feedback to students • Providing Intermittent celebrations • Strive to provide a high ratio of

positive interactions

Structure

S

Let’s put it on Paper • Guidelines for Success • Rules

–Remember the guidelines about rules

• Attention Signal –Your campus may have one –You might have an additional

one for your room

Organizing all classroom settings for success. – Physical arrangements – Scheduling issues – Organizational patterns – Routines and procedures – Expectations for students

• Activities – whole group instruction – independent seat work – cooperative groups – taking tests

• Transitions – from one activity to another – from one place to another

T S

Teach

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Emphasize for the first three weeks and/or until 85% get it. Before and after holidays

O T S

Observe

Interact

I O T S

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Strategies to increase noncontingent attention: Greet students. Show an Interest in student’s work. Invite students to ask for assistance. Have a conversation with a student or a group of students. Make a special effort to greet or talk to students you’ve recently interacted with in regards to a misbehavior.

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We often think of feedback as either positive…

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… or negative.

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But really it’s more like a pottery wheel.

Accurate

Specific and descriptive

Contingent

Age-appropriate

Given immediately

Given in a manner

that fits your style

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HOW TO Avoid The Criticism Trap: Have MORE interactions with students when they are BEHAVING RESPONSIBLY than when they are misbehaving. Suggestions – Remind yourself you own 3+ to that student Provide feedback at specific times At the end of the day, note who had a rough day, put a note on your plan book for the next day to pump up the positive Engage in lots of appropriate non-contingent interaction

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What should be the biggest reinforcer in the room? Attention. The leader. The leader’s attention. Conductor

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Atm machine

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The Evidence of its Power! Students tend to WORK MORE DILIGENTLY when they receive higher rates of positive feedback than when they do not.

Correct

C Directive I O T S

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You need to know: It is not the severity that makes a consequence powerful; it is the certainty. Consequences don’t have to be big to be powerful – you just have to be consistent in your application of them. Think about this . . . If you go too big with your consequences, you have nothing else bigger to use if you need it. And if you go too big, your student have nothing to lose by acting like complete fools. Don’t paint yourselves into a corner.

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Questions