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(Bressi, nd)
4) Develop consequences for common rule infractions and be sure to (a) Fit to the nature of the problem; (b) implement calmly and consistently; and -implement as immediately as possible and in the setting in which the infraction occurs. (Bressi, nd)
5) Design routines for the following: (a) Attendance/tardiness procedures; (b)Heading papers; - Assigning work; (d) Homework; (e) Late work; (f) Brining materials to and from class; and (g) Collecting work
6) Prepare lessons on behavioral expectations for each major activity. It is necessary to "identify critical content: 'What do students need to now in order to behave responsibly?" (Bressi, nd) Be sure to make each activity clear in terms of: (a) Conversation; (b) Help; - Activity; (d) Movement; and (f) Participation. (Bressi, nd) Bressi states that in the use of CHAMPS there is a worksheet that teachers may use of preparing lessons for teaching and for reviewing expectations regarding instructional activity. (Bressi, nd) Bressi states that activities that might be included in lesson activities are those as follows:
Lecture
Modeling
T-charts developed by students
Role play
Discussion
CHAMPs Activity: 10 minutes
Plan for Two activities a) Most used; and b) Most problematic (Bressi, nd)
The Champs Classroom Activity Sheet is shown in the following figure
CHAMPs Classroom Activity Worksheet
Activity:
Conversation
Can students engage in conversations with each other during this activity? If yes, about what? With whom: How many students can be involved in a single conversation? How long can the conversation last?
Help
How do students get questions answered? How do students get your attention? If students have to wait for help, what should they do while they wait?
Activity
What is the expected end product of this activity?
Movement
Can students get out of their seats during this activity? If yes, acceptable reasons include:
Pencil
Drink
Restroom
Hand in...
(Bressi, nd) Bressi states that individuals are motivated by "a complex mix of intrinsic and extrinsic factors." (nd) Intrinsic factors are defined as "...consequences that occur during or after the behavior are "related to the essential nature of that behavior" (Bressi, nd) Extrinsic factors are defined as: "...consequences occurring during or after the behavior are not directly related to the essential nature of the behavior" (Bressi, nd) Motivation, according to Bressi: "...has to do with the relationship between one's intrinsic motivation to engage in a task and one's proficiency at the task." (nd) Feedback provided should be of the nature of: (a) specific; (b) descriptive; - contingent; (d) non-embarrassing; and (e) delivered in own personal style." (Bressi, nd)
SUMMARY and CONCLUSION
It is clear that CHAMPS offers a common-sense method for the teacher to cope with behavior in the classroom and as well to 'overtly' teach students responsible behavior in the classroom.
Bibliography
Bressi, Rob (nd) CHAMPs: Proactive and Positive Classroom Management. PBS Coordinator, Springfield Public Schools. Online available at http://www.lblesd.k12.or.us/student/download/Bressi-CHAMPs.pdf
Sprick, Randy; Garrison, Mickey; and Howard, Lisa M. (2007) CHAMPS: A Proactive and Positive Approach to Classroom Management. Pacific-Northwest Publishing. 2007.
Classroom Management: CHAMPS
Bibliography
Bressi, Rob (nd) CHAMPs: Proactive and Positive Classroom Management. PBS Coordinator, Springfield Public Schools. Online available at http://www.lblesd.k12.or.us/student/download/Bressi-CHAMPs.pdf
Sprick, Randy; Garrison, Mickey; and Howard, Lisa M. (2007) CHAMPS: A Proactive and Positive Approach to Classroom Management. Pacific-Northwest Publishing. 2007.
Classroom Management: CHAMPS
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