Using CHAMPS Model for classroom management. What are the ingredients of an effective classroom? Teacher discipline traps. Using data for discipline.

1. EDUCATING OUTSIDE THE BOX
SIMPLE STRATEGIES FOR KEEPING
STUDENTS FOCUSED AND ON TASK
LES Summer Institute
August 22-24, 2011
David O. Saenz, PhD, EdM, LLC
Clinical and Consulting Psychologist
(412) 853-2000
dosaenz@psych-consulting.com
www.psych-consulting.com

2. Bats…Baseball
Bases….andGloves

4. • Ingredients of an effective classroom
• Ingredients of an ineffective classroom
• CHAMPs classroom management strategies
• Tools of the Trade- small strategies to keep a class
focused and on task
• View CHAMPs’ in action videos
• Develop 4-5 CHAMPs’ transition and work slides
• Share 2 most effective classroom management
strategies (from each teacher)
Participants will have an understanding of…
Tasks for CHAMPs segment

5. Life’s 10/90 rules
Life Rule: Learning basic solid life
principles (10%) will greatly help in
solving 90% of life’s issues
Carp Rule: 90% of what we complain
about happens 10% of the time
Money Rule: <10% of the people
own 90% of the world’s wealth
LES Rule: 10% of what you learn in
these trainings will apply to 90% of
the issues you’ll see in the school
Health Rule: 90% of your health is based on 10% of your
lifestyle habits (diet, exercise, positive emotionality)

7. Ingredients of an
effective classroom
1) #1 rule- ROUTINE &
PROCEDURES
2) Management of common areas
3) Momentum & pacing
4) Clear set of rules (3-4 max)
5) Follow through (90%) with
consequences/redirections– be

8. Ingredients of effective classroom:
6) Goal oriented instruction
7) Involvement is cornerstone
–“disconnectedness” (i.e., not being loved,
not belonging or connecting to others): one
is always acting to meet a need
List 3 more:
** Success vs. failure identity: learned
helplessness and hopelessness

9. Typical classroom management procedures:
shifting of acceptance line
False line
Typical classroom management procedures to look for…

10. Teacher response/reaction Student behavior
Student talking w/o
permission
Eyes but ignores student
Student continues talking and
passing notes
Eyes but ignores students
Student laughing out loud &
joking with peers
Gives serious look but says
nothing
Student begins to sling mud
and ice at peer
Teacher asks student to get
to work

11. Student ignores teacher and
slings more mud
Teacher asks student to not
bother peers and get to work.
Student stops to look at teacher
3-5 seconds & repeats behavior
Teacher shows anger and yells at
student to stop
Student stops for <5 seconds and
begins talking and laughing
Teacher resumes ignoring
Student throws paper across
room and taunts peer loudly

12. Teacher angrily gives student choice
with expected consequence should he
continue
Student stops for 3-5 minutes
Teacher ignores
Student resumes talking to peers
Student referred to office as promised
Student stops completely until referral
is complete (6 minutes)
Time from start to finish = 18
minutes
Key: Consistency: speed sign, moving
trash can

13. High Problem Classrooms & Teacher Discipline Traps
• Reprimand cycle
• Teacher’s own emotion (power struggle trap,
the world is dark, personalizing issues, fears
students, over-control vs. manage)
• Excessive talking when correcting/redirecting.
Never ask WHY: ask WHAT questions only (K-
6) (Ben’s mowing: Abby’s Goth period)
• Limited follow-through
• Amorphous, fluid, unclear expectations
• Readiness- restaurant vs. classroom

14. Confusing and
conflicting
directions/
directives
Too many choices
or opportunities
that result in
feelings of being
overwhelmed.
Lack of clarity of
expectations.

15. Help ME!
Help ME!
I’m stuck and
I can’t get
out!!
What Gives Bob? I’ve been
collecting the data and
you’ve been in the shower for
three days.
Bob is stuck in the vicious cycle of shampoo bottle
directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

17. By Dr. L. Riffle

21. Power & age
Adult
Adult
Adult

22. Murder and Suicide
Rape, hostages
Gang activity
Drugs, weapons, hate crimes
Fighting, instigating fights
Sexual harassment, strong sexual comments, touching
Stealing, vandalism, destroying others property
Pushing, tripping, aggressive horseplay
Bullying, threats, cursing and intimidation, backtalk and defiance
Put downs, name calling and insults, horseplay, moderate noncompliance
Laughing out loud, talking out, joking around, noncompliance
Start here to reduce
and prevent higher
levels of problems

23. Where CHAMPs fits in the equation…

24. LES Learning outcomes
What 3 new things have you learned so far that
can be applied to your coaching role?
1.
2.
3.

26. = conversation
How are we going to communicate?
= help
How will you get your questions answered?
= activity
What is the activity we are working on?
= movement
Are we allowed to move around the room?
= participation
What behaviors show that you are participating?
= success !!!
CHAMPs

27. 0
5
10
15
20
25
30
1
12-Oct 25-Oct 2-Nov 11-Nov 17-Nov 30-Nov 7-Dec 13-Dec 21-Dec 3-Jan 1-Feb
StartofCHAMPs
Minutesofinstructionaltime
Baseline measures Implementation phase
Grade 6-8 after school program measures following implementation of CHAMPs
(30 minutes of observation per day)

28. 0
5
10
15
20
25
1
Outcome measure following implementation of CHAMPs
(30 minutes of observation: 2nd grade class)
12-Oct 25-Oct 2-Nov 11-Nov 17-Nov 30-Nov 7-Dec 13-Dec 21-Dec 3-Jan
StartofCHAMPs

29. CHAMPs Skeletal Frame
C = Conversation: Can students talk to each other during
this activity/transition? How, why, and to whom may
students talk? At what level can students talk (e.g., 0 =
no talking; 1 = 12 inch voices or voices that only your
team can hear; 2 = the entire class can hear you)?
H = Help: How can students get questions answered
during this activity/transition? How do they get your
attention?
A = Activity: What is the task/objective of this
activity/transition? What is the expected end product?
What will students be learning, or what will they have
learned by the end of this activity?

30. M = Movement: Can students move about during this
activity/transition? E.g., Can students get up to sharpen
their pencil? When and for what reason may students
move around?
P = Participation: What does appropriate student
behavior for this activity/transition look/sound like?
How do students show that they are fully participating?
S= Signal: Use various hand and arm signals to get
student attention, or to mobilize them to move towards
the next activity. Hand signals are used to convey
information while the teacher continues to instruct,
thereby decreasing loss of continuity and subsequent
downtime.
CHAMPs Skeletal Frame

31. CHAMPs Frame with Expectations
• Conversation: Can you talk? Yes (or no), and at the following level:
– 0 = no talking 1 = 12 voice 3 = yes, loud enough so others can
hear
• Help: How do you ask for help: First you will need to talk to your team and
problem solve the issue. If your team can’t resolve the question, then raise
your hand and ask for help. Raise your hand and wait to be called on.
• Activity: This is what I expect you to get out of this activity (list 1-2
learning objectives).
• Movement: Movement will be quiet and orderly, we’ll start with table 1,
then 2 then 3… Keep your hands and feet to yourself.
• Participation: Everyone is expected to participate, and for this, you’ll not
need to raise your hand. All conversation must be focused on the topic. You
can ask questions of each other, but only one person talks at a time.
• Signal: when I give this signal (time-out signal), everything stops, all talking
stops. If someone is breaking a rule, I’ll give the class a reminder about
which one of the rules it is (e.g., Conversation, Movement, etc.).”

32. Level 0 = Silent! No talking.
Raise hand and wait to be called on
Large group – teacher led instruction
Stay in your seat – ask teacher for
permission to go to bathroom only
Looking at teacher and nodding head.
Following along in book with eyes and
fingers.
SUCCESS for EVERYONE!
conversation
help
activity
movement
participation
Sample Elementary School Teacher Led Instruction

33. Develop CHAMPs outlines for 1 transition
Transition and activity:_________________________
Conversation: Can you talk? For this activity there is a level (circle one)
0= silence 1= 12 inch voices 2= class can hear
Help:
Activity:
Movement:
Participation:
Signal:
CHAMPs video slides
3 more transitions

34. "In a few seconds we’ll move to this area to begin our small group discussion. Here
are the expectations:
Conversation: Can you talk? For this activity there is a level (circle 1)
0= silence 1= arms length voices 2= class can hear
Help: How do you ask for help?: First you will need to talk to your team and
problem solve the issue. If your team can’t resolve the question, then raise your
hand and ask for help. Raise your hand and wait to be called on.
Activity: This is what I expect you to get out of this activity (teacher can
mention learning objectives).
Movement: Movement will be quiet and orderly, we’ll start with table 1, then 2
then 3… Keep your hands and feet to yourself.
Participation: Everyone is expected to participate, and for this I'll be looking for
quiet discussion between students, limited laughter and joking, and progress on
the written question from each student. Remember that all conversation must be
focused on the topic.
Signal: When I give this signal (hand up with fingers stretched out), everything
stops, all talking stops. If someone is breaking a rule, I’ll give the class a reminder
about which one of the rules it is (e.g., Conversation, Movement, etc.).”
Mrs. Dudley’s CHAMPs Expectations

35. Simple classroom management strategies
• Deck of cards (K-12)
• Poker chips (K-5)
• Never ask WHY: only WHAT (K-7)
• Red-Yellow-Green-Green and dancing (K-3)
• COMPLIMENT (K-2)
• 12 inch voices (K-12)
• Tune your brain to Mozart (Frank Sinatra or
Andrews Sisters in ISS) (K-12)
• Historical Hangman

36. Simple classroom management strategies
• Mystery Motivator (K-2)
• Fastest artwork in 2 minutes (K-12)
• Check in/Check out system (1- 12)
• Make learning fun (K-12)- shuffle math
geography, spelling; quiz show; name that tune
foreign style (language, country, location);
historical hangman (people, places, events)
• STAR Diagram (1-4)
• For tattlers: Ignore,… walk away,… talk about
it,… tell an adult (K-3)

37. Simple classroom management strategies
• Organize 1st day of school celebration
• Stand and greet (door, bus stop,
classroom, etc.- the Wal-Mart way)
• Welcome banners
• Directional signs (Alzheimers pts.)
• Demonstrate 1-2 routines 1st 3 weeks

38. Simple classroom management strategies
• Room number & your name
• Use public address to welcome
• Family Day (Muffins with mom: Bagels
with dad, etc.)
• Positive expectations- belief that each
child has potential to learn (self fulfilling
prophecy)
• LES staff– list 2 per person

39. Excellent coaching is like kissing
In the pursuit of a relationship, we don’t stop at
the first kiss…………….
Excellent
coaching
requires a
consistent,
sustained
effort over
a lengthy
period.

40. • Scope-- Project size, goals, requirements; project
scope is the definition of what the project is
supposed to accomplish, in a specific time.
• “Scope creep“-- The piling up of small changes that
by themselves are manageable, but in aggregate are
significant enough to overwhelm the KRA
objectives.
• Building the project schedule by listing, in order, all
the tasks that need to be completed. Assign a
duration to each task.
• Task analysis and effective time management
Coaching Project Management (CPM)

41. • Flexibility vs. zero float
• Creating critical paths
Coaching Project Management (CPM)

42. CPM: Steps to a Work Breakdown Structure
• Determine desired project end results then list the steps
needed to get there.
• List the major steps. Once done, there will be a framework
for thinking about and organizing the smaller tasks.
• Define the smaller tasks of each major step. Analyze each
of the major steps in turn. Figure out what tasks have to be
completed to complete that step.
• Continue the process. Continue to analyze each of these
smaller tasks to identify the component tasks of each.
• HINT: Start with the earliest task. Look for tasks can't start
until one is finished. The longest of these tasks is the next
task in the critical path. Figure out what tasks depend on
completion of that second task and the longest of them
becomes the third step in the critical path. Continue this
until you reach the end of the project.

43. CPM: Sample Critical Paths

44. Coach Teacher
Step 1
Step 2
Step 3
Step 4
CPM: Critical Path development

45. LES Learning outcomes
What 3 new things have you learned so far that
can be applied to your coaching role?
1.
2.
3.

46. Data Collection and Presentation 101
Data
Quantitative
Discrete
5 hats, 23
buttons, 10
jumps
Continuous
pi= 3.141626592…
Qualitative
Surveys, Interviews ,
FBA, behavioral
observations

47. • Discrete- if there are only a finite number of values possible or if
there is a space on the number line between each 2 possible
values. Discrete variables can have only a certain number of
different values between two given points.
• Continuous variable- The opposite of a constant. For example,
in a family, there can be 1,2, or 3 children, but you can’t have a
continuous scale of 1.15, 1.5, or .75 children.
• One general way to tell if data is continuous is to ask yourself if
it is possible for the data to take on values that are fractions or
decimals. If your answer is yes, this is usually continuous data.
• 3 minute training video;
http://www.youtube.com/watch?v=macHGBJZmuY&feature=
player_embedded#at=14
Data Collection and Presentation 101

48. Data Collection and Presentation 101
Discrete or continuous:
The number of suitcases lost by an airline.
• The height of corn plants.
• The number of ears of corn produced.
• The number of green M&M's in a bag.
• The time it takes for a car battery to die.
• The production of tomatoes by weight.
• The number of times a student talks out in 30
minutes.
• The length of time it takes for a student to learn 3
new math concepts.

49. • Discrete. The number of suitcases lost is a whole number.
• Continuous. The height of corn plants can take on infinitely
many values (any decimal is possible).
• Discrete. The number of ears of corn is a whole number.
• Discrete. The number of green M&M's is a whole number.
• Continuous. The amount of time can take on infinitely many
values (any decimal is possible).
• Continuous. The weight of the tomatoes can take on infinitely
many values (any decimal is possible).
• Discrete. This is a concrete, specific number that is whole
(e.g., 25, 32, 12).
• Continuous. Seconds and microseconds have endless
possibilities.
Data Collection and Presentation 101

50. Today's Date: Period:
LES: Teacher:
Start Time: S-1 S-2 S-3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
18
19
20
# minutes on task

51. Teacher response/reaction Student behavior
Student talking w/o
permission
Eyes but ignores student
Student continues talking and
passing notes
Eyes but ignores students
Student laughing out loud &
joking with peers
Gives serious look but says
nothing
Student begins to sling mud
and ice at peer
Teacher asks student to get
to work

52. 0
5
10
15
20
1
Ms. Hamilton Instructional time analysis
Number of minutes 75% of students were focused and on task
(20 minute observation per day)
18-Jan 25-Jan 3-Feb 8-Feb 3-May
Minutes of instructional (on task behavior) is defined as >75% of the students are seated, focused and on
task.

53. 0
10
20
30
40
50
60
Average Number of Minutes of Instructional Time

54. Basic graphing in Excel
1) http://www.youtube.com/watch?v=m3eGDiwjlQI
2) Step by step instructions for inputting raw data
and fields
3) Shortcuts and tips for using Excel
4) How to create a graph that tells a story
5) Practice using raw data and variables with a
partner (LES bring their laptops)
6) How to “sell” your information
7) Data rich ≠ information rich. The difference
between being data rich and being information
rich.

56. Why do women live longer than men?

60. What No One Will Ever Tell You…. But I Will
Sooo… why do women
live longer than men?....