This document provides information on classroom management strategies for teachers. It discusses Whole Brain Teaching and CHAMPs approaches, which both aim to support student behavior and instruction. CHAMPs focuses on setting clear expectations for student conversation, help-seeking, activities, movement, and participation for different classroom contexts. The document also emphasizes the importance of proactive classroom management through planning, teaching rules and routines, scanning the classroom, and positively interacting with students. Reactive discipline is less effective than establishing structures and incentives to encourage appropriate behavior.

1. Managing the Classroom

2. WBT Big 6
• Class, Yes
• Teach, OK
• Switch
• Hands and Eyes
• Scoreboard

3. WBT 5 Rules

4. CHAMPs SLANT
• Sit up
• Lean Forward
• Actively Participate
• Nod your head for understanding
• Track your teacher and materials

5. CHAMPs and Whole Brain Teaching
• Whole Brain Teaching: Christ Biffel
• CHAMPs: Randy Sprick
• Both are instructional and behavior support
programs that work with all types of students.
Remember, as a future teacher you will become
a ‘miracle worker’ in the lives of students.

6. Basic CHAMPs Beliefs
• What ever you attend to the most is what you get
the most of … so, teachers attend more to
positive than negative. (silver bullet of ratio is
greater than 5:1)
• Structure has a HUGE impact on student
behavior. Teachers control the structure.
• Behavior is learned. Teachers can teach students
how to behave in all classroom situations.
• Teachers should overtly and coniously teach
students how to behave responsibly in every
classroom/school situation.

7. The Power of Positive Interaction
• Interacting with every students at least THREE
times more when behaving

8. CHAMPS
• 3 Main strategies
– SLANT
– VOICE LEVELS
– STOIC

9. STOIC
• Educators don’t control students or their
behaviors, but they/we do control the variables
that impact behaviors
• STRUCTURE: plan and organize
• TEACH: rules, expectations, and procedures
• OBSERVE: monitor student behavior
• INTERACT: encourage good behavior
• CORRECT: brief, calm, consistent

10. CHAMPs
• CHAMPs Acronym
Conversation (Can students talk to each other during
this activity/transition?)
Help (How can students ask questions during this
activity/transition? How do they get your attention?
Activity (What is the task/objective of the
activity/transition? What is the expected end product?)
Movement (Can students move about during the
activity/transition? Can they sharpen their pencil?)
Participation (What does appropriate students work
behavior for this activity/transition look/sound like?)

11. CHAMPs Ex: Lining Up
• C – Voice level 0
• H – Raise a quiet hand and wait patiently
• A – Using the ****** procedure to line up in the
room
• M– Stand up, push in your chair and walk in
your own personal space to the line.
• P – Looks like a group of students moving in their
own personal space. Sounds like quiet feet
moving across the floor.

12. CHAMPs Ex: Instructional Time
• C – Voice level 0
• H – Raise your hand to ask questions.
• A – Learning through listening, watching and
doing. Think, think, think.
• M– Stay seated at all times. Refrain from getting
things out of your desk.
• P – Looks like engaged students. Sounds like
students thinking, listening, and learning.

13. CHAMPs Ex: Independent Work Time
• C – Voice level 1 or 2
• H – Raise your hand to ask questions or as you
neighbor. (Ask 3 before me?)
• A – Complete the given assignment to the best of
your ability without off-task conversations.
• M– Stay in your assigned areas
• P – All students should be working on the
assignment and the room should be calm, quiet,
and engaged.

14. CHAMPs Inclusive Template
Classroom
Activity
Conversation Help Activity Movement Participation

15. What is Misbehavior?
• Anything that keeps the teacher from teaching
or the students from learning

17. Misbehavior Analysis
• A: Awareness Type – student is unaware behavior is incorrect.
– Intervention: Clear expectations, metacognition and teach students to
become aware of actions
• B: Ability Type – Student does not know how to exhibit appropriate
behavior
– Intervention: teaching appropriate behaviors and what they look like
• C: Attention Seeking Type – Student behaves in a way to gain
attention from peers/adults.
– Intervention: Ignore behavior and teach/reinforce appropriate
behavior
• D: Escape/Avoidance Type – Student behvaes in order to get
relesased from a situation or person(s)
– Intervention: corrective consequence, will vary base on behavior
function

18. Discipline vs Management
Reactive vs Proactive
Discipline: Reactive
• In-school suspension
• Sending misbehaving
students to the
office/administration
• Contacting parents
• Using a demerit/check
system
• Removing privileges
Management: Proactive
• Emphasizing rules and
reteaching throughout the
year
• Planning for smooth
transitions
• Continuously scanning whole
group - awareness
• Giving clear and concise
instructions
• Pacing activities effectively
and organizing in advance
• Established and reinforced
structures

19. Good Classroom Management Plan
• Neutral Wording
• Incentives
• Consequences (Lower grades is inappropriate for behavior
correction)
• Explicit Rules
• Parent/Guardian Contact
• Good Classroom Design
– Ability to see all students always
– Evident circulation Patterns
• Use of Proximity
• Management problems occur frequently during transitions
from one activity to another.

20. Classroom Rules
• Keep the number of rules to a minimum
• Wording simple and neutral
• They should logically represent your basic
expectations
• Make rules specific
• Make rules describe behavior that is observable
• Post rules publicly
• Tie rules to incentive and consequences (What IF
Chart) …(If I do _____, _____ happens)

21. Corrections
• When you treat student misbehavior as an
instructional opportunity, you give students a
chance to learn from their mistakes.

22. Parents
• Parents and other significant adults provide
positive influences on student behavior.
• Call
• WebSite
• Build a positive relationship with your
students'’ families by making initial contact at
the beginning of the year AND maintaining
throughout the year

23. Verbal and Nonverbal Praise
• Pg 330

24. • Meet and greet strategy
• Routines and Reteaching
• Avoid bias
• Advocate for all