2. Chapter 4 Outline
Why teach expectations?
CHAMPS acronym
Three step process for communicating expectations
Task 1 – Clarify CHAMPS expectations for instructional activities
Task 2 – Clarify CHAMPS expectations for transitions
Task 3 – Prepare lessons to communicate your expectations
Example of CHAMPS board
Conclusion
3. Why teach
Students need to be familiar with
expectations? the classroom procedures,
routines, and expectations to
become common and know how
to function in the classroom.
Students new and old have to be
introduced to the uniqueness of
the classroom procedures,
routines and expectations that
each teacher requires.
The teacher has to state the
classroom procedures, routines
and expectations clearly and base
them on the environment, since
(home/school) procedures,
routines and expectations may be
different.
4. C Conversation – Can students talk to each other?
H Help – How do students get their questions answered?
How do they get your attention?
A Activity – What is the task or objective? What is the end product?
M Movement – Can students move about?
P Participation – What does the expected behavior look and sound like?
How do students show they are fully participating?
S Success – If students follow the CHAMPS expectations, they will be
successful.
5. 1. Teach your 2. Observe 3. Provide
expectations student feedback
before the behavior by during and
activity or circulating immediately
transition and visually after the
begins. scanning. activity.
Begin the cycle
again for the
next activity.
6. Define clear and consistent behavioral expectations for all regularly
scheduled instructional activities, such as small group instruction
and independent work periods.
Define your behavioral expectations for classroom activities by
making a list of the activities your students engage in on a daily
basis.
Once you identify the activities use the CHAMPS acronym as your
guide to the important issues.
The more detailed and specific you are in your own mind about what
your expectations are from students, the more clearly your students
will understand your expectations.
Use the voice level expectations for different instructional activities.
Red – 0, Yellow – 0-1, Green – 1-2.
7. Define clear and consistent behavioral expectations for the
common transitions (within and between activities) that occur
during a typical school day.
Transitions can be problematic in terms of student behavior.
When your expectations are clearly defined and communicate
for transitions, your transitions will be well managed and
efficient. Some examples: Before the bell rings, after the bell
rings, getting out paper and pencil, moving to and from a small
group location, putting things away, handing things out, leaving
and entering the classroom, clean up after project activities.
Make your expectations based on the structural needs of your
classroom.
8. Develop a preliminary plan and prepare lessons for teaching
your CHAMPS expectations to students.
Your plan for how you would teach your CHAMPS
expectations should be based on the difficulty of the
expectation you have defined, your own teaching style, the
age and grade level of your students, and the level of
structure you plan to establish in your classroom.
Once you have developed the expectations for your classroom
you must use the CHAMPS acronym and also have visuals for
students to clearly follow the classroom procedures, routines
and expectations.
9. C H A M P S
Conversation Help Activity Movement Participation SUCCESS!
Take 5 then raise
Whole class instruction Voice level is at hand to answer a Listen actively
(Teacher time) 0-1 question Listen to learn Stay in seat unless told to move and participate SUCCESS
Stay in seat (Raise your hand to
Independent work (Student Raise hand for Work in a timely ask for restroom, water, pencil,
time) Voice level is at 0 assistance manner materials) Work on your own SUCCESS
Sit with your group (Raise your Actively
Cooperative work (Group Voice level is at hand to ask for restroom, water, participate with
time) 1-2 Ask 3 then ask me Group work pencil, materials) your group SUCCESS
C H A M P S
Conversación Ayuda Actividad Movimiento Participación ÉXITO!
Tome 5 y luego
Instrucción de la clase levantar la mano Quédese en su asiento ha
entera (Tiempo de El nivel de voz es para responder a Escuchar para menos que la maestra ha dicho Escuchar activamente
maestra/o) 0-1 una pregunta aprender que se mueva y participar ÉXITO!
Levantar la mano Quédese en su asiento (Levanta
Trabajo independiente para recibir Trabajar de manera la mano para pedir ir al baño, ir a
(Tiempo de estudiante) El nivel de voz es 0 asistencia oportuna tomar agua, lápices, materiales) Trabaja independiente ÉXITO!
Pregunte a 3 de tus Siéntese con su grupo (Levanta Participar
Trabajo cooperativo El nivel de voz es companeros y luego Trabajo la mano para pedir ir al baño, ir a activamente con el
(tiempo de grupo) 1-2 me preguntas a mí cooperativo tomar agua, lápices, materiales) grupo ÉXITO!
