The document outlines effective strategies for teaching behavioral expectations in the classroom using the CHAMPS framework. Key elements include modeling, practicing, and reinforcing expected behaviors while providing frequent opportunities for feedback and error correction. It emphasizes the importance of ongoing instruction and visual aids, as well as adapting teaching methods in response to classroom dynamics.

1. CHAMPS:
PBIS in the
Classroom
Prepare Lessons to
Communicate Your
Expectations

2. Teaching: Expectations
If you expect it----
You must teach it!!
CHAMPS, Ch. 4, Task 3, Pg. 177
DSC, Ch. 5, Task 3, Pg. 179

3. Bringing CHAMPS To Life
Teach
Expectations
before the
activity
Monitor
(Circulate
and Scan)
Provide
Feedback
During and
After

4. Teaching is necessary, but
teaching alone is not enough
We also need to provide:
 frequent opportunities to practice the
behavior
 frequent reinforcement and
acknowledgment for the desired
behavior
 frequent review and practice of the skill
 precorrection and reminders to cue the
expected behavior & develop the habit
 effective error correction procedures

5. Teach Expectations
High Structure Lessons
 Tell students about the upcoming
activity
 Tell students what to expect and
show expectations
 Model behaviors you expect
 Have some students demonstrate
 Model non-examples
 Model correct way once again

6. Teach Expectations
High Structure Lessons (cont.)
 Verify and check for understanding
(model behavior and have students
identify whether you are “doing it the
right way” or “doing it the wrong way”
 Review all positive expectations and
remodel the right way
 Have students get started

7. HOW TO TEACH
Demonstrate –
“Right Way Wrong Way Right Way”
 Model
 Role-Play
 Skits
 Quizzes
Teach –
 Communicate Expectations
(through lesson plans)

8. HOW TO TEACH
Practice –
In the natural context (location where
specified activity or transition will occur)
Build in Practice Time!
Any new skill takes
– Clear instruction,
– Guidance,
– Practice,
– Practice,
– Practice….
Choose a few students to
demonstrate

9. Teaching
Expectations
Examples

10. Voice Levels
One strategy that makes the CHAMPS
process more efficient is to develop voice
levels.
Below is a sample way to define voice levels:
0= No sound/ No talking
1= Whisper (no vocal cords)
2= Quite conversational voice (only
people near you can hear you)
3= Presentational Voice (the whole class
can hear you)
4= Outside Voice (people across the
playing field can hear you)

11. Voice Level Charts

15. Seat Work
Stay in seat
Seat Work
Voice Level
0

16. HOW TO TEACH
Display – “Looks Like/Sounds Like”
 T-Charts
 Flip-Charts
 Overheads
 Bulletin Boards
ACHIEVE Example
DSC: pg. 123

17. ACHIEVE Example
DSC: pg. 183

19. CHAMPS ICONS
The CD in the back of your book
contains icons that can be used in
creating your displays.
See pages 467-478 in CHAMPS and
pages 393-400 in DSC

20. HOW TO TEACH
Re-teach/Review/Remind –
 Teaching once or teaching only during the first
few weeks of school is not enough
 Expectations need to be retaught throughout the
school year and whenever necessary
 After vacations/breaks
 When rates of misbehavior increase
 When major changes to the classroom system
occur (i.e., several new students moving into
district/classroom, change in dynamics of
classroom)

21. HOW TO TEACH
Examples of how to organize
lessons and use visual displays
 Use CHAMPS worksheets
(Example on p. 184)
 Use Mr. Mac (younger students—
Example on p. 180)
 Use icons (p. 179)
 Use T-Charts (p.187)
 Use flip charts (p.182)
 DSC: 182-187