Creating a classroom environment that is welcoming, structured, and has an overall positive feel is something all educators strive to achieve. One of the most essential components in creating such a classroom environment is to have identified and defined classroom expectations.
Developing truly defined expectations for transitions and classroom activities can be challenging to clarify or maintain consistency, leading to confusion for students, increased misbehavior, and a feeling of disorganization. If classroom and behavior management has been a challenge, then the CHAMPS Classroom Management Approach is an excellent professional development opportunity for you.
What is C.H.A.M.P.S.?
In this professional learning opportunity, participants learn how to implement CHAMPS, a comprehensive and proactive classroom management approach. By specifically using the C.H.A.M.P.S. acronym (Conversation, Help, Activity, Movement, Participation, and Supplies) teachers can more clearly define what their classroom expectations are for common transition times and instructional routines.
By taking a common classroom activity or transition, such as independent seatwork, a teacher can apply the C.H.A.M.P.S. acronym to further define what is expected during that given activity. Here are the prompting questions a teacher would use to define such expectations.
C–Conversation: Can students engage in conversations with each other during independent seatwork? If so, what? With whom? How many students can be involved in a single conversation? How long can the conversation last?
H-Help: How do students get questions answered during independent seatwork time? How do students get your attention? If students have to wait for help, what should they do while they wait?
A-Activity: This is the given activity or transition. In this example, the activity is independent seatwork, but others could include: taking a test/quiz, small group work, teacher lecture, turning in homework, and cleaning up at the end of the day. The activities will be specific to one’s own classroom.
M-Movement: Can students get out of their seats during independent seatwork? If yes, acceptable reasons include pencil sharpening, going to the drinking fountain, using the restroom, and handing in or picking up materials. Do they need permission from you?
P-Participation: What behaviors show that students are participating fully and responsibly during independent seatwork? What is their role during this time?
S-Supplies: What supplies might a student need during independent seatwork?
How can setting classroom expectations improve behavior?
As a teacher goes through these prompting questions, the expectations around a given activity become more clearly defined for both the teacher and the student, reducing any confusion and misunderstanding as to what is expected. Once these expectations are defined, the teacher would then create a visual that outlines these expectations to serve as a reminder for students when heading into independent seatwork. Here is an example:
| Independent Seatwork | |
| Conversation | * Whispering * Answering another student’s questions about the assignment * Only talking to the students who sit next to you * Can last for 30 seconds, then back to your own work |
| Help | * Put out your sign that says, “I need help, but I’m still working.” * Mark the question for when the teacher gets to you * Continue working on the rest of the assignment |
| Activity | * Independent Seatwork |
| Movement | * You may sharpen your pencil * You may get a drink of water * You may use the restroom after signing out |
| Participation | * Looking at paper/ book * Writing or doing what the task requires * Talking only under above circumstances |
| Supplies/ Success | * Pencil * Writer’s notebook * Any other item teacher asks you to get out |
This process of taking common classroom activities and transitions and applying the C.H.A.M.P.S acronym when defining the expectations provides an easy, structured way for success in the classroom.
Why is it important for teachers to attend CHAMPS professional learning?
There are many benefits of attending CHAMPS: PBIS in the Classroom. CHAMPS is a classroom management program that aims to improve student behavior plus strengthen learner engagement through a strategic system of clearly defined expectations. When students know what is expected of them, they feel more confident, engaged, and connected. It also helps teachers to recognize positive behaviors, and correct problem behaviors.
Participants will also learn how to:
- observe and monitor student behavior and data,
- provide frequent positive feedback,
- create classroom routines,
- and build positive relationships with students.
This training is for all teachers and staff working in K-12 schools and is especially great for new or newer staff. Kent ISD will be offering a two full-day training of the CHAMPS Classroom Management Approach on July 27th and 28th as well as a two-hour follow-up Zoom session on September 27th.
For administrators who would like to have a building or district-specific professional development with CHAMPS for the 2022-2023 school year, please fill out this interest survey.
Learn more about CHAMPS and register today!
#MTSS #CHAMPS #ClassroomManagement #Expectations #WeLeadLearning #KentISDpd
This blog post was written by John Mudie, MTSS Coordinator for Kent ISD, and edited by Sara Sefcik, PD Hub Intern and Amanda Walma, Professional Learning Coordinator at Kent ISD.
The Bulletin 