CHAMPS:PBIS in the ClassroomPrepare Lessons to Communicate

Your Expectations

Teaching: ExpectationsIf you expect it----You must teach it!!

CHAMPS

CHAMPS, Ch. 4, Task 3, Pg. 177

DSC, Ch. 5, Task 3, Pg. 179

Bringing CHAMPS To Life

Teach Expectations before the

activity

Monitor

(Circulate and Scan)

ProvideFeedback During and After

Teaching is necessary, but teaching alone is not enoughWe 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

Teach ExpectationsHigh 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

Teach ExpectationsHigh 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

HOW TO TEACH

2. Demonstrate – “Right Way Wrong Way Right Way” Model Role-Play Skits Quizzes

1. Teach – Communicate expectations

(through lesson plans)

HOW TO TEACH3. Practice – In the natural context (location wherespecified 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

HOW TO TEACH4. 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 necessaryAfter vacations/breaksWhen rates of misbehavior increaseWhen major changes to the classroom

system occur (i.e., several new students moving into district/classroom, change in dynamics of classroom)

Teaching Expectations

Examples

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 talking1= 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)

ConversationVoice Levels

Voice Level Charts

Seat Work

Stay in seat

Seat Work

Voice Level0

Another ACHIEVE Example

DSC: pg. 183

The CHAMPS Reproducible

CD in the back of your

book has templates

and graphics for posters!

Click icon to add picture

HOW TO TEACHDisplay – “Looks Like/Sounds Like” T-Charts Flip-Charts Overheads Bulletin Boards

ACHIEVE Example DSC: pg. 123

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

HOW TO TEACHExamples 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

Teaching is necessary, but teaching alone is not enoughWe 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 Pre-correction and reminders to cue the

expected behavior & develop the habit Effective error correction procedures