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CHAMPS Behavior Management

Midfield Elementary School is in its second year of implementing both CHAMPS and Foundations Behavior Management Systems.

The overall goal of the CHAMPS classroom management system is to develop an instructional structure in which students are responsible, motivated, and highly engaged in the specific task at hand.

Foundations takes the CHAMPS approach and applies it to the school's common areas, like the bathroom, the hallways, and the cafeteria.

The basis of both CHAMPS and Foundations is in two questions: "What do students need to know and do in order to behave responsibly? What do students need to know and do in order to be successful?"

CHAMPS relies on the STOIC model: on how instructors STRUCTURE their classrooms, TEACH expectations, OBSERVE whether students are meeting expectations, INTERACT with students, and CORRECT misbehaviors.

1. Structure (organize) classrooms to prevent misbehavior.  Teachers should organize their classrooms to prompt responsible behavior.
2. Teach expectations regarding how to be successful within the structure that is created.  Students should learn how to behave responsible in every school and classroom situation.
3. Observe whether students are meeting expectations.
4. Interact positively with all students.
5. Correct misbehavior fluently, briefly, calmly, consistently, immediately, and (as much as possible) privately.  Instructors should plan responses to misbehavior so the correction is brief, calm, and consistent.

In addition, instructiors should focus on acknowledging positive and responsible behavior.

CHAMPS is an acronym for Conversation, Help,  Activity, Movement,  Participation, and Success.

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 this activity/transition? What is the expected end product?
Movement: Can students move about during this activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work behavior for this activity/transition look/sound like?
Success:    What do students who are successful at the activity look/sound like?