Champs Expectations For Classroom Activities And Transitions For Essays


 

Core Classroom Management Resources and Tools 

 

The following wiki workspace was created to provide teachers with best practices content, resources, and tools to implement positive behavioral interventions and supports (PBIS) and response to instruction for behavior (RTI:B) implementation with fidelity.  

 

 The goal of this wiki workspace is to support teachers in creating a positive and supportive classroom environment that promotes success and that can align with school-wide behavior support efforts.

 

Note: This work space is continuing to grow.  If you discover an error or need for improvement, or have constructive suggestions, please email this work space administrator (see below).  The views expressed herein do not necessarily reflect the views of Hillsborough County Public Schools (HCPS) and should not be regarded as such.  This workspace should be utilized in conjunction with HCPS Intervention Central website http://interventioncentral.mysdhc.org/ that primarily serves the needs of schools and students with behavioral challenges.  The HCPS Intervention Central website provides schools the strong foundation and framework that is consistent with Florida's Positive Behavior Support Project and Response to Instruction/Intervention for school improvement that is necessary to improve and maintain behavioral and academic progress at ALL levels.   

 

Click here for short video on School-Wide Implementation of Positive Behavioral Interventions and Supports (PBIS) 

 

Core Prerequisites for Success

 

Problem-Solving Leadership Teams actively promote, as well as frequently recognize and reinforce, a school-wide culture that emphasizes dignity and respect for ALL staff and students in all circumstances. 

 

Problem-Solving Leadership Teams employ a problem solving model that aims to identify problem behaviors and then implement evidence-based interventions that are systematically used with students based on their specific issues and their demonstrated level of need.   

 

Click here for outline of Prerequisites to Success Source:  SDHC Intervention Central.     

 

Core Practices of Highly Effective Classrooms  

 

Charlotte Danielson's Framework for Teaching (2011 Revised Edition) describes specific research-validated components that are critical attributes to the Classroom Environment Domain.  These components include: 

 

       (a) Creating an Environment of Respect and Rapport

       (b) Establishing a Culture of Learning 

       (c) Managing Classroom Procedures

       (d) Managing Student Behavior

       (e) Organizing Physical Space

 

Core Curriculum for Behavior

 

Hillsborough County Public Schools (HCPS) partners with the Florida's Positive Behavior Support Project (FLPBS) RtI for Behavior.  Positive Behavior Support (PBS) is based on understanding why problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a specific setting, classroom, or with an individual student. PBS is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures. For more information on the Florida's Positive Behavior Support Project click on the following link http://flpbs.fmhi.usf.edu/

 

Currently, there are specific sites who are implementing the PBS model on a schoolwide level.  For a list of current HCPS PBS schools please click here.  For more detailed information on how to become a PBS school please contact you school site administrator.   

 

In addition, HCPS provides professional development in the CHAMPS Model and Discipline in the Secondary Classroom that is designed to help the classroom teacher develop an effective classroom management plan that is proactive, positive, and instructional.  The acronym CHAMPS reflects the categories, or types, of expectations that teachers need to clarify for students about every major activity and transition that occurs in the classroom.  CHAMPS is not a canned program, but is a compilation of evidence-based strategies organized into important aspects of effective classroom management.  For more detailed information regarding CHAMPS or Discipline in the Secondary Classroom please contact your school site administrator.  Reproducible Forms allowed by the CHAMPS publisher are available to help teachers teach CHAMPS expectations for classroom activities and transitions.  However, these materials are only available to administrators and educators who purchase the book.  www.pacificnwpublish.com.  Discipline in the Secondary Classroom: A Positive Approach to Behavior Management, Second Edition (Sprick, R., 2008) is available for secondary level teachers to help improve middle school and high schools students academic engagement.  www.josseybasseducation.com

 

Skillstreaming is a research based prosocial skills training program published by Research Press that provides instruction on prosocial skills to youg children, school age, and adolescents.   Also available include trainings or book studies in Conscious Discipline and Love and Logic that serve to enhance school wide implementation of behavioral supports.  

 

Timeline for Launching Your Classroom Management Plan   

 

The best time to have an impact on student behavior is the first day of school.  Students rate teachers "best" who focus on teaching expectations and establishing guidelines for appropriate behavior from the the first day of school (Moskowitz & Hayman, 1976).  As a result, the first month of school is essential to starting the year with an effective classroom management plan that will result in increased appropriate behavior and improved academic performance (Emmer et al., 1980; Evertson & Anderson, 1979; Evertson & Emmer, 1982; Kounin, 1970.)  The following link includes a suggested timeline for launching a classroom management plan. 

Click here for Schedule for Teaching Rules and Procedures.  

 

Getting Started - The Classroom Environment 

 

Both CHAMPS and PBS models begin by directly teaching expectations.  By directly teaching expectations, the classroom teacher increases the likelihood of engaged and motivated students by Creating an Environment of Respect and Rapport (Charlotte Danielson's, 2011 Revised Edition from Framework for Teaching).  Explicitly teaching expectations and the associated rules matched to those expectations will include the following steps:  Post, Teach, Practice, Feedback and Reinforce.  Teach expectations along with specific procedures related to transitions and movement in the classroom.  A well designed routine can enhance student engagement.  Click here for Definition of Rules and Expectations and click here for information on Communicating Expectations.          

  

 

Teaching Behavioral Expectations

 

 

School-wide Positive Support (SWPBS) refers to a systems change process for an entire school or district. The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. Typically, a team of approximately ten representative members of the school will attend a two or three day training provided by skilled trainers. This team will be comprised of administrators, classified, and regular and special education teachers.  This school-based problem solving team will review schoolwide student discipline data, develop a behavioral curriculum, design school-wide interventions, and will monitor students behavioral progress (review behavior data).   

 

One of the initial components of implementing SWPBS involves the development of three to five behavioral expectations that are positively stated and easy to remember for the entire school. In other words, rather than telling students what not to do, the school will focus on the preferred behaviors. Here are some examples from other schools:

 

  • Respect Yourself, Respect Others, and Respect Property
  • Be Safe, Be Responsible, Be Respectful
  • Respect Relationships and Respect Responsibilities 

 

After the SWPBS team determines the 3-5 behavioral expectations that suit the needs of their school, they will take this information back to the staff to ensure at least 80% of the staff buy in to the chosen expectations. Consistency from class to class and adult to adult is very important for successful implementation of SWPBS. 

 

The team will then create a matrix of what behavioral expectations look like, sound like, and feel like in all non-classroom areas.  The matrix will have approximately three positively stated examples for each area.  This would be filled out for each non-classroom area and each behavioral expectation.  The SWPBS team would take the matrix back to the whole staff to ensure 80% buy-in from the entire staff on what expectations are taught in each area.  Click here for an example of a matrix of behavioral expectations at the elementary level.  Click here for an example of a matrix at the secondary level.   

 

 

Teacher Lesson Plans for Behavior 

 

 

Developing and Managing Classroom Procedures and Routines 

 

 

     Resources: 

 

Be AllScripts_for_Teaching_Procedures.doc  Teach students on the Three Star Student Rules "Be Safe, Be Responsible, Be Respectful" includes suggested scripts for Teaching/Reviewing Procedures (teachers may feel free to paraphrase or elaborate, as appropriate).  Includes behavior expectations for the Classroom, Cafeteria, Halls and Restroom, and Play ground. 

 

EffectiveClassProceRoutines.pdf  Effective Classroom Procedures & Routines Fact Sheet.

 

Westwood Terrace Elem School - Pride Points Explained.pdf  Given to students following the school Guidelines for Success.

 

Westwood Terrace ES - Golden Ticket Explained.pdf  Gotcha Ticket for positive behavior given by the substitute teacher.  Substitute teachers can catch student showing examples of school pride (Ready, Respectful, and Responsible).  

 

     Bilingual (English/Spanish) Classroom Procedures:

 

W.H. Burnett ES - Walking in the Halls!-Book Example.pdf 

 

W.H. Burnett ES - Restroom Rules-Book Example.pdf

 

W.H. Burnett ES - Recess Time!-Book Example.pdf

 

W.H. Burnett ES - Let's go to the Computer Lab!-Book Example.pdf

 

W.H. Burnett ES - It's Time for P.E.-Book example.pdf

 

W.H. Burnett ES - It_s Time For Lunch Book-Example.pdf

 

W.H. Burnett ES - Going to the Nurse! Book Example.pdf

   

 

Using Reinforcement and Acknowledgements

 

 

     Resources:

 

Westwood Terrace ES - Staff Appreciation Explained.pdf  The Certificate of Awesomeness is an opportunity for a staff member to reconize other staft member for a job well done.  Also, includes an incentive list for teachers and staff.  

 

Letter_Explaining_Certificates.docThis letter explains to parents PBS and describes how students will be acknowledged for demonstrating school-wide positive behaviors utilizing certificates.

 

PBS_letter_spanish_0805.docThis letter explains to parents in Spanish PBS and describes how student will be acknowledged for demonstrating school-wide positive behaviors utilizing certificates.   

 

W.H. Burnett Elem School - Principal_s 225 CUB Club Celebrity Book -cover page.pdf

 

W.H. Burnett Elem School - PRINCIPAL'S 225 CUB CLUB TICKETS.pdf  

 

W.H. Burnett ES - sit at the teacher's desk-wheel prize example.pdf

 

W.H. Burnett ES - Play a game-wheel prize example.pdf

 

 

Improving Student-Teacher Relationship and Interactions

 

 Positive student-teacher relationships facilitate student learning and school connectedness. 

 

Watch this fun animated video to learn how teacher support relates to student wellness and to learn what students identify as teacher behaviors that convey high levels of support. 

http://www.xtranormal.com/watch/13561445/strengthen-the-core-teacher-support-for-happy-students

Click here for the accompanying 1-page handout of teacher behaviors that convey high levels of support based on data from student focus groups. 

 

  Resources:

 

Hamilton & Shamburger - Tips for Keeping Cool in Difficult Situations.pdf

 

Hamilton & Shamburger - Stress Management Brochure.pdf

 

studentrespecteachother.pdf  Recognition note.  Thanks for showing RESPECT.  I saw one of my classmates showing RESPECT.  This is what I saw.   

 

Structuring the Learning Environment

 

 

Developing Effective Correction Procedures and Strategies (Top Behaviors)

 

     Resources:

 

Westwood Terrace ES - Intervention Matrix.pdfSecondary Level Intervention Matrix for minor and major infractions. 

 

 

Web-based Resources:

 

ABC Behavior Management Resources.pdf

 

Online Resources for Behavioral Interventions.pdf

 

LE Flyer.pdf

 

 

 



CHAMPs Classroom Management: Free Behavioral Expectations Signs



Introduction

When I was first introduced to the CHAMPs classroom management system, my first thought was that it was just another set of “classroom rules.” I soon found how wrong I was.

If you’d like a proven way to enhance your classroom management system without a load of mind-numbing “training,” CHAMPs may be just what you’ve been looking for.

And, it works like a charm for any subject area at any grade level—barring, of course, those little folks who have not yet learned how to read.

The free PDF’s offered on this page comes from a set of 100 classroom-ready signs that spell out your behavioral expectations for each of your specific classroom activities--small group work, study buddies, workshops, teacher-directed instruction, or virtually anything else that you undertake with your kids.

68 of these signs are ready to go, straight out of the box. The additional 32 are customizable. As a result, you may type in your own specific expectations for each of the letters in the CHAMPs acronym.

Use the provided graphics or the framed blanks--either way, your kids will know exactly what you expect of them in each of your classroom activities.



Quick Links for THIS Page

You may use the following quick links to go directly to what interests you on this page. You may also scroll down the page manually if you choose to do so.

How CHAMPs Works
Conversation
Help
Activity
Movement
Participation
Success
Printing and Deployment Suggestions
Involving the Kids
Possible CHAMPs Pitfalls
Free and Full Downloads
Conclusion
Acknowledgements

How CHAMPs Works
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In my mind, I think of the CHAMPs management system as a set of highly-focused, activity-driven, temporary classroom rules. When you switch activities, the expectations change accordingly. Consider, if you will, the following examples.

When you present direct instruction to your kids, you sure don’t want them talking to each other, walking around the room, or leaving to go to the restroom. With the CHAMPs management system, you inform them of your behavioral expectations ahead of time for that particular activity.

Posting selected signs from the 100 CHAMPs Classroom Signs collection on your classroom whiteboard, bulletin board, or wall, your management plan for the particular activity of direct teacher instruction, for example, would look something like this:



When you are supervising small group activities, however, you most certainly want your kids to talk to each other about the task at hand. So too, they may need to move around the classroom to gather supplies or sharpen their pencils.

For the particular activity of small group work in say, a Geography class for example, selected signs from the 100 CHAMPs Classroom Signs collection would look like this:



As you’ve noticed in both of the example displays above, the acronym signs along the left never change (although you DO have a choice of two styles as shown above).

This is because CHAMPs defines five specific components of behavioral expectations for each successful classroom activity: Conversation, Help, Activity, Movement, Participation—all of which contribute to the “S” for Success.

The signs along the right most certainly change with each type of classroom activity because your behavioral expectations are activity-driven.

Now, I invite you to have a look at all of the specific signs included in the 100 CHAMPs Classroom Signs collection.

Conversation
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The 18 available signs for Conversation are presented in the slide show below.

The signs with blue boxes indicate areas of the customizable signs where you may type in any number of your own specific behavioral expectations regarding Conversation.



As you may have noticed, all of the signs for Conversation have the same style frame. This was done purposely to serve as a way of correlating the expectations themselves with the acronym letter they are associated with.

Help
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Here are the 12 signs for Help. The “Stand Up a Book” help sign refers to a silent signal for help that does not involve waving an arm distractingly in the middle of the classroom.

The student simply balances a textbook on its end and continues working while he/she waits for assistance.



7 of the Help signs are customizable. I know that some teachers prefer to use plastic cups—down-turned on desktops when no help is needed and reversed when they require assistance.

Whatever your preferred method is, the customizable blank frame (included for each letter in the CHAMPs acronym) gives you the opportunity to specifically spell out your procedure for students seeking help.

Again, the frame style for the Help signs match, making it easier to correlate the expectations with their associated acronym letter.

Activity

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There are 15 signs for Activity, and 7 of these are customizable (blue boxes are the typing areas).



I neglected to mention earlier that each set of expectations comes with your choice of two types of acronym letter signs—one is a bit fancier and the other is more toner-friendly. Which one you choose is entirely your call.

Movement

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Here are the 13 signs for Movement—2 of these are customizable.



Participation

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Needless to say, there are a number of ways in which students participate in class. With that in mind, there are a full 17 signs for Participation, and 7 of them are customizable.



Success

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I like to begin a classroom activity by pointing to the Success sign at the bottom of the CHAMPs display and saying something like, “Alright, everybody. For you to be successful in today’s (insert the name of the class activity), we need to remember that the voice level is…”

And, then proceed down the signs in the order they appear. As you might imagine, the number of class activities is nearly boundless.

I did my best brainstorming and came up with a list of 18 that I felt were generally representative of common class initiatives:



Knowing the impossibility of covering ALL class initiatives, I included 8 customizable signs for success—7 of these allow you to tailor the name of the initiative with the clip art provided, and 1 blank frame in case the clip art does not fit with the initiative you have in mind.

And, there you have it—100 CHAMPs Classroom Signs!



Printing and Deployment Suggestions
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I would strongly recommend, as I did on the previous page regarding CHAMPs, using 8.5 x 11 card stock paper (65 to 110 pound, thick paper) for printing the signs.

Once they’re printed, consider attaching them to the classroom whiteboard with fasteners that can be removed easily (adhesive on one side and magnetic on the other). These inexpensive fasteners can be purchased at your nearest office supply store.

Or, if you prefer to display them on a bulletin board, I’d recommend adhesive Velcro fasteners—one square in each corner.

Following either procedure above yields a set of displayable signs that will last for at least an ENTIRE school year—perhaps longer. After all, they’re durable, reusable, and you’re the only one who will be handling them.

Because they have such a long life, I would highly recommend printing all of the signs in color. These signs will really pop when they’re printed in color.

You know, as well as I do, how compelling color is to the human eye.

If color is not an option, these signs will still fit the purpose and look presentable wherever you choose to display them.

Involving the Kids
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I have found that involving the kids in the development of the expectations themselves goes a LONG way toward insuring the success of the CHAMPs classroom management system. This makes the 33 customizable signs particularly well-suited for this initiative.

When you toss out questions to the class, such as, “What would be appropriate behavior to expect when we are reading silently?” Or, “What would be inappropriate behavior to expect during silent reading?” You’ll be amazed at how mature and logical their responses are!

Of course, you can always steer their responses by probing, prompting, and reasoning with them—all of the things you do so well with them already.

List their responses, one by one, on your whiteboard, or type them into a word processor connected to a digital projector as you brainstorm.

When they see for themselves that their responses are, in fact, logical, reasonable, appropriate, and mature, they will buy into it. They will adopt their own expectations as the laws of each classroom activity.

Possible CHAMPs Pitfalls
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The potential pitfalls involving the CHAMPs classroom management system are limited, but nevertheless, they need to be mentioned.

1. Starting Time. This system works best if it is implemented on the very FIRST day of school. If you are introducing it later in the year, the overall success of this approach is entirely dependent on how well you handle it with your kids and how much you allow them to buy into it.

One tool that may facilitate the launching of CHAMPs in the middle of the school year is CHAMPs Companion, an 18-20 minute video book that introduces CHAMPs to students.

2. Include Student Input. If you allow the kids to formulate, with your guidance as outlined above, the behavioral expectations for each classroom activity, they will feel ownership in the approach and will be much more likely to abide by their own rules.

If you present your expectations as predetermined requirements, you can still make this work, however. Obviously, how you institute this management system is entirely up to you.

3. Sign Changing. More than one activity within one classroom session would necessitate a modification in behavioral expectations, and as a result, would require a change of at least five of the signs.

You can handle this efficiently in one of two ways: change the signs during the transition from the first to the second activity yourself, or select a dependable student (with clean, careful hands) to handle the change for you.

As you might imagine, pre-selecting the necessary signs for each of the two activities coupled with the matching frames for each of the CHAMPs acronym letters should make this a quick and straight forward task.

4.Establish Consequences. Finally, like any other sort of classroom management plan, this one has to have some teeth behind it. There just simply have to be consequences for non-compliant knuckleheads.

Your school’s or team’s progressive discipline plan may have to be invoked. If you’d like more information about formulating such a plan, I would encourage you to reference this page.

Bottom line: Implementing this plan on the very first day of school by involving the students in the decision-making process in the formulation of expectations is a nearly foolproof way of ensuring success.

Sure, it takes a little longer to launch a cooperative teacher-student initiative such as this, but the time spent doing it will repay you over and over all school year long.

Free and Full Downloads
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There are 10 free CHAMPs Classroom Management Signs availabe for immediate download, and they will ALL work on both Windows and Mac. They are presented below, once again, in the form of a slideshow:



You may download them completely free of charge here.

These signs are available solely for two purposes: they give you an opportunity to evaluate the quality and potential of this approach, and they familiarize you with the simple process of customization.

Basically, if you can use a computer mouse and a keyboard, you will not have a problem with customization.

If you would like these 10 signs PLUS the other 90 presented on this page, you may want to download the 100 CHAMPs Classroom Signs Collection.

This collection includes ALL 100 PDF CHAMPs Classroom signs in full color, exactly as seen on this page.

Or, get a quote on a School License and share the 100 CHAMPs Classroom Signs collection with your entire faculty at a deeply-discounted price!

Both the free and full versions come with a clickable table of contents for locating specific signs quickly and easily.

In addition, a Thumbnail Index of Customizables is included for your convenience. These collections are entirely compatible with both Windows and Mac.

Another important tool you may want to consider is 125 Classroom Signs for Structure and Organization.
Signs included in this collection are…

  • Classroom Entry Signs (19)
  • Workshop Model Signs (12)
  • Weekly Agenda/Common Core Signs (24)
  • Document Center Signs (31)
  • Classroom Traffic Flow Signs (5)
  • Classroom Object Location Signs (36)

Additionally, 68 of these signs will accept your own typing, insuring that what you post on your walls and whiteboards reflects your own unique circumstances.

See complete details here where you may download the Free 12-Sign Sampler, or purchase 125 Classroom Signs for Structure and Organization.

Conclusion
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If you are interested in a strategy that may successfully encourage students to be responsible, responsive, and proactive, the CHAMPs classroom management system is certainly worth trying.

Moreover, if this system works with my kids—and, it DOES, I know it will work with yours.

I tried to be as inclusive in my thinking regarding what to include in this collection as I could be, but I’m entirely positive that I’ve not designed signs for every conceivable option—thus, the presence of the customizables.

However, if you have glaring needs to address, please let me know about them.

Whether you are at the beginning of the school year or not, have a very successful and fruitful one. And, as always, best wishes to you and your kids.

CHAMPs Classroom Management (Acknowledgements)

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I always believe in giving credit where credit is due.

The creator of The CHAMPs Classroom Management System is Dr. Randy Sprick of Safe and Civil Schools. If you would like additional information and/or training, you may contact them here.

Over the course of the last few years, several of our colleagues have requested a collection of CHAMPs classroom management signs. I thank each of you for, at last, putting me to the task.

In particular, I thank Naomi Foote, one of our fellow elementary teachers, who was kind enough to share the seed ideas for this endeavor (along with several clip art images from Santa Maria Elementary School).

Although I was not able to identify the specific person(s) who was/were responsible for the images, I thank them nevertheless.

Finally, the classroom clip art of Phillip Martin at ppst.com, in my humble opinion, is uniquely superb. All of the images that he created in this collection are duly cited at the bottom of each sign upon which they appear.

Again, my sincerest thanks to all of you.



Return to Daily Teaching Tools Home from 100 CHAMPs Classroom Management Signs.



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