CHAMPS
           A Proactive & Positive Approach  
              to Classroom Management 
                     Jessica Sprick, M.S.
                     Randy Sprick, Ph.D.
                   Jacob Edwards, M.A., M.Ed.
                    Cristy Coughlin, Ph.D.
                    TABLE OF CONTENTS
            About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
            Preface ................................................................   xv
            Acknowledgments ...................................................... xvii
            Introduction .......................................................... 1
               The CHAMPS Approach .............................................. 2
               How to Use This Book  ................................................ 6
               Section Descriptions  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
                                  SECTION ONE
            Overview of the CHAMPS Approach ................................ 11
            CHAPTER 1
            Develop a Clear Vision for Your Class and Your Classroom  
            Management Approach .............................................. 13
               Task 1: Understand Foundational Principles and Practices That Guide 
               the CHAMPS Approach  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
               Learn about the CHAMPS approach and critical concepts that can help you establish a 
               positive and proactive classroom.
               Task 2: Understand How to Shape Behavior  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
               Develop an understanding of fundamental behavior management principles so that 
               you can make effective decisions and take appropriate actions to help students learn to 
               behave responsibly.
               Task 3: Prepare Your Classroom Management Plan  . . . . . . . . . . . . . . . . . . . . . . . . . . 40
               Understand how to use your Classroom Management Plan to summarize important 
               information, policies, and procedures you will use to motivate students and address 
               appropriate and inappropriate behavior.
                                  SECTION TWO
            Preparing: Build Your STOIC Classroom Management Plan .......... 51
            CHAPTER 2
            Structure for Success—Behavioral Decisions .......................... 53
               Task 1: Develop and Display Guidelines for Success   . . . . . . . . . . . . . . . . . . . . . . . . . 55
               Develop and plan to actively share guidelines that describe the basic attitudes, traits, 
               and behaviors that will help your students be successful in your classroom and 
               throughout their lives.
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               Task 2: Develop and Display Classroom Rules   .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  60
               Develop a plan for designing and then posting three to six specific classroom rules that 
               will be used as the basis for establishing overarching expectations about behavior and 
               for implementing corrective consequences for misbehavior.
               Task 3: Design a Positive Physical Space   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
               Arrange the physical space in your classroom so that it promotes positive teacher-
               student and student-student interactions and reduces the possibility of disruptions.
               Task 4: Select an Attention Signal   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
               Decide on a signal you can use to get students’ attention in any setting. Teach them to 
               respond by focusing on you and maintaining complete silence.
               Task 5: Design Effective Beginning and Ending Routines   . . . . . . . . . . . . . . . . . . . . 77
               Design effective procedures for beginning and ending the school day or class period.
               Task 6: Design Procedures for Managing Common Transitions  . . . . . . . . . . . . . . . . 89
               Define clear behavioral expectations for all common transitions that occur within 
               your class.
               Task 7: Prepare for Common Areas and Special Circumstances   . . . . . . . . . . . . . . . 101
               Identify expectations for student behavior in all common areas and for circumstances 
               like assemblies and substitutes.
               Task 8: Establish and Maintain Family Contact  . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
               Build positive relationships with your students’ families by making initial contact with 
               them at the beginning of the year and maintaining regular contact throughout the year.
            CHAPTER 3
            Structure for Success —Instructional Decisions  .....................  115
               Task 1: Establish an Efficient Daily Schedule   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
               Arrange or modify your daily schedule to maximize instructional time and responsible 
               behavior and minimize wasted time and irresponsible behavior.
               Task 2: Clarify Expectations for the Common Instructional Activities  
               That Occur in Your Classroom   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
               Establish effective procedures for the major instructional activities that occur within 
               your classroom, including teacher-directed instruction, partner work periods, 
               cooperative group work, and independent work periods.
               Task 3: Design Procedures for Managing Teacher-Directed Activities   . . . . . . . . . 132
               Establish effective procedures for teacher-directed instructional activities.
               Task 4: Design Procedures for Managing Independent Work Periods  . . . . . . . . . . 141
               Establish effective procedures for facilitating independent work periods.
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