CHAMPS 7th-12th

Guest Teacher Training

2:00 P.M.-3:00 P.M

Deanna Kobayashi, PBIS Coordinator | July 29, 2025

The goal of classroom management is to develop a classroom of students who are:

respectful,

responsible,

motivated,

and highly engaged in meaningful tasks

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The CHAMPS Acronym

C - Can students talk to each other during this activity or transition

H - How do students get their questions answered? How do they get your attention?

A - What is the task or objective? What is the expected end product?

M - Can students move about? (E.g., are they allowed to get up and sharpen a pencil?)

P - What does the expected student behavior look and sound like? How do the students show that they are fully participating?

S - If students follow the CHAMPS expectations, they will be successful.

CHAMPS is for Students

CHAMPS

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STOIC represents five variables you can experiment with to try to guide students toward the goal of respectful, responsible, motivated behavior.

S Structure�T Teach Expectations

O observe �I Interact positively

C Correct fluently�

STOIC is for Teachers

STOIC is the backbone for your structure. It’s a methodology for your outcome.

STOIC

What are typical comments that students make when they realize they have a guest teacher for the day?

Structure for Success

Be aware of the classroom structure to prevent misbehavior. Structure is the antecedent for positive or negative behavior

Classroom arrangement

Proximity

Routines/Schedule of activities

Teach expectations with enthusiasm

Implementation of curriculum

Positive Classroom climate/culture

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Classroom Structure

Routine/Procedure Checklist

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• How to enter the classroom.
• Warm-up/Bell
• Sharpen pencils
• “I don’t have a pencil!”
• Hand signals
• Restroom procedures
• Dismissal procedures
• Technology
• Cell phones (follow district policy)
• Passing in papers
• Turning in digital assignments
• Attention getters
• Moving to the carpet area
• Getting lunch bags before lunch
• Housing lunch bags after lunch

• Trade and grade papers
• When guests enter the classroom
• Group/Partner work
• Supply procedures
• Emergency procedures
• Band Aid/nurse/office procedures
• Quiz test procedures

If a teacher doesn’t provide specific instructions for routines or procedures, share with a partner how you will implement one of these procedures as a guest teacher.

Teach Behavior Expectations

Reinforce the expectations regarding how to be successful within the structure that the teacher has created. Teach is the antecedent for positive or negative behavior.

Model

Revisit your or the classroom teachers expectations

Praise the behavior you want to see

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Examples of the how:

Reinforcing Classroom Expectations

• Productive Communication
• voice levels
• asking for help
• listening to others
• Safe movement
• respecting other’s space
• walking at all times
• Responsible
• putting materials away
• keeping a clean space

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Example of classroom expectations

Plan To Teach Your Rules Using Positive and Negative Examples

It is important to teach and reinforce your classroom rules so that students understand the behaviors necessary for the classroom to function in a safe and effective way.

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• Create scenarios of some behaviors that follow the rules and some that violate the rules.

• Role-play positive examples and negative examples of following the rules.

• Use real-life examples to provide a rationale for why rules are necessary.

• For each rule, have students create a list of reasons why it is important in the classroom and in other aspects of their lives.

Examples of Language of Logical Consequences In the Classroom

Sharpen pencil

Get a tissue or throw something away

Use the restroom (don’t forget to sign-out

Question

What Happens When Our Expectations Aren’t Clear?

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• Draw a square
• Put some circles in the square
• Draw a line on each side of the square
• Draw two lines at the bottom of the square
• Put three triangles and a diamond towards the bottom of the square.
• Draw a resting crescent on the square.

What Happens When Our Expectations Aren’t Clear?

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What Happens When Expectations Are Clear?

• We are drawing an insect that flies.

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• Draw a one inch oval that looks like this.

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• Draw one heart on each side of the oval. Draw the hearts horizontally and attach the ends to the oval.

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• Draw two lines at the top of the oval that represent antennas.

What am I?

What Happens When Expectations Are Clear?

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Observe and Supervise

Active Supervision

• Circulate and scan for:
• Behaviors that need corrections
• Opportunities to reinforce and encourage responsible behavior
• Students who have questions

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• Auditory Scanning

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• Circulating
• In unpredictable patterns
• Move within 10 or 15 minutes into teaching
• Give positive feedback to students meeting your expectations
• Answer and questions students may have

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You will use this information from continuous observation process to solve problems before they escalate.

Interact Positively

Strive to provide a high ratio of positive interactions

Plan to interact at least three times more often with each student when they are behaving appropriately than when they are misbehaving (that is, at least a 5:1 ratio)

Some students are starved for attention. Most teachers have seen desperate measures some students will take to get attention.

For the student who is truly starved for attention, the form of attention may not matter. A reprimand for misbehaving may satisfy this student’s desire for attention just as much as the positive feedback for behaving responsibly.

With students who are starved for attention, and you have more interactions when they are behaving inappropriately (corrective interactions), you will see an increase in negative behavior over time.

Understanding Positive Interactions

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Children comply with the rules 80% of the time. However they are complimented for their behavior less than…..

20% of the time

What is a positive interaction?

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When you acknowledge a student is engaged in positive behavior, not because you were positive with your response

Examples:

• How was your basketball game?
• Greeting a student at the door.
• Giving a thumbs up.
• Do you have any questions?

Building Your Emotional Bank Account with Positive Interactions

What Does Psychological Safety Mean to You?

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1. Write your answer on a note card.
2. Find a partner and share what you wrote on your card.
3. Next, exchange cards with your partner.
4. You will now take your partners card and share what they wrote with a new partner.
5. You will repeat this process three times.

Positive Relationships create safe spaces

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Social activities like talking and laughing helps us to bond with others. Those bonds create a feeling that is often called “psychological safety”

Psychological safety is the belief that you won’t be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes.

When Students feel psychologically safe they are more likely to…

Participate in class discussions

Ask questions

Try to do an assignment (even if it’s difficult)

Talk in a tone of voice that’s appropriate for the situation

+1 Entry Task

Correct Fluently

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Understanding Corrective Interactions

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What is a corrective interaction?

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When a student is not following behavioral expectations and you pay attention to the student, you’ve engaged in a corrective interaction.

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Corrections include:

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• Reminders
• Stating the behavior is unacceptable
• Gestures or looks that indicate disapproval of the student’s behavior

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Understand the Difference Between Positive and Corrective Interactions

Your interactions with students are considered positive or corrective based on the student’s behavior at the time you attend to them.

A student is off task

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“Nancy, you need to get back to work or you will not complete your assignment.”

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Is this a positive or corrective interaction?

A student is not working during independent time

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“Hakim, you did a fantastic job on the responses yesterday. I can’t wait to see what you do today.”

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Is this a positive or corrective interaction?

Avoid The Criticism Trap

• The student gets attention when they violate the teacher’s expectations.
• The teacher gets momentary compliance each time he/she reprimands.
• Over time, students behave less responsibly, and the teacher gets more frustrated, negative, and corrective.
• The only real way out of the Criticism Trap is to have more interactions with students when they are behaving responsibly than when they are misbehaving.

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Plan to implement the Correction Calmly

• Avoid the voice battle

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• Use emotional neutral corrective interactions
• Carefully consider what an emotionally neutral correction looks and sounds like. The easiest way to do this it to think about what you look like and what your voice sounds like when you are delivering an academic or content area corrections.

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• Deliver gentle verbal reprimands
• They are short
• They cause only a brief interruption in the classroom
• They are given when you are near misbehaving students
• They are clear
• They are given in a way that creates the illusion of privacy.

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Develop a Menu of Corrective Consequences

Calmly implement corrective consequences when rules are violated.

• Proximity
• Nonverbal Corrections
• Provide a Group Redirect
• Redirect by Asking a Question or Providing an Offer of Help
• Planned Discussion
• Humor
• Referrals
• Planned Ignoring
• Response Cost-Loss of Points

Check to see what the teacher uses for correctives consequences.

A classroom disruption

In your groups, discuss how this situation could have been handled differently.

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