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Focus on what you can control and don't waste too much time on things beyond your control.

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Focus on what you can control and don't waste too much time on things beyond your control.

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Focus on moving locust of control form external rewards to internal satisfaction.

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Focus on moving locust of control form external rewards to internal satisfaction.

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I separate grades from behavior and explain that grades are not who they are but reflect what they are willing to do.

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I separate grades from behavior and explain that grades are not who they are but reflect what they are willing to do.

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I have a growth chart that they check for the next 3 years.

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I have a growth chart that they check for the next 3 years.

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Since I know them from 6th grade I remind them of what they were like and how much they have grown.

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Since I know them from 6th grade I remind them of what they were like and how much they have grown.

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I tell them I like the people the are becoming and how CHAMPS helps that growth.

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I tell them I like the people the are becoming and how CHAMPS helps that growth.

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We all need to be on the same page. Consistency across the board seems to be an issue.

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I make them aware of what High School be like and how CHAMPS will help them the first day of high school.

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I make them aware of what High School be like and how CHAMPS will help them the first day of high school.

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7th grade ROCKS!!  So glad to be part of a FABULOUS team!!!!

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7th grade ROCKS!!  So glad to be part of a FABULOUS team!!!!

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Connect with teachers that are struggling with classroom management. (mentor system)

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review expectation on transitions; modeling bx expected. Previewing the agenda and learning objectives for the day= no surprises.

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Conversation Spanish class is at an appropriate level to be considerate of others time and needs as well as our own, often times monitored by a set time and me walking around and CFU. Help is great to see that they do help their peers. 

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Conversation Spanish class is at an appropriate level to be considerate of others time and needs as well as our own, often times monitored by a set time and me walking around and CFU. Help is great to see that they do help their peers. 

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reinforcement through out the day . Have posters up.

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Using the voice levels for various parts of classroom procedures daily. (Level 0, when you do "binders and back" level 2, etc.)

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Consistency

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Having some positive incentives for good behavior- hat day

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I will try to let students know when they need to follow champs for whatever area they are not complying with

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Talk about how CHAMPS can support our various activities (how we need to change CHAMPS based on activities)

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I connect all redirection to CHAMPS and Classroom Rules by asking student why they are being redirect. They almost always know because they know CHAMPS/

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I connect all redirection to CHAMPS and Classroom Rules by asking student why they are being redirect. They almost always know because they know CHAMPS/

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Reminded daily and throughout the lesson 

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Reminded daily and throughout the lesson 

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Students use CHAMPs in all classes, so it it is easy to refer to the champs at the students know exactly what is expected.

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Communicated not just posted, and reminded through the lesson of what the expectations are. Also allowing other students to remind their peers of the expectations.

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Communicated not just posted, and reminded through the lesson of what the expectations are. Also allowing other students to remind their peers of the expectations.

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Expectations posted in the classroom and reinforced within instructions.

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Expectations posted in the classroom and reinforced within instructions.

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Students are reminded about expectations and classroom procedures daily. 

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Students are reminded about expectations and classroom procedures daily. 

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The frame work establishes behavior expectations allowing for student academic growth 

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The frame work establishes behavior expectations allowing for student academic growth 

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Frequent requests to follow CHAMPS expectations and praise when those expectations are being met.

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Frequent requests to follow CHAMPS expectations and praise when those expectations are being met.

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Posters are on the wall and students are chosen to be the CHAMPS monitor.

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Posters are on the wall and students are chosen to be the CHAMPS monitor.

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Referral to posted CHAMPS during instructional transitions

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Referral to posted CHAMPS during instructional transitions

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Using the voice level regularly.

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They provide students with a routine that makes them feel safe to engage in the classroom

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They provide students with a routine that makes them feel safe to engage in the classroom

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During each transition, Champs may change and is reviewed in class. There is a CHAMPS board in the classroom that we refer to.

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I would like to know how different teachers reward and/or go over their CHAMPS.

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modeling, visual reminders, praise, consistency

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modeling, visual reminders, praise, consistency

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REMINDING THEM OF CHAMPS

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Greet them as they enter the room.
Have students respond regularly to questions on Google Classroom about themselves and their learning.

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Using CHAMPS DAILY

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Share my interests; do student check ins; greet them at the beginning of class; try not to jump to conclusions.

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Daily reminders of CHAMPS expectations

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staff may benefit from training on culturally-responsive teaching and learning

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staff may benefit from training on culturally-responsive teaching and learning

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Having a connection with the students, talk to them.

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They're posted and if the students call me if I am not doing CHAMPS and they get candy or sticker.

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I pull students aside and give them both positive and negative feedback

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Always try to listen to them and make them feel heard and important.  Being honest but kind. Finding out their interests and if possible bring them up in relationship to the class subject. 

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Always try to listen to them and make them feel heard and important.  Being honest but kind. Finding out their interests and if possible bring them up in relationship to the class subject. 

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reminders and address behaviors when they occur

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reminders and address behaviors when they occur

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Thanking them for for exhibiting positive behavior and stating specifically what the behaviour was.

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Thanking them for for exhibiting positive behavior and stating specifically what the behaviour was.

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Talk with them about their families and  what they enjoy doing outside of school.

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Talk with them about their families and  what they enjoy doing outside of school.

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React to all situations "matter of factly" and not emotionally. Ask students how they would like to be called. Check in things like sports games they mentioned, etc.

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React to all situations "matter of factly" and not emotionally. Ask students how they would like to be called. Check in things like sports games they mentioned, etc.

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I have clear expectations, and I have great relationships with students

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I explain that CHAMPS is how we do things but Classroom Rules are why we do CHAMPS

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I explain that CHAMPS is how we do things but Classroom Rules are why we do CHAMPS

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Talk about what they like, sports, tv, movies

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Acknowledge students who are exhibiting positive behavior

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Learning my students’ names or how they would like to be addressed.

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Sharing stories about myself.

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talk to students how you want to be spoken to

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talk to students how you want to be spoken to

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I ask questions about their families.  I ask if they have siblings.  I ask about their pets or what their parents do for a living. I try to talk about non-school related topics.

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Let them discuss what they do, what they like, get to know them.

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Let them discuss what they do, what they like, get to know them.

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i like to talk with the students to find out what they like to do and how I can connect with them outside of academics.

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Treat them like young adults/hold them to high expectations

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Treat them like young adults/hold them to high expectations

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Positive phone calls

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Talk about things other than school such as pets, families, and hobbies.

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Talk about things other than school such as pets, families, and hobbies.

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I try to find out  something special about them. 

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I try to find out  something special about them. 

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Ask them how they are and talk about non-school stuff.

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More compliments than criticism when I grade their papers

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More compliments than criticism when I grade their papers

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I give positive phone calls home to celebrate the student with their parent.

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I give positive phone calls home to celebrate the student with their parent.

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I allow them to fix their own problems before I call home

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I allow them to fix their own problems before I call home

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Designing projects and assignments around their interests

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Designing projects and assignments around their interests

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Address students by name and do daily check-ins

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Address students by name and do daily check-ins

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Connect appropriate topics they show interest into their learning.

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Connect appropriate topics they show interest into their learning.

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I show interest in their sports, teams, songs, etc

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I show interest in their sports, teams, songs, etc

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Positive reinforcement for good behavior to counteract the bad

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Positive reinforcement for good behavior to counteract the bad

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Always find out their interests and bring it up in conversation

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Always find out their interests and bring it up in conversation

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Greet students every class.  Share positive affirmations with them.

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Greet students every class.  Share positive affirmations with them.

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Taking the time to listen to them and letting them know that I am interested in what they are doing.

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Taking the time to listen to them and letting them know that I am interested in what they are doing.

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Genuinely ask students how they are and listen.

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Let them pick the music for the day

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I greet all my students at the door everyday. Tell them hello by name

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I greet all my students at the door everyday. Tell them hello by name

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Sing them happy birthday