Some classroom tools and tips for prevention of behavior problems take a bit of training and experience. Many school systems use standardized behavior systems and the entire teacher population must learn to use these tools and strategies. These are programs that work, but take a bit of time to implement in the classroom.
1. CHAMPs. This program was created by Randy Sprick. CHAMPs is used in my school district. CHAMPs is an acronym for Communication, Help, Activity, Movement, Participation and Success. This program uses pre teaching to tell students what is expected of them during different classroom situations. Teachers break down the classroom procedures into lecture, transition to another activity, group work, testing time, silent reading, and other classroom situation as needed. Charts are created telling students what is expected of them during each situation. For example, a poster would be created for lecture time. The teacher would fill in each acronym for that activity.. During lecture C would for communication and none is allowed; H stands for help and no help should be needed during a lecture; A would be what the activity is or a lecture; M represents what material is needed – a notepad or book for the lecture; and P stands for participation and would state all eyes to the front and listening quietly. At the beginning of the year, the teacher would remind the student of the poster and go over the appropriate one before the accompanying activity. After a few weeks, students will need no reminders. Middle schools often prefer this behavior management program.
2. Positive Classroom Discipline . Fredric Jones wrote Positive Classroom Discipline in the early 1980s. While the program is an inclusive program taught to teachers, many school districts use bits and pieces of the program in their classrooms. Positive Classroom Discipline was created with the intent of turning around the practice of only noticing negative behaviors that was occurring in classrooms. Teachers had gotten into a habit of calling on students who misbehaved. We all remember our younger school days where students were paddled, sat in a corner or received marks by their names. Fredric Jones sought to create a more positive environment with the notion that students are expected to behave and positive expectations results in more appropriate behavior from students. Positive classroom discipline includes such tools as ignoring minor disruptive behavior, commenting on students who are on task and disciplining students in private. It often includes reward systems for students such as Treasure Chest prizes in elementary school. This program is often used in early grades.
3. Discipline by Design. The honor system is the basis of this discipline program. Teachers and administrators rely heavily on computer record keeping to track students. At the beginning of the school year, students are supplied with a behavior code. They are expected to learn and follow the rules and regulations. Students are tracked during a 14 days of school. At the end of the first 15 days, they are assigned to either a level one, two, three or four based on the number of discipline issues they have had during the past 14 days. Rewards are granted to the first two levels, with level three being able to negotiate or work their way off of level three. Level four students have no negation rights and are restricted from participating in reward events. This program works as students are not stuck in a level forever. The clock beings ticking every fourteen days. This program works best with high school students.
Selection of a program depends on the student population and the age of the student body. If one program is not successful another one can be implemented in subsequent years.