PBIS in the Classroom
PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.
CHAMPS, based on the work of Safe & Civil Schools, is a classroom-based behavior management framework that aligns directly with school-wide PBIS. It is a research-based, universal, preventive approach that can be used by all classroom teachers. When implemented with fidelity it has shown to increase positive classroom behavior, reduce office referrals and out-of-school suspensions, and increase instructional time for teachers improving academic success.
CHAMPS is designed to help the classroom teacher develop an effective classroom management plan that is proactive, positive, and instructional.
The CHAMPS approach is based on the following principles or beliefs:
Structure the classroom for success
The way the classroom is organized (e.g., physical setting, schedule, routines and procedures, quality of instruction, and so on) has a huge impact on student behavior. Therefore, effective teachers carefully structure their classrooms in ways that prompt responsible student behavior.
Teach behavioral expectations to students
Effective teachers overtly teach students how to behave responsibly and respectfully (in other words, to be successful) in every classroom situation—teacher-directed instruction, independent seat work, cooperative groups, tests, and all major transitions.
Observe and supervise
Effective teachers monitor student behavior by physically circulating whenever possible and visually scanning all parts of the classroom frequently. In addition, effective teachers use meaningful data to observe student behavior, particularly chronic misbehavior, in objective ways and to monitor trends across time.
Interact positively with students
When students are behaving responsibly, the teacher gives them attention and specific descriptive feedback about their behavior. Teachers should focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior—in other words, teachers should have a high ratio of positive to corrective interactions with students.
Teachers should plan their responses to misbehavior to ensure that they respond in a brief, calm, and consistent manner, increasing the chances that the flow of instruction is maintained.