CHAMPS Classroom Management System is designed to clearly communicate expectations to your students. It’s not a system of rules and consequences. Its goal is to stop behavior issues before they even happen.
I started researching CHAMPS one year when I had a class with some behavior challenges (to put it mildly). Desperately trying to find any behavior management system that could help me get them on the right track, I turned to my friend Google and came across CHAMPS.
After purchasing and reading an old copy of the CHAMPS book on Amazon, I really liked the concepts they shared. It’s out of print now, but today I’m going to share with you the basic principles of the method.
It also fits in nicely with the Classroom PBIS (Positive Behavioral Interventions and Supports) model that a lot of schools have transitioned to.
The CHAMPS system focuses on six areas. In each of these areas, expectations are communicated before work even begins. The goal of this communication is to:
- Limit interruptions – students already know where things go
- Set expectations for things like voice level and movement around the classroom
- Give students a heads up as to transition cues for the end of an activity
- Stop behavior issues before they start
C – Conversation
The C in CHAMPS stands for conversation. We work together at the beginning of the year trying out different voice levels. Students learn what an appropriate whisper voice sounds like vs. a presentation voice.
You will spend far less time taking breaks in instruction to quiet the class down when they know ahead of time what voice level is expected.
H – Help
The H stands for help. In this section, you are informing the students what they should do if they have a question regarding their current activity. Should they ask you? Ask a friend? Or maybe just figure out the problem on their own.
Communicating this expectation leads to fewer interruptions, especially when you are trying to work with small groups!
A – Activity
The A stands for activity and simply lets the students know what kind of activity they will be completing.
This helps them cue into what sort of materials they might be using and what behavior expectations might be expected of them.
M-Movement
M is for movement and this one is key in minimizing behavior issues during the activity. When are students allowed out of their seats? Can they roam around freely, or only get up to turn in the assignment?
This will vary greatly between different teachers and may even need to be changed from year to year. We’ve all had those students who find any opportunity they can to be out of their seats!
P – Participation or Post-Activity
In the original book, P stands for participation. With this expectation you let students know what their role should be in the activity. Are they actively answering questions, completing their assignment, or maybe quietly reading?
Another option for “P” is post-activity. I prefer this option because there are no “I’m done, now what?” questions. In my class, students always know to work on their early finisher boxes. Using the post-activity option lets your students know what they should transition to if they finish their work early.
Both choices are available in the resource.
S – Supplies, Signal, or Super Students
“S” in the original book is for supplies. You can communicate with your students exactly what supplies they will need to complete the activity.
Another option for “S” is signal. What will they hear to signal that the activity is over? A bell? Music? A teacher chant? This one might not work as well if you use the same signal for every transition, but it’s a good option.
The last option for “S” is Super or Star Students. Some teachers use this last spot to basically communicate that if you do all of the expectations above properly you’ll be a Super (or Star) Student.
Just like with the “P” all of these options are available in the “S” section of the resource as well.
At the end of the resource, you can find some hand motion cards that give students a silent way to ask you for permission to use the bathroom, get a drink of water, get a tissue, get a new pencil, and ask a question.
Setting It Up in the Classroom
These cards can be used in a pocket chart that is attached to the front board. I made the cards large enough so that they could be seen from all areas of the classroom.
In my class, I printed and laminated the cards that I wanted, and I added magnetic dots to the back. This made it quick and easy to change out the cards on the whiteboard. As the year goes along you can even have students help you make sure that your CHAMPS board is up to date.
Teacher Testimonies
Check out what others have had to say about the CHAMPS classroom management system:
Wendy – “This resource really helped me to clarify expectations for students. It gave them information on what was needed to be successful in different aspects of their learning at different times and when engaged in different activities. Students could see at a glance what the expectation was for talk, whether it was partner discussion, or working silently, or somewhere in between. Students knew without asking what materials could and should be used, and even my more off-task students became increasingly more independent as they learned to apply the CHAMPS structure to their understanding of what was expected throughout the day. Thanks so much for this resource!”
Alina – “This was exactly what I needed to add to my classroom management. It was simple and I have seen the progress in my student’s behaviors as we always refer back.”
Jamie – “As a new teacher, this was so helpful for not only me but for my students. It laid out the expectations for each activity and kept us all accountable during each lesson and transition.”
Nora – “Great resource for using the CHAMPS classroom management system. My students understood it easily and the colorful/thoroughly made cards helped me to teach it!”
CHAMPS was definitely a game-changer for my classroom and if you are in need of some extra behavior management solutions for your classroom I highly recommend you check it out!
CHAMPS Behavior Management
Interested in learning about my CHAMPS Behavior Management Editable Notebook? Read all about how this product and how it might work in your classroom here:
CHAMPS Behavior Management Editable Notebook
Additionally, you might be wondering which CHAMPS resource is right for you. This post can help clear up any lingering questions you might have:
4 Frequently Asked Questions About CHAMPS Behavior Management
Check out my other behavior management ideas to help create a positive and calming classroom environment!
