C.H.A.M.P.S Classroom Management Examples (Elementary Edition)

Streamline procedures, rules, and routines with the C.H.A.M.P.S Classroom Management plan. 

C.H.A.M.P.S (Conversation, Help, Activity, Movement, Participation, Success) is a classroom management program that aims to improve student behavior plus strengthen learner engagement through a strategic system of clearly defined expectations. 

It supports the idea that learners need to see and practice certain behaviors so that they are active participants in successfully managing their own behaviors. 

Consequently, the program frames procedures, routines, and rules in a way that is digestible for students, empowering them to make good behavioral choices.

C.H.A.M.P.S Classroom Management

Think of C.H.A.M.P.S as a rubric consisting of criteria with descriptors. 

The C.H.A.M.P.S acronym represents the criteria, and the descriptors reflect the expectations that you’ve set within each criteria. 

While the criteria doesn’t change, the descriptors vary based on the task and/or the location of the activity.  

In a sense, you’re creating a type of “lesson plan” for each activity, with clearly defined guidelines that learners should follow in order to produce a successful outcome. 

Criteria

C  = Conversation (How will students engage with each other during the activity?) 

H  = Help (What’s the process for seeking assistance or support?)

A  = Activity (What type of learning structure or format is it?)

M = Movement (Are learners permitted to move about the classroom?)

P  = Participation (Which behaviors demonstrate active learning?)

S  = Success (Are students successful with their behavior for this task?)

Descriptors

The number and type of descriptors you decide to use depend on the activity or task. Examples follow.

C.H.A.M.P.S Classroom Management Examples

Related: Brainstorm more ideas for running your elementary classroom like a well-oiled machine.

Example 1: Literacy Centers

C
Conversation

How will students engage with each other during the activity?
H
Help

What’s the process for seeking assistance or support?
A
Activity

What type of learning structure or format is it?
0 Silence
1 Whispering
2 Partner Talking
3 Group Talking 
4 Outside Voice
0 Nearby peer 
1 Help sign
2 Group help
3 Ask 3 before me
4 Seek teacher
0 Small group
1 Partners
2 Independent
3 Whole group
4 Centers
5 Transition
M
Movement

Are learners permitted to move about the classroom?
P
Participant

Which behaviors demonstrate active learning?
S
Success

Are students successful with their behavior for this task?
0 Stay in seat
1 Ask permission
2 Light movement
3 Get materials
4 Emergency only
0 Peer talking
1 Listening
2 Note-taking
3 On-task
4 Discussion
5 Read/write
Yes or No

C  = Conversation – Speak with your partner if needed.

H  = Help – Seek help from your partner or group. 

A  = Activity – You may work independently or with a partner. 

M = Movement – Remain seated in your designated “Centers” area.

P  = Participation – You should be reading, writing, and on-task. 

S  = Success – Yes! Let’s reach success!

Example 2: Transitioning from One Activity to Another

C
Conversation

How will students engage with each other during the activity?
H
Help

What’s the process for seeking assistance or support?
A
Activity

What type of learning structure or format is it?
0 Silence
1 Whispering
2 Partner Talking
3 Group Talking 
4 Outside Voice
0 Nearby peer 
1 Raise hand
2 Group help
3 Ask 3 before me
4 Seek teacher
0 Small group
1 Partners
2 Independent
3 Whole group
4 Centers
5 Transition
M
Movement

Are learners permitted to move about the classroom?
P
Participant

Which behaviors demonstrate active learning?
S
Success

Are students successful with their behavior for this task?
0 Stay in seat
1 Ask permission
2 Light movement
3 Get materials
4 Emergency only
0 Peer talking
1 Listening
2 Note-taking
3 On-task
4 Discussion
5 Read/write
Yes or No

C  = Conversation – Silence

H  = Help – Help Sign or Signal

A  = Activity – Transition

M = Movement – Light Movement

P  = Participation – On-task

S  = Success – Yes! Let’s reach success!

Example 3: Attending a School Assembly

C
Conversation

How will students engage with each other during the activity?
H
Help

What’s the process for seeking assistance or support?
A
Activity

What type of learning structure or format is it?
0 Silence
1 Whispering
2 Partner Talking
3 Group Talking 
4 Outside Voice
0 Nearby peer 
1 Raise hand
2 Group help
3 Ask 3 before me
4 Seek teacher
0 Small group
1 Partners
2 Independent
3 Whole group
4 Centers
5 Transition
M
Movement

Are learners permitted to move about the classroom?
P
Participant

Which behaviors demonstrate active learning?
S
Success

Are students successful with their behavior for this task?
0 Stay in seat
1 Ask permission
2 Light movement
3 Get materials
4 Emergency only
0 Peer talking
1 Listening
2 Note-taking
3 On-task
4 Discussion
5 Read/write
Yes or No

C  = Conversation – Remain silent unless you’re prompted to engage.

H  = Help – Seek the teacher if you need assistance.

A  = Activity – Whole Group

M = Movement – Stay seated, but show hand signal for assistance if needed

P  = Participation – Listen attentively and/or show active engagement.

S  = Success – Yes! Let’s reach success!

Example 4: Conducting Science Experiment

C
Conversation

How will students engage with each other during the activity?
H
Help

What’s the process for seeking assistance or support?
A
Activity

What type of learning structure or format is it?
0 Silence
1 Whispering
2 Partner Talking
3 Group Talking 
4 Outside Voice
0 Nearby peer 
1 Help sign
2 Group help
3 Ask 3 before me
4 Seek teacher
0 Small group
1 Partners
2 Independent
3 Whole group
4 Centers
5 Transition
M
Movement

Are learners permitted to move about the classroom?
P
Participant

Which behaviors demonstrate active learning?
S
Success

Are students successful with their behavior for this task?
0 Stay in seat
1 Ask permission
2 Light movement
3 Get materials
4 Emergency only
0 Peer talking
1 Listening
2 Note-taking
3 On-task
4 Discussion
5 Read/write
Yes or No

C  = Conversation – Group Discussion

H  = Help – Ask 3 peers in your group before seeking teacher for help.

A  = Activity – Small Group

M = Movement – Light movement required to retrieve/return supplies

P  = Participation – Discuss important science-related matters with group, take notes, and stay on-task.

S  = Success – Yes! Let’s reach success!

To view detailed examples of C.H.A.M.P.S Classroom Management for various routines and procedures, check out these lesson plan samples. 

Printables & Templates

Create C.H.A.M.P.S posters or a bulletin board that you can refer to when describing guidelines for each activity or task. Post information in a visual place.

See C.H.A.M.P.S Classroom Management Pinterest board for ideas on presenting information visually to your elementary students. 

For Which Routines/Procedures Should I Use C.H.A.M.P.S?

Use C.H.A.M.P.S for most classroom and/or school procedures.

Suggestions…

  • Arriving to class
  • Attending an assembly
  • Cleaning up
  • Collaborating with a group
  • Completing morning work
  • Distributing materials
  • Eating in the cafeteria
  • Emergency drills
  • End-of-day dismissal
  • Entering the classroom
  • Managing supplies in desks, backpacks, or cubbies
  • Participating in centers
  • Playing at recess
  • Request for water
  • Requesting/going to bathroom
  • Sharing in class party festivities
  • Submitting work
  • Taking a test/quiz
  • Transitions between classes and activities
  • Using playground equipment
  • Waiting in after-school dismissal areas (e.g. carpool, bus, etc.)
  • Walking in the hallways
  • Working with a partner

When to Start

Ideally, you’ll want to begin implementing the C.H.A.M.P.S Classroom Management system at the beginning of the school year.

Make it part of your first day of school checklist. If for some reason you’re not able to begin during back-to-school time, start when you’re able. 

Consequences

What happens when learners don’t follow through with expectations?

The key is to be proactive with a set of positive reinforcements such as agreeable eye contact, a compliment, a smile, a reassuring nod, etc.

For consequences, the types you use depend on your school’s expectations plus the needs of your kids. Be sure they…

  • Refrain from physical contact.
  • Correlate with the misbehavior.
  • Maintain a student’s dignity.
  • Remain mild instead of harsh.

Summary

The C.H.A.M.P.S Classroom Management program promotes positive behaviors using clear and direct communication. 

It’s a great compliment to any behavior framework.

Best

Reference: Safe & Civil Schools (Randy Sprick)