Okay, so we have in the military, air force army and navy. And Marie, would you avocado? Really? August. We're on zero movement right now. Thank you. And we all cathartic in the army, baby. Warm and heavy now. Kirby. More and more. What do you think the boards look like? Okay. Okay. I'm a little bit down there. And what the conversation is just like if you're doing that. Neighbors. Don't neighbors. Okay. Kirby, what the activity going to be? They are going to be mad. Matt. And you can hand out while we're finishing the board. And. All right, David. Come together in the country. Open for the arms of me. Get to me the sooner I lay. Holding my feet. Chance for me to escape from all I know hi, I'm bob keel. I'm 7th grade social studies teacher at Turner middle school. And I've been using champs for over a year. I've used it at the fourth and 5th grade level, and I've used it now in 7th grade. I find it very convenient for setting expectations in my classroom concerning students movement. What student material should be on their desk as well as what they should ask for help. It allows me as a teacher by having these things posted on the board, I do not have to repeat myself nearly as much as when I did in the past when we changed activity. Students don't have to ask several times what needs to be done, what do I need to do? What materials do I need? Instead, they can just look at the board after it's been announced once. And see what they need. And I also use it as a quick reference when a student does ask at this point to the board and say, remember, this is what it says. It'll also allows me to keep track of behavior and behavior within certain boundaries. The champs board is usually very specific. I have a student isn't doing it. I can just point to the board and say, how many people are supposed to be moving? What are you supposed to have on your desk? And that serves as just a very quick reminder to students at to follow back within the chance boundaries for a particular activity at the time. And by keeping track of that also, when a student falls out of those boundaries, it gives me a reference point of which to talk to the student, as well as their parent and the expectation for the particular activity at the time. I think it helps students academically by letting them know what needs to be on their desk, what they need to be doing. At the end of every class period of my four blocks a day, myself and a couple students will score, did we win today, or did we lose? Based on how many corrections I had to make and redirections that I had to make for the class. Every 25 days, we have a price for this block out of my four blocks a day. That does the best. And it's been very successful and I feel that as we are now in our fourth 25 day block the year that we're having a lot of fewer disruptions and students and expectations.
