Structuring Success: A J-1 Teacher’s Use of the CHAMP Model for Effective Classroom Management in an Underserved U.S. Public School

AUTHOR(S)

BENJAMIN B. FALLADO

ABSTRACT

—— This study looks at how a Filipino J-1 cultural exchange teacher used the CHAMP (Conversation, Help, Activity, Movement, Participation) model in a Florida Title I primary school’s third-grade classroom. Over the course of 12 weeks, CHAMP enhanced on-task conduct by 22%, decreased classroom interruptions by 37%, and set consistent behavioral standards. Little research has examined how these two viewpoints intersect in practice, despite studies conducted in the United States that highlight the efficacy of CHAMP and other PBIS-aligned frameworks in underprivileged schools and studies conducted in the Philippines that highlight the flexibility of foreign teachers in adjusting to structured routines overseas. Through the documentation of a Filipino educator’s implementation of CHAMP in the American educational system, this study illustrates how organized frameworks can improve teacher efficacy, bridge cultural gaps in classroom management, and promote student achievement in high-poverty environments. Keywords — Classroom management, the CHAMP model, J-1 teachers, culturally responsive instruction, Title I, underprivileged schools, behavioral expectations, Filipino educators, and the American educational system