Motivational posters have long decorated the walls and classrooms of IHS, and this year two new acronyms have been added to the mix: “CHAMP” and “PPPPG,” meant as guidelines for classroom behavior and school success. “CHAMP,” which describes ideal student behaviors, stands for “Conversation, Help, Activity, Movement, and Participation”; “PPPPG” stands for “Present, Persistent, Polite, Prepared, and Generous.”

“CHAMP” outlines the school’s expectations for students’ behavior during classroom activities, such as direct instruction and group work. The idea was meant to be focused specifically on new students and students taking Regents-level classes. According to Principal Joe Wilson, the administration thought it important that ninth-grade Regents teachers agree on a set of guidelines, use them, and teach them. Wilson said that having a consistent and publicized set of expectations is beneficial because students “don’t have to learn six or seven different sets of rules,” allowing them to focus instead on asking themselves, “What is it I’m supposed to learn here?”

But the use of “CHAMP” has spread beyond the ninth grade; through word-of-mouth, it has circulated throughout the school. “The good news,” said Associate Principal Colleen Ledley, is that “the teachers in 10th and 11th grade are using [‘CHAMP’].” However, not everyone agrees that this news is good; English teacher Ross Creagan deemed the guidelines unnecessary, saying that he accomplishes the same goals without them.

Unlike “CHAMP,” the “PPPPG” guidelines are directed toward all students and staff. Although the acronym has only recently been promulgated by posters in classrooms and hallways, Ledley said that these qualities have always been encouraged and admired, but only this year put together as a sound bite. Ledley explained, “it’s about being explicit—being obvious about what our expectations are.” Like “CHAMP,” “PPPPG” aims to spread a common message and encourage a common understanding of school-wide behaviors. The IHS Leadership Team, an administrative group composed of school administrators and department chairs, chose the five specific qualities out of a list of many, believing them to be the most important to helping students succeed. However, Ledley stressed that “PPPPG” is not only an acronym; it is not just about having the poster, but “having teachers say ‘this is why it’s important.’”

Chemistry teacher Kate Gefell agreed, stating that “having a common vocabulary between teachers and teachers, [as well as] teachers and students, is helpful. Students understand what I mean.” She believes that the idea has helped her class run more smoothly and that her instructions are clearer. Creagan, however, thinks it’s too soon to tell if “PPPPG” is helping.

Students too offer differing opinions. Peggy C. ’10 said, “I feel they are helpful reminders because they show what you need to know.” Although she personally views the ideas as common knowledge, she suspects that they are more useful for ninth graders and new students. But to some others, the guidelines seem unimportant: as Nic W. ’08 said, “I was only told what they meant once, and no teacher has made any other reference to them.”