Transcript No-Nonsense Nurturing

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The Center for Transformative Teacher Training
Leah Pearson and Jeff Rimkus
March 20, 2012
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*To learn how to create a
consistent system of classroom
management that will positively
affect the culture of our school
CENTER FOR
TRANSFORMATIVE
TEACHER TRAINING
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Negative
Controller
No Nonsense
Nurturer
Unintended
Enabler
Turn and Talk: Draw inferences on the difference
between these three types of teachers.
*Allows students to engage in behavior that is
not in the students’ best interest.
*Motivated by being liked by students.
*Makes excuses for the students’ behavior or
lack of academic performance.
*Heart is in the right place, but head is in the
wrong place.
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*Basic response is negative, angry, or
sarcastic in manner.
*Motivation is to maintain control at all
times. Teacher’s own needs may be more
important than those of their students.
*They may not like their kids.
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*They make statements of fact about student
behavior.
*They ask rhetorical questions.
*They make threats with no follow-through.
*They get angry and overreact.
*They engage.
*What kind of classroom culture does this
create?
*Makes no excuses for students that are
engaging in disruptive behavior.
*Maintains high academic achievement
expectations for all students.
*Is no-nonsense in front of the class.
*Nurturing in 1-1 and/or small groups.
*Is culturally responsive.
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*Stanford University Professor,
Amado Padilla
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*I earn the respect of my students.
*I expect 100% engagement, 100% of the time.
*I know all of my students can behave and
meet expectations.
*I understand the expanded role of the
teacher.
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*Step 1: Effectively Communicate Expectations
*Step 2: Utilize Positive Narration
*Step 3: Correct Off Task Disruptive Behavior
*Step 4: Build Nurturing Relationships with Students
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Give precise directions related to:
*Physical Movement
*Verbal behavior
*Participation in the activity
*Attention getting signal
*Check for understanding…when needed
*Cue to start
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*When I say go, silently and independently
do the warm up on the board. Go.
*When I say go, in a whisper voice, turn to
your partner and share what you think the
author’s message is.
*When I say go, push your chair in and line
up silently when your table is called.
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*Video clip #1
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*Independently on note-catcher, create your 3-step
directions for one of the following or a procedure
from your own classroom:
*Lining up for lunch
*Moving to another part of the classroom
*Starting your collaborative work on a math
problem
*Completing a sustained silent reading activity
*Step 1: Effectively Communicate Expectations
*Step 2: Utilize Positive Narration
*Step 3: Correct Off Task Disruptive Behavior
*Step 4: Build Nurturing Relationships with Students
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*Name specific behavior without
praise
*Narrate student(s) who followed
3-step directions
*Don’t respond to students who
are off task
Guidelines:
*Narrate immediately after giving directions
*Narrate 2-3 students
*Narrate BEFORE you correct
*Emphasis on finding the opportunity to narrate
difficult students
*Narrate as often as needed-the students let you
know when they need to be narrated
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*Kate is silently doing the warm up on the
board.
*Eddie and Cynthia are talking in a whisper
voice about the author’s message
*Jose pushed in his chair and is silently
lining up.
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Benefits:
*Repeats directions in a positive manner
*Eliminates drawbacks of praise
*Creates positive momentum
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*Video clip 2
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*Based on the directions you wrote earlier, write
examples of positive narration in your notecatcher.
*Lining up to go to lunch
*Moving to another part of your classroom
*Starting your collaborative work on a math
problem
*Completing a sustained silent reading activity
*Step 1: Effectively Communicate Expectations
*Step 2: Utilize Positive Narration
*Step 3: Correct Off Task Disruptive Behavior
*Step 4: Build Nurturing Relationships with Students
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*Narrate 2, Correct 1
*Less talk is more effective (move
in, move out, don’t engage)
*Use consequences from hierarchy
*Keep verbal correction quick and direct
Example:
1) Student Name: Ethan
2) State Inappropriate Behavior: The direction was to do this
silently.
3) Corrective Action Student Chose, if Appropriate: This is your
warning. Work silently or you will choose to miss 5 min of recess.
*Pause before you speak
*Square up
*Make eye contact
*Get as close as is convenient
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*Ted, the direction was to do the warm up silently. That’s
a warning. You can do this, get to work silently or you
will have to refocus.
*Tammy and Eduardo the directions were to use level 1
voices, this is a warning. Use level 1 voices or you will be
‘last ones out.’
*Francisco, that’s a warning. The direction was to line up
for lunch. I know you will follow directions or you will
have a consequence.
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*Video clip 3
*1st Time: Warning
*2nd Time: Fill out “think sheet” for family to sign
*3rd Time: Miss choice time or lunch detention
*4th Time: Call family member
*5th Time: Referral to
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the office
*1st Time: Warning
*2nd Time: Afterschool/Lunch Detention
*3rd Time: Call family member
*4th Time: Referral to
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the office
*With a partner, practice correcting a student
who is off task…utilize the directions you
created earlier as you provide a choice for
student
*Lining up to go to lunch
*Moving to another part of the classroom
*Starting your collaborative work on a math
problem
*Completing a sustained silent reading activity
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*Step 1: Effectively Communicate Expectations
*Step 2: Utilize Positive Narration
*Step 3: Correct Off Task Disruptive Behavior
*Step 4: Build Nurturing Relationships with Students
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*Relationships, relationships, relationships
*Earn the respect of your students.
*Get to know your students .
*Be authentic.
*Engage in non-academic talk with students.
*Have a restorative conversation after taking
corrective action.
*Implement class-wide reward system.
*Tally marks for class points on white board. When
class reaches a certain number of tally marks
(depends developmentally how often) they earn:
*Popcorn party (15 min max K-5)
*5 minutes of ‘cha cha’ slide at end of day
(kinder)
*One “no homework” pass (secondary)
* Note: Suggested frequency: Kinder every 3-4 days.
2nd and 3rd every week. 4th and 5th every two
weeks. Middle School every 2-3 weeks. High
school every month.
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*“Eduardo, I know you earned a consequence
today that you didn’t like. I want you to know
that I believe in you and even though I have to
call home tonight, I will be excited to share
with your Uncle that you turned it around and
followed directions the rest of the day. You can
do this. I care too much about you to let you
talk when you are supposed to be learning. Get
back to work!”
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*Restorative
Conversation
*Video Clip #4
*Class Wide Reward
*Video Clip #5
*Break yourselves into groups of
4-5, take five minutes to discuss
*Use note-catcher to record ways
to build relationships with
students.
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*Call after a difficult day
*Call when absent
*Attend extracurricular activities
*Have positive contact with families
*Home visits
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*Step 1: Effectively Communicate Expectations
*Step 2: Utilize Positive Narration
*Step 3: Correct Off Task Disruptive Behavior
*Step 4: Build Nurturing Relationships with Students
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*Think, Pair, Share
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* LE 1: Demonstrates knowledge of, interest in, and respect for
students’ communities and cultures.
* LE 2: Fosters a supportive and respectful learning environment
among students
* LE 3: Motivates students to learn, take academic risks, and
demonstrate classroom leadership
* LE 4: Implements high, clear expectations for student behavior
and responds appropriately
* LE 6: Manages students, transitions, and resources effectively
* Future Indicator: Implements intentional pacing
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*Used consistently
*Tied to Framework
*Tied to other initiatives (pitted against each
other)
*Has majority buy-in (80%)
*Is a school wide positive culture language and
system
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*Next NNN overview presentations (on
schoolnet counts as re-cert hours)
*Upcoming NNN presentation at Del
Pueblo: Tuesday, March 20th 2012
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Initial studies on the use of Real Time
Coaching
* Teachers find the use of bug-in-the-ear feedback useful and
“not distracting”
(Giebelhaus, 1994; Rock et al., 2009).
* Coaches find the use of bug-in-the-ear can increase their
effectiveness
(Rock et al., 2009).
* Increase teachers’ use of positive reinforcement and
improve their ability to increase student on-task behaviors
(Scheeler, 2006; Rock et al., 2009).
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* ncrease teachers’ use of effective instructional practices
(Goodman, 2008).
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I have come to a frightening conclusion. I am the
decisive element in the classroom. It is my personal
approach that creates the climate. It is my daily mood
that makes the weather. As a teacher, I possess
tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides whether crisis
will be escalated or de-escalated, and a child is
humanized or de-humanized.
Interpretation of a Goethe quote
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form on your table
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