NNN Research findings

1. CENTER FOR TRANSFORMATIVE TEACHER TRAINING NNN Research findings

2. Negative Controller Unintended Enabler No Nonsense Nurturer Three Types of Teachers Turn and Talk: Draw inferences on the difference between these three types of teachers.

3. 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. Unintended Enabler

4. 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. Negative Controller

5. 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? Why enablers and controllers are ineffective?

6. 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. No-Nonsense Nurturer

7. 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. Necessary Beliefs of a No-Nonsense Nurturer

8. Step 1: Effectively Communicate Expectations • Step 2: Utilize Positive Narration • Step 3: Correct Off Task Disruptive Behavior • Step 4: Build Nurturing Relationships with Students The Four Step Model

9. Give precise directions related to: • Physical Movement • Verbal behavior • Participation in the activity Step 1: Effectively Communicate Expectations

10. Attention getting signal • Check for understanding…when needed • Cue to start Precise Directions

11. 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. Examples of Directions using MVP

12. 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 What would precise directions sound like in your classroom?

13. Step 1: Effectively Communicate Expectations • Step 2: Utilize Positive Narration • Step 3: Correct Off Task Disruptive Behavior • Step 4: Build Nurturing Relationships with Students The Four Step Model

14. Name specific behavior without praise • Narrate student(s) who followed 3-step directions • Don’t respond to students who are off task Step 2: Utilize Positive Narration

15. 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 Positive Narration

16. 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. Examples of specific positive narration

17. Benefits: • Repeats directions in a positive manner • Eliminates drawbacks of praise • Creates positive momentum Positive Narration

18. Based on the directions you wrote earlier, write examples of positive narration in your note-catcher. • 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 What would positive narration sound like in your classroom?

19. Step 1: Effectively Communicate Expectations • Step 2: Utilize Positive Narration • Step 3: Correct Off Task Disruptive Behavior • Step 4: Build Nurturing Relationships with Students The Four Step Model

20. Narrate 2, Correct 1 • Less talk is more effective (move in, move out, don’t engage) • Use consequences from hierarchy Step 3: Correct Off Task Disruptive Behavior

21. 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 Correct Off Task Disruptive Behavior

22. 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. Examples of Corrective Action

23. 1st Time: Warning • 2nd Time: Afterschool/Lunch Detention • 3rd Time: Call family member • 4th Time: Referral to the office Sample Hierarchy (Secondary)

24. 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 Corrective Action

25. Step 1: Effectively Communicate Expectations • Step 2: Utilize Positive Narration • Step 3: Correct Off Task Disruptive Behavior • Step 4: Build Nurturing Relationships with Students The Four Step Model

26. 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. Step 4: Build Nurturing Relationships with Students

27. 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: Kinderevery 3-4 days. 2nd and 3rdevery week. 4th and 5thevery two weeks. Middle School every 2-3 weeks. High school every month. Examples of class wide rewards

28. “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!” Example of a Restorative Conversation

29. Call after a difficult day • Call when absent • Attend extracurricular activities • Have positive contact with families • Home visits Build Nurturing Relationships with Students

30. Step 1: Effectively Communicate Expectations • Step 2: Utilize Positive Narration • Step 3: Correct Off Task Disruptive Behavior • Step 4: Build Nurturing Relationships with Students The Four Step Model