Non-Nonsense Nurturers approach relationship building with the needs of their scholars first and foremost in mind. No-Nonsense Nurturers have a "no excuses" attitude for their scholars' academic success and maintain high expectations for 100% of scholars 100% of the time. The persona of a No-Nonsense Nurturer tends to be no-nonsense and consistent in front of the class and nurturing when working with scholars one-t-one or in small groups. No-Nonsense Nurturers are constantly motivated to remain culturally competent in their responses to scholar needs.
Step 1: Precise Directions
When students know exactly what to do, they are much more likely to feel safe and to do it!
Positive narration highlights the importance of directions, respects and preserves individual autonomy, builds momentum, positively re-frames student perceptions of one another, enhances with-it-ness, and contributes to a positive classroom culture. It supports students who don't hear directions the first time and gives them an opportunity to self-correct. This may feel strange to some educators at first, but ask yourself: are you willing to do something that makes you feel uncomfortable so that your students' outcomes will improve?
If, after precise directions and positive narration, a scholar chooses not to follow directions, follow a discipline hierarchy.
The consequence must:
Be proactive before consequences with the following tools:
When students know exactly what to do, they are much more likely to feel safe and to do it!
- Must include Movement, Voice and Participation directions (MVP)
- May include an attention-getting signal, a cue to start ("When I say go..."), how much time students have, what to do when they are finished and/or a check for understanding.
Positive narration highlights the importance of directions, respects and preserves individual autonomy, builds momentum, positively re-frames student perceptions of one another, enhances with-it-ness, and contributes to a positive classroom culture. It supports students who don't hear directions the first time and gives them an opportunity to self-correct. This may feel strange to some educators at first, but ask yourself: are you willing to do something that makes you feel uncomfortable so that your students' outcomes will improve?
- Must occur 2-3 seconds after giving directions
- Must be aligned with the precise directions
- Must include student name
- Must be neutral statements; should not include things like "I like" or " Iove."
If, after precise directions and positive narration, a scholar chooses not to follow directions, follow a discipline hierarchy.
The consequence must:
- include the scholar's name
- name the behavior
- come from the hierarchy
- Verbal redirect
- Change of seating and/or parent contact
- Chill out and/or referral
Be proactive before consequences with the following tools:
"Stay in the game" conversation (30-60 seconds)
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Restorative Conversation (3-5 minutes)
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