No Nonsense Nurturer Model
Lee Canter’s 4-step, No Nonsense Nurturer Model (NNN M)
Below is a brief overview of the model we will engage in throughout our work together in RTCing. A lot of this should be a review of best-practices you received throughout your training however, the explanations below will give you some context to what you can expect us to work on together.
Explicit Directions:
At all times students need to know what is expected of them, but before you even tell them, you need to think through what YOU expect from students during this portion of the class time.
Movement what are students doing with their bodies? (Sit in seats, eyes on board, walk with your hands at your sides)
Verbal - what is the volume in the class? (silent, 6 inch voices, quiet)
Participation- what are students actually doing/working on? (complete the bellringer/do now, solve the word problem)
Once you’ve thought through your expectation for every transition (entering the class, working on the bell ringer, reviewing the bellringer, starting the INM, going from INM to GP, GP to IP, closing out, exiting the classroom, etc), then write it somewhere! There is no reason for you to have these memorized when you are doing 50 million things. Write these on post-its (I put the post-its on a blank piece of paper and then clip it on my clipboard), insert expectations into your daily powerpoint, insert them into your daily lesson plan; whatever is going to be the most convenient and quick for you to refer to, do it!
Utilize Positive Narration
Purpose of narration:
• Enables Teachers to Repeat Directions in a Positive Manner
• Enables Teachers to Create Positive Momentum in the Classroom
Narrate immediately after giving directions (2 second after MVP)
Narrate approximately every 60 seconds during instruction (you can narrate even if you haven’t given directions)
Narration is non-judgmental (don’t use “I like”)
Narrate BEFORE you correct (not in place of correction)
Providing Consequences
The NNN Model relies on having a logical, hierarchical consequence system in place for your students.
Consequences allow you to shape the behavior of your students OVER TIME.
Consequences are your tool to “cue” students.
Consequences are effective because they are inevitable not punitive.
Consequences are non-judgmental (don’t make it personal).
Guidelines for providing consequences:
• After narrating 3 students, immediately correct student behavior if necessary
• Calmly restate directions, explain student action, and end with positive (don’t nag, don’t ask questions, don’t take it personally).
• Less talk = more effective
• Follow-up with Narration
Building Relationships
The GLUE that holds all the NNN M together is building authentic relationships with your students, the larger school community, and your students’ support network.
There is no one-size fits all model to how to build effective relationships with your students but without a positive, caring, relationship with each and every one of your kids, no model will lead to the classroom culture your students deserve as they work towards accomplishing their visions and goals for the year.
- Give Precise Directions (MVP)
- Utilize Positive Narration
- Providing Consequences
- Build Relationships
Below is a brief overview of the model we will engage in throughout our work together in RTCing. A lot of this should be a review of best-practices you received throughout your training however, the explanations below will give you some context to what you can expect us to work on together.
Explicit Directions:
At all times students need to know what is expected of them, but before you even tell them, you need to think through what YOU expect from students during this portion of the class time.
Movement what are students doing with their bodies? (Sit in seats, eyes on board, walk with your hands at your sides)
Verbal - what is the volume in the class? (silent, 6 inch voices, quiet)
Participation- what are students actually doing/working on? (complete the bellringer/do now, solve the word problem)
Once you’ve thought through your expectation for every transition (entering the class, working on the bell ringer, reviewing the bellringer, starting the INM, going from INM to GP, GP to IP, closing out, exiting the classroom, etc), then write it somewhere! There is no reason for you to have these memorized when you are doing 50 million things. Write these on post-its (I put the post-its on a blank piece of paper and then clip it on my clipboard), insert expectations into your daily powerpoint, insert them into your daily lesson plan; whatever is going to be the most convenient and quick for you to refer to, do it!
Utilize Positive Narration
Purpose of narration:
• Enables Teachers to Repeat Directions in a Positive Manner
• Enables Teachers to Create Positive Momentum in the Classroom
Narrate immediately after giving directions (2 second after MVP)
Narrate approximately every 60 seconds during instruction (you can narrate even if you haven’t given directions)
Narration is non-judgmental (don’t use “I like”)
Narrate BEFORE you correct (not in place of correction)
Providing Consequences
The NNN Model relies on having a logical, hierarchical consequence system in place for your students.
Consequences allow you to shape the behavior of your students OVER TIME.
Consequences are your tool to “cue” students.
Consequences are effective because they are inevitable not punitive.
Consequences are non-judgmental (don’t make it personal).
Guidelines for providing consequences:
• After narrating 3 students, immediately correct student behavior if necessary
• Calmly restate directions, explain student action, and end with positive (don’t nag, don’t ask questions, don’t take it personally).
• Less talk = more effective
• Follow-up with Narration
Building Relationships
The GLUE that holds all the NNN M together is building authentic relationships with your students, the larger school community, and your students’ support network.
There is no one-size fits all model to how to build effective relationships with your students but without a positive, caring, relationship with each and every one of your kids, no model will lead to the classroom culture your students deserve as they work towards accomplishing their visions and goals for the year.