From NPR: “And now we want to take a look at another issue that's making waves in the world of education. Teachers around the country are being told that they need to be tougher on students in the classroom - more scripted directions, less praise. It's a method called No-Nonsense Nurturing, and it is designed to help teachers with classroom management.”
Excerpt:
Any classroom can get out of control from time to time. But one unique teaching method empowers teachers to stop behavior problems before they begin.
You can see No-Nonsense Nurturing, as it's called, firsthand at Druid Hills Academy in Charlotte, N.C.
"Your pencil is in your hand. Your voice is on zero. If you got the problem correct, you're following along and checking off the answer. If you got the problem incorrect, you are erasing it and correcting it on your paper."
Math teacher Jonnecia Alford has it down pat. She then describes to her sixth-graders what their peers are doing.
"Vonetia's looking at me. Denario put her pencil down — good indicator. Monica put hers down and she's looking at me."
In "no-nonsense nurturing," directions are often scripted in advance, and praise is kept to a minimum.
…
Teachers like Kelly McManus, at Druid Hills, go through several weeks of training before implementing no-nonsense nurturing in their own classrooms.
"I would say, 'Students, please, raise your hand on a level zero, if you ...' "
Her coach and colleague Vanetia Howard interrupts, "Stop. 'Please.' You want them to do it; there's no opt-out. Drop the 'please.' "
MY RESPONSE, posted at: http://wfae.org/post/no-nonsense-classroom-where-teachers-dont-say-please
A no-nonsense response to "A 'no-nonsense' classroom in which teachers don't say 'please'." (http://wfae.org/post/no-nonsense-classroom-where-teachers-dont-say-please) The Center for Transformative Teacher Training and other advocates of no-nonsense teaching will submit a report detailing the short-term and long-term consequences of the "no-nonsense" teaching style, including (1) quantitative studies, both cross-sectional and longitudinal, with appropriate statistical analyses for dealing with potentially confounding variables. 2) qualitative studies, including detailed case histories of students, teachers and parents. Dependent variables must include emotional, psychological and cognitive development. This must be submitted and evaluated before your approach is used in the schools. We cannot tolerate unsupported and untested approaches with such a high potential for harm to be used on our children. I am not saying "please."
Excerpt:
Any classroom can get out of control from time to time. But one unique teaching method empowers teachers to stop behavior problems before they begin.
You can see No-Nonsense Nurturing, as it's called, firsthand at Druid Hills Academy in Charlotte, N.C.
"Your pencil is in your hand. Your voice is on zero. If you got the problem correct, you're following along and checking off the answer. If you got the problem incorrect, you are erasing it and correcting it on your paper."
Math teacher Jonnecia Alford has it down pat. She then describes to her sixth-graders what their peers are doing.
"Vonetia's looking at me. Denario put her pencil down — good indicator. Monica put hers down and she's looking at me."
In "no-nonsense nurturing," directions are often scripted in advance, and praise is kept to a minimum.
…
Teachers like Kelly McManus, at Druid Hills, go through several weeks of training before implementing no-nonsense nurturing in their own classrooms.
"I would say, 'Students, please, raise your hand on a level zero, if you ...' "
Her coach and colleague Vanetia Howard interrupts, "Stop. 'Please.' You want them to do it; there's no opt-out. Drop the 'please.' "
MY RESPONSE, posted at: http://wfae.org/post/no-nonsense-classroom-where-teachers-dont-say-please
A no-nonsense response to "A 'no-nonsense' classroom in which teachers don't say 'please'." (http://wfae.org/post/no-nonsense-classroom-where-teachers-dont-say-please) The Center for Transformative Teacher Training and other advocates of no-nonsense teaching will submit a report detailing the short-term and long-term consequences of the "no-nonsense" teaching style, including (1) quantitative studies, both cross-sectional and longitudinal, with appropriate statistical analyses for dealing with potentially confounding variables. 2) qualitative studies, including detailed case histories of students, teachers and parents. Dependent variables must include emotional, psychological and cognitive development. This must be submitted and evaluated before your approach is used in the schools. We cannot tolerate unsupported and untested approaches with such a high potential for harm to be used on our children. I am not saying "please."
Prof. Krashen is exactly right, prove the value of this harsh Gradgrind model and please test it first on the little darlings of Bill Gates, Laurene Jobs, Mark Zuckerberg, and other billionaires so full of good advice for how to raise other people's children.
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