Positive Framing Case Studies Read the following case

Positive Framing Case Studies Read the following case studies and respond to the questions that follow. -;

Case Study Reflection Questions • What impact might these teachers have on their classroom On school-wide cultures? • On a scale of 1 -5 (1=culture? this never happens at my school to 5= this is an everyday occurrence), how often do you see these types of interactions with students on your • campus? When you observe these types of interactions with students, do you think the teacher is trying to strike a purposefully negative tone? Or, do you think unaware of their negative Why is tone? ? the teachers in your • he/she What specific things do you hear building say when they struggle with remaining positive?

Positive Framing

The Other Positive More Precise Positive Tone Positive Framing Corrective Feedback Negative Tone Nagging, “I need threedeflating people to fix it. “All of column one is ready. I so now I need four. isn’t And another student just need three people to fix it. Some Now I need two. We’re listening. I’m waiting. If I haveto ready, people don’t appear almost to there. Ah, and now we’re be give detentions, I will. ” ready Precise to go!” Praise Positive Feedback “Love Kai’s efficient use of downtime; she’s doing her prefix practice, I see Raven doing a great job of taking her down time to study; she’s got her paper folded in half so she can test herself. ” Sarcasm “Hey—the back row canfollow my directions!!”

Positive Framing Key Idea: Make corrections consistently; but make them positively. Narrate the world you want your students to see even while you are relentlessly improving it. NOTE: Failure to is not Framing intervene Positive (or the least invasiveintervention)!

Principles of Positive Framing 1 2 Assume the Best Live in the Now 4 3 6 5 Narrate the Positive/Build Momentum Challenge! Allow Plausible Anonymit y Talk Aspirations

Live in the Now Tell students what they should do to get on the now path can no to college. Avoid harping on what students longer fix. Talk about what should happen next. LITN is concrete, observable, specific.

Hilary Lewis How would this moment have been different if Hilary had lived in the past?

Hilary Lewis

Live in the Now Practice Plan • Silently take two minutes to draft your own LITN statement that revises the on Page 1 of your handout. “Sarah, stop slouching in your desk, and take your feet off of Erin’s seat. We’ve talked about this before. ” *Be prepared to practice in just a moment! Page 8