I see scholars learning!
-Developing a culture of learning through What to
Do and Positive Narration
Stevi Baston & Nora Barr
Perspectives
Framing…
For all three clips, answer the
following questions:
1. Are the students compliant?
2. Are they happy to be there?
3. Did they learn anything?
4. How do you know?
First… Second…Third.
Let’s discuss
1. What was missing from clips one
and two?
2. What was successful about clip
three?
Share out about your own
plans…
1. Share out with your shoulder partner.
What will you be doing in the
schools?
2. Write down one or two questions or
concerns that you have on the
notecard. If we don’t answer during
the presentation we will address at
the end.
Tools before you get started:
Enlist the support of the teacher.
(and here is what you can say.)
• Thanks so much for having me to today. I
can’t wait to work with you and your
students, and hope you’ll help me maintain
the positive culture that you create everyday.
• I’ve got a great experience planned for your
students today. I look forward to working with
you to create a positive learning environment
for all of you. Would you mind helping me
pass out the nametags?
Figure out a way to get names!
• Plan for three minutes at the beginning of your
presentation to have the students write out and
wear nametags or to make table tents with
names.
• Knowing students names gives you an instant
boost, and a quick way to grab their attention.
• This will also help you get the teacher involved
immediately because they can double check the
names and ensure there is no hijinx afoot.
What To Do
• Instead of telling students what you
don’t want them to do, (don’t talk,
don’t fidget) be very clear with what
you do want your students to do.
• Directions should be specific,
concrete, sequential, and observable
What To Do
• Set expectations using the strategy “What
to Do.”
• clear verbal (and visual, when possible)
instructions for your scholars.
• Stand still and square up, be very clear
with what you expect your scholars to do.
• What should it look like and sound like
when scholars are meeting all of your
expectations?
What does What to Do sound
like?
• I am about to turn on a video that
provides important information about
your health. I will know you are ready to
listen when you are sitting up straight,
facing the screen, and sitting quietly.
You will also have your pen handy in
case you want to write down a fact that
you learned.
Positive Narration
• Reinforce expectations using positive
narration.
• Don’t respond to students who are off
task.
• Narrate the behavior of students who are
on task. (Ashley and Jada are sitting up
straight.) Let’s see this in action:
Positive Narration in Stevi’s class
• Videotape will go here.
Reflection
• Why is it important to have a strong
What to Do?
• What are the advantages of Positive
Narration?
But what if I do those things and
they STILL don’t comply?
• First…you are new and exciting! They
are more likely to comply because
they want to be there.
• Second, get the teacher to help you!
• Third…if all else fails… redirect quietly
and quickly. (Stevi will model the drive
by.)
Review
• Enlist the teachers help
• Get names
• Use What to Do to set behavior
expectations.
• Use positive narration to reinforce
those expectations.
Now let’s practice
• First, we are going to script out what
we’ll say. (We are here to help!  )
• Use the template that Stevi created to
map out how the What to Do and
Positive Narration will look in your
presentations.
• If you don’t have your plans you can
practice with the model provided.
Role Play
• Next, work with your shoulder
partner to practice out loud what
you’ll actually say.
• Brave volunteers will get Valentine
love (and candy) if they practice in
front of the room.
Questions
• Next, work with your shoulder
partner to practice out loud what
you’ll actually say.
• Brave volunteers will get Valentine
love (and candy) if they practice in
front of the room.