Opening Reflection
We Know Who We Are By What People Tell Us
"We know who we are by what people tell us."
In the chat: Type ONE word someone important used to describe you.
Don't hit enter yet — we'll share together.
Recognizing Your Own Strengths
When did you last recognize the positive qualities in yourself?
Word 1
_ _ _ _ _ _ _ _
Word 2
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Word 3
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Share your 3 words in the chat!
Think about a person who made a difference in your life...
What qualities did they have?
What do you think they saw in you?
What did you want from them?
What do your
students want
from you?
The Nurtured Heart Framework
Howard Glasser
A Positive Behavior Support Approach for Urban Classrooms
Core Framework
The Nurtured Heart Big Four
1
Rules
Clear, consistent, and co-created with students
2
Positive Consequences
Big, enthusiastic recognition for compliance
3
Penalties for Non-Compliance
Brief, calm, low-energy — no drama, no payoff
4
Consistency
On the teacher's part — every time, without exception
The NHA Teacher Actively...
How Does the Nurtured Heart Approach Work?
Reflect Back
Name what the student is doing RIGHT — specific and values-based
Highlight Qualities
Name strengths you want to grow — build the student's identity
Teach Self-Evaluation
Help students evaluate their own actions, feelings, and choices
The Power of Proactive Recognition
See Both Ends of the Opportunity
✓ What IS Happening
✓ What ISN'T Happening — and Could Be
You're focused on your work
You're not interrupting right now
You raised your hand
You're not calling out
You're staying in your seat
You haven't walked around the room
You're working with your partner
You're not arguing
Teach the rule when it's being FOLLOWED — not just when it's broken.
The Behavioral Psychology Behind NHA
Where is the Bigger Payoff?
Student learns: misbehave = get attention
Student learns: positive behavior = connection
Make the positive moments the most energized moments in the room.
Rule breaking= Big response
Following rules=Tiny response
or
Following rules= Big response
Breaking rules=Tiny response.
Apply the NHA Lens — Practice Activity
What does the NHA teacher notice?
1. What do you see?
2. What could be happening — but isn't?
3. What does this say about who they are?
Know the Difference — and Teach Both
Rules & Expectations vs. Class Procedures
RULES & EXPECTATIONS
Explain, rehearse, reinforce
→ Simple and clear
→ Developed as a team
→ Posted visibly for all
→ Apply to everyone
CLASS PROCEDURES
→ Detailed and step-by-step
→ Taught explicitly with modeling
→ Students know what to do & when
→ Practiced until automatic
VS
Language That Works
Giving Directions/ Making Requests
Choose A or B.
A. I need you to open your book to page 12.
B. Would you please open your book to page 12?
Giving Directions That Work
Economical Directions vs. "Babbling"
Level
❌ Babbling
✅ Economical
Elementary
"So, when we start, in just a moment, we're going to put away your four crayons inside the box, and then you'll be ready..."
"1-2-3-Eyes on me. When I say 'cupcake,' put your crayons in your toolbox. Cupcake."
Middle
School
"Like we did yesterday, let's get our books out — we're going to start with chapter 4, so open to page 43. You can put a finger on..."
"Open to page 43. Eyes on me when you're there."
High
School
"Write down the notes from this page so you'll be able to read them later and consult them in case you have a problem..."
"Write this down."
Every extra word is a place where students can lose the thread. Keep it economical.
The Nurtured in Heart
"There are no degrees of consistency.”
Describe a situation where you been inconsistent?
Were there consequences?
Consistency is not rigidity. It is the most reassuring thing you can give a child.
Classroom Reality Check
What Disruptive Behaviors Happen in Your Class?
What do you see?
Why is the behavior happening?
Does it have a purpose?
Should you give warnings?
When Disruption Occurs
Responding to Disruptive Behavior — A Clear Protocol
1
Respond Quickly
Don't let it escalate — act early and calmly
2
Provide Academic Assistance
Disruption is often a signal of struggle with the work
3
Set Individual Goals
With student input — connect to meaningful rewards
4
Use Teacher-Student Contracts
Keep teacher, student, and family on the same page
5
Maintain Respectful Interactions
Be patient, stay calm — your energy is the model
Disruption is communication. Respond to the need, not just the behavior.
The Reset in Practice
Best Practice: Executing a Reset — Step by Step
1
Say the Word
Use a calm key word:
"Reset" or "Pause"
2
Unplug Your Energy
Turn away briefly — no eye contact, no lecture, no drama
3
Turn Back Warmly
Acknowledge the child for completing their consequence
4
Focus on Success
Name the rules that are NOW being followed
The reset is not a punishment. It is a brief, dignified pause.
Describe one difference you have learned between traditional discipline practices and the NHA
Teacher Self-Regulation
Can YOU Reset Yourself?
When was the last time you felt triggered by a student's behavior? What did you do?
Teacher self-regulation is a core competency in special education.
"Before you can reset your students —
you need to be able to reset yourself."
Classroom Management Fundamentals
Managing the Classroom — The Physical Environment
CLASSROOM
Teacher
Proximity Zone
What is the set-up of your classroom?
Where are you?
Describe the proximity zone in your room.
Before Your Next Class — Try ONE of These:
1
Notice and name one thing a student is doing RIGHT — specific, values-based language
2
Teach one classroom procedure using Explain → Rehearse → Reinforce
3
Replace one "Would you please..." with "I need you to..."
4
Practice a Reset — yours first, then your students'
The Nurtured Heart Approach is a practice, not a script. It grows with you.
Sue Cowley
Michele Hoilday “ Feed Their Need”