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rarely taught students, rather she facilitated their discussions with well-planned questions and curriculum that was relevant to them. She challenged them both academically and in how they saw themselves contributing to their communities and the larger society.
Ms. Gray held high expectations for her students, listening to their excuses but always turning their excuses into opportunities for learning. If a student got a grade on a test or paper that was not satisfactory to her, she gave him or her another chance to retake the test or provided additional support or tutoring so the student could raise his or her grade. Because her students thought so highly of her and spoke about her at home, I would often walk into her classroom to find family members seeking advice about their children. Ms. Gray had a way of giving families advice without ever judging their actions. I learned more from her in my first year of teaching than I did in my entire four years of college as an undergrad.
Through research, I have learned that most No-Nonsense Nurturers weren’t born with these motivations, attributes, and mindsets; they listened to their students, observed great teachers, and had mentors who supported their development and mindsets (Klei Borrero & Canter, 2018). Becoming a No-Nonsense Nurturer isn’t a destination—it is a journey. With each incoming class of students, new learning takes place because these teachers are relentless in their pursuit of 100 percent student engagement, 100 percent of the time.
Before analyzing the successful strategies of No-Nonsense Nurturers, it is important to review the attributes, motivations, impacts, and mindsets of these highly effective teachers. You will likely already be implementing many of these practices, but be sure to read critically for how you might tweak or even change your practice to better serve students and increase your success in the classroom.
No-Nonsense Nurturer Attributes
What does it take to be a No-Nonsense Nurturer? Following are some of the attributes and characteristics of No-Nonsense Nurturers and the effect they can have on student relationships and learning.
No-Nonsense Nurturers understand that their relationships with students and high expectations drive strong student achievement. These teachers don’t accept failure. They meet all students where they are and push them to achieve more than they may realize they are capable of. These teachers incorporate formative assessment and data-driven instructional practices to adjust their lessons for students who might need extra support or enrichment (Fisher & Frey, 2013). They use the relationships and structures they build with students to support student learning, social-emotional development, and confidence by providing a caring, supportive environment where all learners are valued.
No-Nonsense Nurturers not only hold their students to a high standard but also themselves. They use every minute they have with their students, are well prepared for lessons, and organize their time so they can balance a personal life as well as meet students’ needs.
No-Nonsense Nurturers never give up on their students. They are relentless in the pursuit of finding what works for every student and assume the best in him or her. They believe each student can exceed expectations and portray this in their words and actions when working with students (Bondy, Ross, Hambacher, & Acosta, 2013; Ladson-Billings, 1994). No-Nonsense Nurturers realize every student is a puzzle, some easier to figure out than others, but when they do, the rewards are beyond any standardized testing measure.
No-Nonsense Nurturers hold students accountable for completing their academic assignments, expect all students to engage in learning, and help students recognize challenges as chances to grow and learn. No-Nonsense Nurturers motivate students to remain engaged in assignments and work to the best of their abilities. If students do not meet the teachers’ high expectations, these teachers take the actions needed to support their students so they do not miss learning opportunities (Adkins-Coleman, 2010; Wilson & Corbett, 2001).
No-Nonsense Nurturers use a positive, strong voice and tone (as needed and appropriate) when dealing with student behavior and setting expectations for learning to communicate urgency and importance in the classroom (Lemov, 2015).
No-Nonsense Nurturers have an expanded view and, in many ways, redefine their role as educators. Highly effective teachers do more than merely provide academic content in their classrooms. They also provide the extra support needed to help students succeed in class and in life (Kopp, 2011). Having an expanded view of their role helps No-Nonsense Nurturers develop life-altering relationships with students because they know that for many students, a positive relationship with the teacher is a precondition for meaningful school experiences (Brown, 2004; Jensen, 2009; Milner, 2006; Valenzuela, 1999).
No-Nonsense Nurturers see themselves as important and caring adults in the lives of their students. No-Nonsense Nurturers’ students often refer to their teachers as
second parents, and these teachers take that role seriously, caring for students’ emotional health and well-being (Weinstein & Mignano, 2003). Students often note that their teacher is someone they can count on and
has their back. Even when teachers seem strict or firm in the classroom, students interpret this coming from deep caring. Students understand that accountability and high expectations support them in their future success. They understand their teachers want what is best for them, just as a family member would.
Having a No-Nonsense Nurturer view of teaching requires demonstrating a different kind of caring. Instead of simply being nice to their students by making positive comments to them and interacting with them during the instructional day (Nieto, 2008; Shevalier & McKenzie, 2012; Weinstein, 1998), No-Nonsense Nurturers recognize that demonstrating care to students requires truth, authenticity, and respect.
No-Nonsense Nurturer Motivations
No-Nonsense Nurturers are highly motivated to build relationships with students, realizing the benefits these relationships have on student learning and achievement and on their own professional development and job satisfaction. Following are several of the motivations driving No-Nonsense Nurturers in the classroom.
For No-Nonsense Nurturers, building life-altering relationships with students is fundamental to establishing a classroom culture where motivated students achieve at high levels. Teachers must enter classrooms with a foundational belief in their students’ capabilities and a desire to build authentic relationships that honor students’ life experiences (Borrero, 2011; Camangian, 2010; Hammond, 2015). This is an important motivation for No-Nonsense Nurturers. These teachers build life-altering relationships with students that also bring satisfaction in their own careers and make them feel they are making a difference in the lives of future generations.
No-Nonsense Nurturers have a burning desire to positively influence students’ lives. This desire often arises from an intense sense of social justice and activism, as well as a belief that education is a civil rights issue (Losen & Skiba, 2010; McAllister & Irvine, 2002; Milner, 2006).
Many No-Nonsense Nurturers talk about their work as a matter of life or death for students who are overcoming challenges associated with poverty, violence, and limited opportunities (Klei Borrero & Canter, 2018; National Research Council, 2004). No-Nonsense Nurturers do not operate from a
savior mentality; rather, they operate from a desire to learn with and from their students. They understand that
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