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I can be a negative controller. When students aren't meeting expectations and I don't have the right mindset/patience based on a couple different things, my tone and approach to students changes. The impact is that students lose their own learning and self-advocacy. Also, it damages relationships that I have with students as these negative interactions could have an unintended consequence of students taking it personally both as a person and a teacher.

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When I am not being the best NNN that I can, I tend to lean more towards being an Unintended Enabler. I am guilty of letting little things slide on occasion and not keeping the bar high for our students when I "just don't want to be mean." This affects my students because I am introducing inconsistency into their expectations, causing them to get even more frustrated when the behavior I failed to correct gets addressed by another team member. Me not following thorough and using the matrix in those times also makes my colleagues jobs more difficult because they may receive more pushback from the student who doesn't understand why they are getting reprimanded when the same behavior wasn't addressed by me a different time. I need to remember to simply follow the behavior matrix at all times for every student in every situation - consistency is KEY.

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When I am not on NNN I tend to lean towards Negative controller. When students choose not to listen repeatedly sometimes I can lose patience. Being a new teacher I am still trying to navigate how to go about consequences. I know that this can hinder students because I try to be a very positive/energic teacher and when they see me lose patience/get frustrated they tend to do the same.

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When i'm not a NNN I can lean towards both and unintended enable (low on time) and negative controlling (low on patience). Either way both things come to fruition as a result of stress. It has a big impact on students when I am at my best in the NNN capacity, learning outcomes across the room are positively impacted.. but when I am unintentionally enabling students are not learning to their full capacity and when i am being negative controlling I am usually burning a bridge of a student-teacher relationship that took a lot of time to build.

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When I am not a NNN, I tend to be an enabler but not so much. Being an enabler does not help our students in at all.

I tend to be a negative controller. I am rather firm. I tend to feel that I need some control of the classroom because I feel that students will feel that it is ok to break the rules and get off task. I am working on giving a little and holding back a little to create a better balance.

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I've noticed that earlier in the year I would swing into unintended enabling, but recently I've had some tendencies of being a negative controller. I think that I subconsciously made this switch to try and mend some student behaviors occurring in my classroom, but when I'm frustrated my students aren't responding well to it. I've found that when I'm more focused on student relationships when keeping the bar high that I've had better outcomes.

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As with most things in my life I will go too far before I go not far enough. Therefore negative controlling is what I lean towards. As far as my teacher action goes, it's not that I necessarily change how I act, it's that my tone changes. The impact on students is that when things aren't going well in class they will do the work and it will not be a joyous experience for anyone. Then I know I have to go on the backend and have positive interactions with them outside of class to "make up" for it.

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I don't think that I swing one way. I think my state of mind determines which way I swing. I have been both the negative controller and the unintended enabler. I usually turn into the negative controller when I am pressed for time in delivering content, and the unintended enabler when I'm in a good spot academically with kids.

When I'm the negative controller, I know it has a particularly "petty" effect on the student who is on the receiving end -- telling them that it's okay for engaging in this type of behavior. I have a lot of attitude when I am not being mindful of how I speak.

When I am an unintended enabler, almost immediately, students realize that I am an emotional and empathetic person and it turns into work avoidance. Luckily, I feel like I can catch this particularly quickly in routing back to a NNN.

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I tend to swing more toward the unintended enabler when I am not at my best with students. That can look like not issuing consequences quickly or consistently, or getting so focused on helping a student that behavior in the classroom begins to shift and students are off-task.

This affects my teammates (and my overall classroom culture) by unintentionally teaching students that they can do what they like if the teacher is not watching closely, which often results in a slower clean-up process, or poorer work output. Slower clean-up usually means that students are late for their next class, which is not acceptable. Poor work output from students results in either a lower grade, or, a curved grade due to my guilt at not being in better control. I am working on this.

When I am not unintentionally enabling, I can also become short with students if I am stressed, and that is never fun. My teammates are affected by this too, because if I am shorter with a student, that student may earn a consequence faster than perhaps they would have on another day when things are going smoothly.

To better myself, I am constantly refreshing my understanding of the matrix, and lean on my co-teachers with more experience for advice. Trying to remember that my class should be fun for students, and for me.

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When I am not at my best, I tend to fall into the unintended enabler category. For me, this looks like prioritizing relationships over the content, especially when it comes to my reaction to off-task behaviors. I have to constantly remind myself to be consistent in the way that I respond to ALL student's off task behaviors, so that students know what to expect in my classroom and from me as an educator. When I am enabling, students can get confused about what is acceptable in the classroom and what isn't, especially when my teammates are enforcing expectations with more fidelity in their classes. Students can also become bitter if I am sometimes enforcing expectations with more consistency, since they may have been able to do their actions in the past when I am swinging more towards the enabler mindset.

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I try to keep in the middle but I sometimes become my dad with the Negative controller and sometimes I'm the enabler. It often depends on my inner level of stress and how I respond to students. The impact I have on my students is a mirroring effect; If I strike the right tone and keep it clear and concise then we'll often go towards a positive movement together rather than in conflict. It's always a balancing act that sometimes goes well and sometimes does not. I always have to remind myself that each interaction is a reset to try again.

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I tend to swing between the two. When I started teaching I definitely was more of a negative controller. As time has passed I've reached another end towards enabler. Overall I would say I am more of a controlling teacher but with enabling tendencies because at times I over empathize with students and that can lead to a lack of accountability. When I am controlling- which does not work with students you don't have a relationship with especially in MS- students can lose respect and focus in you and then the content. Every school is a little different and so I am aiming to strike that balance which tbh fluctuates by year and by class. Maintaining consistency with the accountable structures we have here is extremely important to make sure the student and staff experience is reliable and equitable.

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I've found myself being a Negative Controller, when I feel I've lost control of my class. When students do not respond to my 1-1 or whole class redirections, I tend to lose my patience and take away partner work, whole class speaking opportunities, and assign work as independent practice; all to gain "control back". My actions are not fair to student learning, I know I have to muster up my patience and work with all students for the good of the group.

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I fall under the category of an enabler. I give my students to many at bats. By the time I assign any consequence classroom behavior is sometimes unmanageable. This has the unintended consequence. Students who want to learn and show up to do their best are not able to.

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Deeeeeefinitely unintended enabler. I think this comes from wanting to deeply understand the motivation behind student behavior-- every behavior choice is communicating something. Especially with certain students I work closely with, I tend to give one too many chances. Part of being an equitable teacher means holding all students accountable, which is a hard lesson I've recently begun to learn.

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I tend to find myself being a negative controller when I get frustrated with the kids or I have slipped on my own emotional needs. I can also do a 360 and be an enabler when it comes to wanting my students to succeed an providing them too much academic support.
The impact is that they are not getting the calm guidance they need and they push back.
I feel like a better teacher when I am adhering to the NNN guidelines for Positive Narration and cultivating relationships.

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Negative Controller

When I am tired and my capacity for empathy is dwindling, I can go straight to punitive school policies and approaches. The impact this has on students is that I miss the opportunity to get to the root cause of student behavior and to support both students and teachers in re-engaging with the curriculum/ community.

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I have swung in both directions, at times being the Unintended enabler and the Neg Controller. Though the frequency and degree have changed as well as and my ability to recognize those tendencies in myself. The pendulum swings less severely these days than earlier in my career. Impact on students can be subtle, a slip in consistency, or less so, a developing lack of trust in their teacher. A loss of faith. It can also reinforce negative attributes or lessons that a child may have internalize, the "I can't do this even my teacher thinks so..." monster grows in strength.

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As I reflect on these questions I realize that in an effort to NOT be an unintended enabler that I've swung to the opposite side of the spectrum as a Negative Controller.   I have a really long fuse naturally, but when students push too far, especially at the end of the day when I am completely exhausted and out of patience, I see my responses being as a Negative Controller with my tone, my quickness to give consequences, raised voice, or less willing to discover what is going on beneath the surface to cause the behavior problems.

I think this has a negative impact on our students because this is a poor example when I work hard to try to be a positive example for them of how to handle conflict and challenges in my class.  It also can have the effect of betraying student's trust because they trust me to be a NNN and when I fall out of that, they no longer feel that trust.

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I would say that when I'm off I swing towards the unintended enabler. I think a lot of times students are reacting to situations in which they do not feel like they're in control and sometimes the best approach is to give them control or power back. I would like to think when I do swing towards this area that I still provide structure and choice that allows them to engage in learning opportunities, but I def see times where students just need a breather and a break and the structure is less present. I think this gives students a different lens that can be beneficial to their behavior, especially in looking at other's responses where control seems to be the default reaction.

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I find myself leaning towards the unintended enabler side of the spectrum. There are times when I become too lenient and loose with classroom management in fear of negative student reactions. This does not hold students to the highest standards possible and results in a loss of learning and growth. I need to hold my students accountable and push them to achieve.

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When I'm not an NNN, I tend to swing to an unintended enabling. I have seen when I give students multiple chances to get redirected. This can have students feel that their actions don't have consequences and also prevents us from getting where we need to be.

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- I tend to swing to the negative controlling. I am less patient and quicker to escalate - forgetting least invasive techniques and jumping to higher consequences. Reacting vs. responding.
- I can feel the shift in my classroom when this tends to happen and it hurts classroom culture that takes time and effort to build.
- In addition to CC, it is damaging to relationships with students can affect their behavior/mood when they go into that next teacher's classroom.

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1. In the past, I would not hesitate to say I would swing to enabler. However, this year, with the behavior matrix in my back pocket and as a leader, I'm finding myself tending to swing to Negative Controller. Or at least, I think I am...? I think because I'm so aware of being an enabler, I have over-compensated.

2. Lightning Quick of "well, you did this, then this, then this, so you've earned a RF / referral" without giving students the full time to deescalate and bounce back after the first correction.

3. It makes students feel like I am unfair and will not listen to them in the moment.

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When I fall away from NNN, I show up with a harsher tone and framing for behavior.  Even with my own kid (age 4), I tend to expect there to be memory in our discussions of behavior, which means that repeated mistakes/testing boundaries over days or even weeks can wear me down/out.  'You know this, let's not waste either of our time on it' can come out.  This isn't ever meant to imply that the PERSON is the waste of time, but I have seen it responded to as such.

I sometimes take a more systems-reliant approach to things that strike me as busy work/excessive scaffolding, e.g. extra reminders about tutoring if the expectation is for students to check the board/wall.

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When im not a NNNer, I tend to become an unintended enabler. When students are given autonomy, it can empower them to be independent and self-sufficient. However, many students need and crave structure and coaching and can benefit from guidance when making positive decisions.

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When I am not the NNN, I can swing in both directions depending on circumstances. If students' behaviors are impacting others' ability to learn, I swing towards negative controlling. I tend to get short with students and assign consequences with a harsher tone and less bounce back time. If students are quietly disengaged from work I tend to lean more towards the unintended enabling. I will justify why a student is disengaged with work and am less likely to hold high expectations in class. More often than not, this happens when I am tired and not taking care of my priorities outside of the classroom. The impact of both sides is negative and damaging for relationships and trust with students. In either case, students will subconsciously receive the message that their success in class is not my priority and therefore I care about them less, which obviously is not true. The impact on team, then, becomes that a student continues their day with a non-positive interaction and carries that with them and has the potential to change their decision making throughout the day.

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I'm an unintended enabler in the AM and more of a negative controller in the PM.

The mornings are much more calm and it's easier to have conversations with kids if they need redirections. However, there are definitely a few that I enable out of worry of the  argument after the consequence and then not being able to reset or be present and positive for my next classes.

After 4-5 classes back-to-back, I definitely am not as patient and feel the need to immediately get my classroom 'under control' so I have a moment to catch my breath and reset from the previous class.

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I find that when I am not a NNN, I definitely lean towards being a negative controller. To be entirely honest, I am thinking here more in the coaching space. I don't think it's necessarily a bad thing to hold firm lines and set strong boundaries with kids so long as they understand the why. Every kid wants to be challenged and held to a high bar, so long as they can get affirmation for doing the right thing.

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I am a recovering big time empathetic enabler. I still hold these tendencies when my energetic capacity to manage the room is low. I will play the cost benefit analysis of addressing a negative behavior and if it means disrupting the lesson I will sway toward enabling it.

The impact on the student that I am enabling is that the behavior will become a pattern and more difficult to end later on. They will also believe that I don't care abou their learning. To the other students, they may assume they could also get away with this behavior and that I don't value all learners equally.

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I tend to swing towards Negative Controller when I am low on patience and students are doing something outside of expectations. I tend to fall into this with my small class at the end of the day being that they enter the room out of patience and stamina. I stick to the matrix more often than not but sometimes am focused so much on the students in front of me (behavior/lesson) that referring to the SS chat to keep them posted on where students are on the matrix is difficult for me.

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I often tend to lean towards unintended enabling, especially when I am frustrated. I often think that if they just do one thing and I don't hold them accountable, it won't be a big deal. If I am wishy-washy, it will create a distrust between me and that student. That will not know what the expectations are or when I will choose to enforce the expectations, which is unfair to them.

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Negative Controller

It is easy to get wrapped up in the push to cover content, and in this we lose sight of the importance of student discovery learning. This shows up in me talking too much, taking too much time on my own explanations. This takes away from student discovery and their ability to intuitively learn the material. At times, you have to breathe and realize you cannot control the process of learning in every situation.

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I can swing to both the negative controller and unintentional enabler when I am disregulated or not able to fully access my no  nonsense nurturer mindset. I think in a whole group setting, I tend toward negative controller because I feel worried about losing a number of students and want to keep those that are engaged learning. In 1-1 work when students are struggling and I am frustrated by either their behavior or the fact that I can't explain something in a way they can understand, I tend towards unintentional enabling because I will blame more external factors than want to take responsibility for what I cannot support my student in doing.
In both and especially in demonstrating both traits, I think it can create an environment of inconsistency and make students not want to seek help 1-1 because they don't know which reaction they might get.

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I have definitely been both in the past.  The line "working toward the academic standard at all costs" resonates with me.  I think that when I first started teaching I was so worried that I had to "make every minute count" and if a kid was not doing their work I interpreted it as defiance rather than digging a bit deeper to see what the issue is. This impacts kids because they feel like their only value is to achieve academically and that you don't care about their needs as people.

I've noticed in working with smaller classes, such as academic lab, it can be easy to become an enabler when you have fewer kids.  This ultimately impacts kids because they feel you don't believe in them if you aren't holding them accountable.

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When I am not a NNN I tend to fall into the negative controlling category. I think this comes from feeling defeated when students aren’t completing work or engaging in tasks. This can be something that is super frustrating for me and I can tend to let my emotions get the best of me and my student can see my frustration. This is not helpful for me or my students and it is something I need to work in especially in 1 specific section where these frustrations are happening on a more regular basis

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When I'm not a NNNurturer, my tendency is to fall into Unintended Enabling. When student behavior escalates, I can fall into the pattern of over-reminding, providing too much wait time before a "bounce back" and an unintentional lowering of the bar.  The 'unintended' part feels key, here-- when stress escalates, I tend to become quieter and more reserved, and this plays out negatively in the classroom.
Unfortunately, this often is tied to a whiplash reaction into moments of Negative Controller as I channel ways to get student learning back on track. The oscillation between these two are more taxing than aiming for that 'golden middle' of No Nonsense Nurturer.

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I tend to swing to the Negative Controller when things aren't going right in the class. Sometimes I stop class and call them out for not being productive in class. This does not help my relationships within the class at that time. I do tend to circle back to apologizing to them if they start to get back to work.

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I tend to lean toward negative controller. I start losing my patience and get snippy with kids. I also start using my hands a lot. Students can see my frustration pretty easily which then makes them frustrated in return.

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When not in the NNN zone, I found myself swinging into the negative controller side of behavior management this semester. When classroom behavior became challenging, it is really easy to just go through the matrix without extending empathy or maintaining a lighthearted culture in the class, which can quickly turn into a me vs. them situation.

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When I am not a NNN, I tend to swing toward Unintended Enabling in fear of negative student reactions. Undesired and unproductive behavior then goes unaddressed and students who are meeting my expectations may not feel recognized or appreciated. This leads me to hold lower expectations for my students.

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Honestly I am a little all over the place this year. Last year I leaned more towards enabler- the year before somewhat controlling and not in tune with emotional needs as much as I am now. This year I am still working on myself and finding my balance to be a NNN. I have apologized to students/co-teachers and reset multiple times, its messy but we are all growing.

This impacts students when I am enabling/controlling by breaking their trust- hence why owning up to our mistakes as adults is super important.

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I some times tend to swing negative controller. I have done this when students are not doing the actions that are expected of them. Sometimes students do not change their behavior and Think that I am "mean." Call me "mean" as well.

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I put a lot of time and effort on building relationships and positive reinforcement, - Impact: Students enjoy this time, they enjoy and look forward to tangible rewards

but if students go overboard with off task behaviors I adhere strictly to the matrix - Impact: behaviors escalate a bit, until they deflate and extinguish.

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Negative Controller -

When the end of the day courses are taking place I know that there have been cases where I was not patient or calm with their social/emotional needs. As such providing time to allow myself an area to prepare for their needs will give them more freedom to feel confident and capable of expressing themselves.