1. Presented by Ashley Cooper Conscious Discipline Certified Instructor Founder, Connected At Last, LLC Managing Challenging Social Interactions A Conscious Discipline® Presentation

2. Presented by Kim Hughes, M.Ed. Loving Guidance™ Associate Conscious Discipline Certified Instructor Founder, ConsciousConnections LLC the Brain to Reach Higher Levels of Thinking: Utilizing activity, movement, and music to boost student learning and self-regulation A Discipline® Presentation A little about me… Conscious Discipline® Certified Instructor Professional development for Educators Parent Consultation and Coaching Former Kindergarten Teacher Instructional Resource Teacher Magnet Coordinator Mentor/Coach

3. “Children are a gift to the world”

4. What is Conscious Discipline? Conscious Discipline® is an evidence-based comprehensive social-emotional learning and classroom management program based on current brain research. Conscious Discipline empowers adults to consciously respond to daily conflict, transforming it into an opportunity to teach critical life skills to children. Seven Skills of Discipline: Provides adults with the seven discipline skills needed to effectively transform any problem into a life lesson. The School Family: Creates a positive school climate. Seven Powers for Conscious Adults: Enhances the social- emotional learning of adults, creating mindful teachers and staff who see discipline as an opportunity to teach instead of a disruption. Brain State Model: Builds schools based on safety, connection and problem-solving, with the goal of using brain research to fulfill optimal success.

5. What is Conscious Discipline®? POWER (regulates you) SKILL (regulates child) STRUCTURE (practice skills) PerceptionComposureSafe Place AttentionAssertivenessTime Machine UnityEncouragementWays to be helpful, Job Board, Friends/Family Free WillChoicesVisual Rules and Routines AcceptanceEmpathyWe Care and Rituals LovePositive IntentCelebrations IntentionConsequencesClass Meetings

6. Conscious Discipline ® Brain States Simplified Executive State (CEO of the Brain) asks What can I learn? Emotional State (Limbic System) asks Am I loved? Survival State (Brain Stem) Asks Am I safe? Use your hand to create a simple Brain State Model

7. Trunk = Kicking Retreating Fighting = Survival State = Brain Stem Back Seat = Nagging Complaining = Emotional State = Limbic System Driver’s Seat Responsible Focused = Executive State Think about this… Brake = Impulse Control Map = Direction/ Goal Setting/ Prioritization Steering Wheel = Flexibility Highway= Corticolimbic System Putting it all Together… An analogy

8. Conflict is an opportunity to teach missing skills How do we view conflict? How do we respond or react to conflict?

9. Belief #1: Composure is key “No one can make you angry without your permission.” EVENT Call for help Disrespect

10. Safekeeper Ritual The brain functions optimally when a person feels safe. The basic job description for a teacher in a Conscious Discipline classroom is "My job is to keep you safe." The children's job is "To help keep it safe.” Each morning the teacher states the Safekeeper job description and asks the children to commit to keeping the class safe by putting their item/photo in a decorated Safekeeper box.

11. Belief #2: Connections on the outside build connections on the inside Connections include: Eye Contact Touch Presence Playful Situation “Cooperation always follow connection.”

12. Greetings Greetings provide a way to connect with every family that enters the classroom. All parents/guardians want to know their children are going to be safe and valued, and have a fun day of learning while at school. You can assist in this felt sense of safety and security for both parents/guardians and children by taking a moment to authentically connect during drop off. For the children, this felt sense of safety and connection is essential to a day of cooperation, caring, learning and fun!

13. I Love You Rituals ™/ Brain Poems Peter, Peter, Pumpkin Eater Peter, Peter, Pumpkin Eater, (running arms) Had a friend he loved to greet. (handshake) Treated her (him) with kind respect, (kind touch) And in the morning hugged her (his) neck.

14. Belief #3: What you focus on, you get more of PLACES VALUE TEACHES BEHAVIOR

15. Belief #3: What you focus on, you get more of Name, verb, describe 2 positive choices “Sarah, wipe off your hands on the paper towel just like this.” “You have a choice. You may turn off the faucet with one hand or two hands. Which is best for you?”

16. Belief #4: Words have power

17. Assertiveness “Saying no and being heard: Setting limits respectfully.” Aggressive: Intent: avoid conflict through dominating Voice tone: “Or else!” Power: taken from others Information: unusable, attacking Passive tone: Intent: please others Voice tone: Asks for permission, “okay?” Power: given away Information: unusable, confusing Assertive tone: Intent: paints a picture what we want to do Voice tone: Just do it. Power: within Information: usable, what to do

18. Noticing kind and helpful acts Step 1: Start with the child’s name or “you” “You did it.” “Look at you!” “Kevin, you….” Step 2: Describe what the child did in detail …found Mia’s blanket and gave it to her…. Step 3: Related the behavior to how it helped someone else or the entire class …”so she would be more comfortable during rest time….” Step 4: End the description with a tag “…that was kind….” “You _____ So ______ That was ______.”

19. Tattling Tattling is an opportunity to teach missing skills. If children are not coming to us asking for help they are handling the problem using the only skills they have. Tattling Revenge Intrusion Safety

20. Tattling Revenge Tattling Child: “She’s not cleaning up!” Teacher: “Are you telling me to be helpful or hurtful?” Child: “Hurtful.” (or “helpful”) Teacher: “What could you do now that would be helpful?” (or “How is telling me about Sara being helpful?”) Child: “I don’t know” Teacher: “To be helpful you could say, Sara, it’s time to clean up!” Intrusive Tattling Child: “She hit me!” Teacher: “Did you like it?” Child: “No” Teacher: “Go tell Sara I don’t like it when you hit me. Next time ask me for a turn.” (scaffold based on age) Safety Tattling Child: “Bobbi fell of the swing and he is crying.” Teacher: I will take care of it. It is my job to keep everyone safe.”

21. Questions or comments…

22. Conscious Discipline Resources www.consciousdiscipline.com Shubert’s School Sophie’s Classroom