Attention Follows Intention

There is something fun we can do when we meet.Some are silly, some are proper ways to greet.Stand up tall, find a friend, and stick out your right hand. Firmly shake and look them in the eye(Chorus) Turn your hand from side to side, Give a silly almost proper sideways, HI!Good morning! Buenos Dias. Whats up? Its a great day.Im thankful to be with you.Good morning! Buenos Dias. Whats up?Im happy to feel this way. ---tap your knuckles---flutter butterfly

We will need a PARTNER. Find a Partner Brain Boogie Boosters # 3 Greetings!Turn to a partner..Stick out your right hand shakeClose your hand and with your knuckles tap knucklesRight hand to right hand lock your thumbs do the butterfly..

Follow the directions and sing along if you want!1Conscious Discipline

Imagine a school where every adult and child knew how to breathe to de-stress.Stop, take a deep breath and relax. PUT ON GLASSESSmile, take a deep breath and relax. You did it. you are a star.Ist skill: STAR star glassesTeach your students how to be a star: Encourage deep, belly breathing where the tummy goes in and out. Also help students learn to exhale slower than they inhale.IM SAFE. Keep breathing. I can handle this.CD defined: Conscious Discipline is an evidence-based comprehensive social-emotional learning curriculum and classroom management program based on current brain research. It integrates classroom management with social-emotional learningUtilizes everyday events as your social-emotional curriculumAddresses the adults emotional intelligence as well as the studentsBuilds schools based on SAFETY, CONNECTION and PROBLEM SOLVINGClasssroom routines and centers you will hear about meet the childs need for security, belonging and contribution.2Stop in the name of love and take a long deep breath - think it overBaby, baby Im aware of what you doEach time I feel upsetI watch myself scream and shout itKnowing that its best to talk about itBut this time before I blow againLeaving me alone and hurtThink it over gonna be kind to youThink it over, - gonna be sweet to you

How to teach the students to breathe, be a star, when they feel upsetSkit to the music?3Stop in the name of love and take a long deep breathStop in the name of love and take a long deep breathThink it over, think it over,Ive tried so hard, hard to be patientHoping I could stop this aggravationBut each time that were togetherIm so afraid of losing it foreverStop in the name of love and take a long deep breath

4

Becky Bailey, founder of CD More serious turn to underscore the importance of your being here today. We will listen to an 11 minute intro about why as a teacher she shifted from discipline that relied on fear to discipline that relied on relationships. Talking to teachers and parents.Connection = cooperation. 5

Newest and best book for explaining CD and implementing it in your classroom. 6

Excellent workbook for you to understand and sharpen your skills. The first of which is composure. I highly recommend you read the first chapter in this book. 7 Conscious Discipline SkillsComposure Q-tip, breatheEncouragement noticing, we are all in this togetherAssertiveness what you focus on, you get more ofChoices the only person you can make change is yourselfPositive Intent see the best in othersEmpathy the moment is as it is so how can I be helpfulConsequences mistakes are opportunities to learn

In your manual a chapter on each one of these.These are skills to use in the face of conflict for the rest of their lives successful citizens - do you want these skills or others like, attack, blame, outrage, condemnation, discouragement, manipulation, bullying, becoming a victim?Today, focus on COMPOSURE, starting with you, of course, as the leader and model for the students.Child wont comply, is out of bounds, Breathe. Dont allow them to make you angry.Wish them well. You want to calm enough to be at your best. Focus on what you want and offer a choice.which sets the expectationLet the child respond they either comply , resist or thow a fitRespond in a Brain Smart way:Complies incourateYou did itResists use empathy and restate choicesTantrum? -be a mirror or use empathyMODEL: random exampleyou are just FUMING because you want to be in your classroom doing a bunch of other things. and you say something sarcastic in response to a question.Do you want to encourage or discourage your students?And you say, I want to encourage one fellow to stop coming to school in the morning.I can handle that 2 waysWay A: breathe (become composed), use positive intent. Got that! Its hard sitting here and devoting your time and energy on discipline issues when you have other issues, like get-your-class-ready- facing you in short order. Its a tough thing. WAY B: You think this is funny? If this is a waste of time for you..Im sorry. Your principal asked me to come. Its HER fault. Some people think the world revolves around their needs, dont they? (instead of using my skill of positive intent when you made that comment, I used blaming, sarcasm, condeming, and bullying)Q A how do you feel about me? How do you feel about continuing in the workshop today?B?Social emotional responding is important to bea successful citizen8Its a ProcessThere is a discomfort in not knowing. May be the first time youve ever heard these two words put together in the same sentence: CD

Q Why dont you speak Russian? Not knowing Russian does not mean you have been speaking wrong..Just as of listening youve already done, you are now a beginner, 9Todays AgendaIntroduction to Conscious DisciplineFocus on the Skill of ComposureDemonstrate and explain these structures and key phrases:S.T.A.R, Balloon, Drain, & Pretzel, plus Eye RestSafe PlaceFriends & Family BoardKindness CountsCelebration BoardConnection Interventions (I Love You Rituals)Wish Well BoardClassroom Books for CalmingKey Phrases - concerning safety, encouragement, noticing helpful acts, & choices

Initial demonstration get to work on them, but know we will revisit them in some meetings during the school yearCelebration Board !

Post its are on your table or take a pen and write on the board! Need a VOLUNTEER to put this up in the faculty lounge and call attention to it. We just dont do this enough. We want to focus on celebrations, brightens our days, Focus on what you want. How can we be helpful to each other this morning?

Cell phone usage? Time-keeper?Side bar conversations? Questions?Shifting our focus??

The kindness bowl: If we were here for a whole day Id have a kindness tree posted up on the back as you notice someone doing or saying something kind, you write it and paste it on the kindness tree. Suppose I hauled off and hit Rachel during the meeting. (Dont make me mad!) It would probably go viral within a dayWhat do we want? We want to notice when others do something kind, when there is something to celebrate. This makes life worth living! Please put a note on the celebration board. Heres mine -

Volunteer for the kindess tree and I will help you and further describe it at a later time. Volunteer? Shift our focus by using RUSHING WIND We did it!Kindness CountYou get more of what you focus on.Flower pot

In your classrooms, encourage kindness. You can have a Kindness recorder their job is to notice acts of kindness. When they notice an act of kindness, they put a flower in the pot. Then they record the name of the person who was kind in the kindness book. At the end of the day , the kindness recorder counts the flowers and reads the names. What a good job for the kid who is occasionally mean to others13Class Book Kindness is / Helpful is..PreK

1st

2nd

3rd

4th

5thIs keeping sand in the sand table

is covering our mouths when we sneeze

Is picking up trash on the floor so no one slips or trips, working quietly so others hear

Is talking quietly when others are still working; no put downs

Is keeping a space between us when we go up and down stairs

Is going to the chill spot when we feel angry; Is wishing others well when they go to the chill spotTake a picture print it out and put it in a plastic sleeve(show one of Rachel and I being helpfulPlastic sleeves at the dollar tree, put in a folder, to make a bookWays to be helpful book words, drawings or picturesThis TRANSFORMS CLASSROOMS instead of fault finding, When our students grow up, we want them to see the postive rather than then egative in lif. This, noticing kiness and helpfulness is a mental habit that focuses the students on the way they wnt to live their life and contribute to the welfare of others!Shuberts Helpful Day teaches this focus. 14Wish Well Board

People came here today with the cares of their world. Nice to have a place to put those concerns? As a co-worker, dont you want to wish others well with the things they struggle with in their lives? - for any upsetting situation, locally or globallyIs anyone absent? Who? Lets take a deep breath and wish them well from our hearts.We have a wish well board in the back of the room please use it. Post it notes are providedAnyone you are praying for, hoping will feel more at peace, regain health, ect.. Put their name on the board. When we walk by, we well wish those persons/ those situations well

How great would it be if the kids in your classroom had a place they could put their concerns..IN THE CLASSROOMSong #5 AND simple song to tune of The Farmer in the DellClassroom structure Wish Well Board - what a comfort. Take a deep breath inPut your hands on your heartSent well wishes to others while opening your arms and exhalingWhen to Wish Well: Absences, talking about a sad or upset event, having trouble in an academic assignment, - It helps us leave behind upset, refrain from catching others upset,The wishing well board can release tensionSomeone has a tantrum or makes an unexpected mistake. Dont know what to do other than get upset themselves, or look down on the poor out-of control person, Dont know what to do if someone is sick. Teaching them to be successful citizens.(can you believe vs. I sure wish them well)Examples: - Pizza pan, class photos or names on board b ring pizza and 5th grade exampleLIFE LONG SKILL: Eg. A car just cut you off in traffic. What can you do that is helpful?A student just called you a fathead under their breath. What could you do that was helpful?Sarah is feeling sad about her grandmother. What could we do to help her?16Get with your partner

Lets Wish each other well.

Tack 1 It starts in the heart CD 3 min.Brain smart start to UNITE usWhat starts in the heart ? - the process of changing the way we do things.17My heart to your heart. I wish you well.My elbow to your elbow. I wish you well.My back to your back. I wish you well.My eyes to your eyes. I wish you well.

How can we help everyone we know?How can we help each other grow?Sometimes its hard to know what to do Wishing them well connects me and you.Wishing them well connects me and you.Get your partner and follow along. Sing as well if you want..18My knee to your knee. I wish you well.My shoulder to your shoulder. I wish you well.My hip to your hip. I wish you well.My hand to your hand. I wish you well.I wish you well. I wish you well.

Why did your principal select this program? 20Pic with learning graph

Blue is post test Thas what the research says but You want to understand HOW and WHY does this curriculum effect academic scores and frequency of aggression?21Conscious Discipline:a classroom environment based onSafety

Connection

Problem solving

22

CD is brain based.Oversimplified but explanatory. Green part of the brain we use as teachers and students in our optimal learning state Green is optimal when we feel no threat, feel safe, so the brainstem is quietly doing its thing.Green is optimal when we feel emotionally secure, connected to others, no strong emotion, no neg. emotion, Time management, organization, attention, prioitization, working memory, impusle control, emotional regulation, flexibility, showing empathy,..Now we are able to teach and learn and problem solve23Understanding Brain StatesPrefrontal cortex Executive State RELAXED, ALERT

Limbic system - Emotional StateTHE WORLD IS NOT GOING MY WAY!Brainstem Survival State WITHDRAW, DEFENDCD is a brain-based approach. Explains why self-regulation, breathing and a feeling of belonging and being connected to overs is so important, so relevant to schooling. Working to optimize learning by optimizing brain state. Terminology for 3 different parts of the brain: When operating from your .stateWhen the..state takes overIn one of 3 brain states you will recognize them and you will recognize which is optimal for learning. brainstem highly reactive, unconscious, threatened.

Limbic I feel judged negatively, I feel strong emotion, I cant think straight SHOULD , NEVER, ALWAYS, WHINE, WHINE, WHINE

Prefrontal cortex CEO of the brain. Goal achievement. Can make choices and plans. I am safe. I am loved. What can I learn from this?24Understanding Brain StatesPrefrontal cortex Executive State PROBLEM SOLVING I AM LEARNING.

Limbic system - Emotional State CONNECTION: I FEEL LOVED.

Brainstem Survival State SAFETY: I AM SAFE.CD is a brain-based approach. Working to optimize learning by optimizing brain state. Terminology for 3 different parts of the brain:

brainstem highly reactive, unconscious, threatened.

Limbic I feel judged negatively, I feel strong emotion, I cant think straight

Prefrontal cortex CEO of the brain. Goal achievement. Can make choices and plans. I am safe. I am loved. What can I learn from this?25Brain-based approach

3 part brain 26

Sense of safety28

A sense of belonging and a sense of approval of caring29

Acess to our brillance30Common/Traditional Conscious DisciplineWhy did you take that without asking me? Go to time-out for 30 minutes. (misses favorite TV show)When you want to borrow something say, May I borrow your ___? Say it now.Why did you push her? Go to the end of the line and say youre sorry. No pushing. Pushing hurts. When you want her to move, what can you SAY instead of pushing?Commonly, we focus on the problem and thereby engender guilt, blame, we discourage; My parents thought they had to make me feel guilty to make me change.CD we offer solutions, teach skills, give choices, hope and encouragement; the adult is downloading calm. Less need for using consequences. Rewards are fun but punishment and reprimands stresses your body side effect of relying solely on trad. methods. 31Misbehavior what will you focus on?If I focus on what I want you to do, my attention will be on helping you so I will support, teach, explain and encourage you.

If I focus my attention on what I dont want, I will criticize, punish, force, or manipulate you.

This goes for adult rel. and adult-child interactionsI NOTICE PROBLEM BEHAVIOR. Help you.then I will support, teach or encourageIf my intent is to change your behavior and I critizice you, How do I make a child do what I want? I may force, beg or manipulate. 32Todays CommitmentI am willing to learn more about being a S.T.A.R instead of a nut when things arent going the way Id like.

DEMO:This reminds me(of some frustration)get tangled up, then, name it, breathe and move onBelly breathing S = Key phrase in CDK Be a star5th Breathe, dudeKnow your buttonsProblems presented by students:Cranky temperamentDemanding/attention-seekingHyperactiveGrabbyHurting othersOverly sensitiveDoesnt listen

Imp. To know what will throw you out of your executive state and into your emotional or even survival state.Turn to your partner and tell them your top 2 and your bottom 2 34Instead of being a nut, I can recognize when I get upset.I can name my feeling. (Name it to tame it.)I can choose a self-regulating strategies (take a moment to breathe).Then I return to teaching.(Because I understand brain states and want to respond to students with my executive skills, I know to calm myself down from my emotional state.)Being a nut flopping around in my survival or emotional state, Name it I am not frustrated. I am Laurie and I feel frustrated. Gets you out of that unconscious state where you react without thinking..Relationships wire the brain for impulse controlWhen you think about the behaviors that bother you It all goes back to self-regulation doesnt it? Talking too loud, expressing negative emotion in a hurtful way, being overly active, impulsively calling someone a name.SELF REGULATIONConnection Self regulation to be learners and problem solvers36Connecting with upset kids (using empathy and connection interventions) builds connection and self regulationRachel and I: something happened that I dont likeBoth look at each other mirror each others faces

Works with other intense emotions like laughter at a movie St. funny hahaha and we look at each other happily Do it again, I laugh and look over and she is not in sinc with me37Upset kid. Give in? No!

EmpathizeOk, here, take the cookie. (ugh) Its hard. You wanted a cookie. Breathe. (hooray)When it happens again, they will have the skill to self-regulate..38

Now this is a picture not of a childs brain but of an adults brain. Works the same darn way!39I cannot help a student calm down when I am not emotionally regulated myself

Agree with this?Note that this is a process several steps not an on and off switch for us and for our students. The state of the teacher determines their reaction. Composure is SOOOOO important.

40Teachers state of mind: Teachers reaction to challenging behavior: Survival StateThat kid is going to pay!

Some of us at some time or anotherUgh. I bet my neck is bright red. Im fit to be tied. Im going to go for a walk..write one angry letter. 41Teachers state of mind:Teachers reaction to challenging behavior: Emotional State This child is my worst nightmare.

Im a failure as a teacher.

My day is ruined.

Most of us , all too often.Im discouraged and angry at that child. Im sad and disappointed in myself. It happens. Breathe. Youre safe. You can handle this. You feel discouraged, thats all. 42Teachers state of mind: Teachers response to challenging behavior: Executive/CalmThis child needs to learn.

Most of us, also have this reaction: This is where our executive skills reside, our brilliance The student makes a big mistake and we think: The CORE of this student is good. Now we turn our Attention, time management, organization, prioritization, working memory, impulse control, flexibility, empathy, metacognition, goal achievement, task initiation to teching, encouraging and supporting the student in making a different choice next time. 43QTIPQuit Taking it Personally

Argue with rachel about who forgot to bring the qtips model being a star44Balloon

Place your hands on top of your head and interlace your fingers. Breathe in through your nose as you raise your arms, inflating and imaginary balloon. Release the air by pursing your lips and exhaling slowly, lowering your arms and making a pbpbpbpbpb sound.5th graders?? Inflate the tire on your bike, your motorcycle, your carTRANSITIONS are times of stress. Line up at the door, balloon. And goHow do the kids come in from PE? How helpful would it be to use breathing choices to get the group calm and alert?45Drain

The breathing icons interrupt behavior patterns to fall apart and whine and cry. They interrupt YOUR pattern when something doesnt go your way. Breathing skills offer them support vs. judging the whining and nutty behavior. This tiny step, teaching deep breathing, is HUGE! With your arms out, pretend your arms are faucets. Tighten your arm, your shoulder and face muscles. Breathe in. Exhale slowly making a sssshhh sound and release all your muscles, draining out the stress. 3 XsSing to this familiar tune: If youre cranky and you know it, drainit outsssshhhhhh2nd graders still into Spiderman? 5th graders tense/release..46Pretzel

Discipline situations - You want to focus on calming yourself down. And download CALM to your students. Give example of approaching a couple of students downloading the same energy they have and one of downloading calm.Conscious reflect vs react Thats the conscious in CDStand upCross your ankles. Cross your right arm over your left. Turn your hands so your thumbs are facing down. But balms together and interlace fingers.Bend your elbows out and gently turn your hands down and toward your body.Relax and breathe.For young kids you can do it on the floor and sing with them:I can be a pretzel. Arms and legs out.Cross them over and watch me pout.When I feel all angry a pretzel Ill be.Squeeze together 1 2 3. (breathe)

47Plan for emotional regulation in your classrooms A Safe Place

Self-regulation.Upset, where do you go? Turn to your partner and tell them about a past or present safe place IF YOU ARE WILLING. You can say. Oh, I PASSShift with racing windPause Now, I have a safe place in myself, but when I was a hormonal adolescent, I went to the levee..When it was time to do homework, I didnt go to the levee. I used it when I needed it. Now, think of your quiet spot. Do you abuse it or use it when you need it? The structure of the safe place in our classrooms is a Focus on Composure yours and your students, and a focus on safety. Its there in order to optimize learning.Self-regulation when kids are missing their parents, overwhelmed with class events, frustrated with social conflict, sad over life events like death or divorce, angry over classroom expectations, disappointed with outcomes (didnt win PBS prize), overly tired, bad day, just need a momentPAGE 165 167 on bookEstablish a safe place in your classroom. It is simply a corner or other area that is al little out of the way from distractions and labeled, Safe Place Materials you need depend on age of student: suggestions: Shubert book, cranky cream, fidgets like squeeze ball, sign of feelings and icons for calming strategies, family and friends board or book, stuffed animal, notebook and pencil, Shubert books, Shubert puppet, class books on helpfulness and kindness.How to get there: can go on thier own, someone can suggest, teacher can take the student thereThe student can remove himself from the group in order to become calm, regain composure and maintain control when upset, angry or frustrated. Students come to the safe place in order to be helpful and not hurtful to themselves and others. This is a keystone to teaching self-regulation and having a safe, caring classroom. Good place for your friends and family boardAsk your class? What could we add to the safe place that would help you when you are sad? Page 176 from Creating Safe Schools

Location: select a corner or quiet area with reduced distractions. A beanbag chair works great because it almost hugs you when you sit in it. You could also decorate a safe place chair, put down a special rug or stack soft pillows. The look and feel is one of warmth and comfort. Handouts feelings chart for naming your feeling, a picture of the icons for breathing and relaxing. I FEEL I CHOOSE to.Safe place box Your arms are going like this. Your face is like this. Your body is telling me you might be feeling angry. Are you willing to go to the safe place and see if something there might help you feel better? You can come back and rejoin the class as soon as you are ready.Maybe the safe place will help you. You could look at a picture of your family. Teach it like you would teach the rules for the block area and the rules for a science lab. You can do it by reading, role play, modeling. Shubert is a STAR introduces the safe place.Ask the kids for ideas what would help you feel more calm? Students come to the safe place in order to be helpful. (and not hurtful to themselves and others. 50When I feel upset, I am going to..Go to the safe place and calm down with the slinky.

Purpose of the safe place is to provide a specific location in the classroom where children can choose to go to calm down when they feel upset. Missing somebody important to themFeeling overwhelmed with class eventsFrustrated with social conflictSadness over life events death, divorce sick relative or petAnger over classroom expectationsDisappointment with outcomesFeeling tired from lack of sleepHaving a bad day for unexplained reasonsNeeding a moment

51

A fathers letter

A teachers concerns52

Handouts You have thisName it to tame it. When I feel..I can ..53Class-made Books For the Safe PlaceWhat Bugs Me & How I Calm DownWhen I get angry I used to ___. Now when I feel angry I am going to _____.I Can Calm DownInstruction book or page: When I go to the safe area, I will point to the feeling I have. I will choose something to help me calm down. I will put on a smile and go back to my seat.Helpfulness Is.or, Kindness Is..You have a camera available to you54Chill Zone Book

You have this to post in your safe place as a visual reminder to choose how they want to calm down. You can add, delete to these 4. You can place a box of things in the safe place. Like this one.56

Some safe places have pads with stamping feet if they have a student who needs that kind of body movement to expell energy. STAMP, stamp, stamp Breathe, breathe, breathe..57

Cranky cream Bye, bye crankiesits time for you to go.The book: Shubert feels bug-crazy mad because he cant go out and play. He refuses to do his homework at home and he is hurtful to friends at school. Ms. Bookbinder, the teacher uses Shuberts upset as an opportunity to teach him and his classmates ways to calm themselves. It is a good introduction to the safe place and helps teach the calming strategies star and drain etc. THE BEST WAY TO TEACH IT IS TO USE IT! 58Friends and Family Board

ConnectionCan go in your safe placeBuilds a sense of connection from home to schoolCan also make it a school family board of pictures connections among us at school.Good book for the safe place.

59Letter to parents in handout601. What was the problem? 2. How did you feel? 3. What did you do to calm down? 4. How can you solve your problem?

Debrief from the safe area - younger childShuberts big voice solving problems by telling others what you want or dont want vs. tattling61Name _____________________ Date _____

What was the problem? 2. What did I choose to calm down? 3. What are some solutions? 5. Are the solutions helpful? 6. What solution am I going to use? I am going to

Safe place debrief for older students62Take a moment to plan your safe spot in your class.Where? What?

Regroup with RUSHING WIND Ask if there are questions or comments63Key Phrases: SafetyMy job is to keep you safe. Your job is to help me keep you safe.

64Practice

4th grader, Sam, whines, Why cant I go in the classroom before you get here?

My job is to keep you safe. Your job is to help me keep you safe.

Meaningful Greetings

Builds ConnectionsGreet each student daily with eye contact, touch, presence, and playfulnessIn the moment, not thinking ahead or talking over their head to someone elseWay to connect. Brings up the cooperativeness of students, brings down freq. of aggression.66

GreetingsActivity with Rachel Person A I come in and say hello to all of youPerson B I come in and am present, playful, give eye contact and some touchRachel, how did it feel the first time I came and said helloWhich one wof me would you be more likely to want to help out on a pro ject?67- Connecting to students who are resisting connection with you

- Connecting to students whose behaviors push your buttonsST that CD will give you is a way to Relationship-resistent studentJust as the brain allows us to see, hear, talk and move, it also allows us to care for and love each other (or not).These are the kids ho have problem with eye contact, touch (dont know the meaning of gentle touches) , play and presence or sustained attention. The students with the most problematic behavior view friendly, caring helpful adults with deep distrust. They have poor achievement and they stress teachers. Eventually we are looking at criminal behavior rather than functioning members of society. The connection intervention is essential to helping transform these students.

68Connection = CooperationI Love You Rituals A wonderful woman lived in a shoe. (look at eyes, holding one hand)She had so many children she knew exactly what to do. (gently squeeze each fingertip)She held them, she rocked them, and tucked them in bed. (hold and rock hand, tuck in fingers)I love you, I love you, is what she said. (big warm smile, gentle squeeze, maybe a hug)

DIVERSITY Not rewarding problem behavior: Rapport Rapport RapportThe relationship has been disrupted by a series of conflicts. Cooperation is minimal. Little interaction or game that sends a message of acceptance - Intervening to reduce or eliminate problem behavior.CONNECTION = COOPERATION. A connection routine is a daily tune-upThe powerful message in th is: Your relationship holds up during the roughest of times. ..successful citizensWhen you do this little routine : have fun, relax, Give the child the message that they are worth being with.Rachel we do it 2 ways and rachel says how it felt

69Connection Intervention

Do it 3 times a day (total of 3 minutes)Name it, Our Special Time or Our Check-In Time and approach it like you would math time; Lets go, its Our Special Time

The motivation to behave comes from being in a relationshipConnection literally wires the brain for impulse control and for willingnessEye contact, touch, presence, playful Soothes the brainstem and produces a calming effect. 70PresenceEye contactPlayfulnessTouch71Connection = Cooperation

Twinkle, twinkle little star, what a wonderful girl you are. With long brown hair and sparkling teeth, talented person from head to feet. Twinkle, twinkle, little star, what a wonderful girl you are. Delight on your face, modeling kind, safe appropriate touch, eye contact. Can end with a gentle hug.Wiggle fingertips to represent shining starThis is the student with the most difficult beh. in her class. The. Most. Difficult.Good topic for a presentation to parents as a group or individually.Turn to your partner:Say it slow , for younger student and faster for older student. First time. Just say it any ole way. Get it over with. Not a lot of eye contactNow say it again and say it TO them , playfully but with good eye contact and meaning.Now turn to your partner and describe your experience hearing this nursery rhyme.SONG # 17 ON I LOVE YOU RITUALS Vol two older kids72Its Our Check In Time

Present? Playful? Touch? Eyecontact? Difficult kid? May start out difficult.73I Like to Be With YouMmm, I like to be with you; Mmm just you and me.Mmm, time for a hug now; Mmm, we are family.Oh my dear friend, I love to be with you.When we are together, theres so much we can do.Tap hands together now (refrain)Hold hands and sway now

We can all do this:Hug little hugOlder version of a connection intervention74Eye Rest

The eyes take in the majority of the information your brain receives. Rub the balms of your hands together quickly until they are warm. Breathing in I collect my stress; breathing out, I relaxBreathing in I visualize a flower; breathing out, I feel fresh75Key Phrases for Noticing Helpful ActsSay the students name.

Describe what they did and how it helped someone else.

End with a tag.

(Name), you_____ so _____. That was helpful.

(or kind, or caring)

CD does more noticing instead of praising. Noticing is connecting.Connection = cooperationRachel, You,came here today to support me so that I could do a do a better presentation. That was truly helpful.76(Name), you ___ so ____.That was helpful.Raevon gives another person a sharpened pencil from his pencil pouch.

(Name), you ___ so ____.That was helpful.Monique moves over to give another person room to pass.

Key Phrases for Encouragement:

Celebrate working long & hard; finishingYou did it!

We did it.

I did it.Increases serotonin

Increases serotonin

Increases serotonin

CD approach uses more celebrating than praising. More noticing than praising.What do they celebrate in the classroom? 79Key Phrases for Choices Response to noncompliance

You have a choice. You can ___ or___. Which is best for you?

We will practice because many of us experienced the following:No choices were given to us. Do what I say when I say it. Or pay the priceWe were manipulated by false choices such as, You can eat it or starve.3. You were put in charge of your choices and were overwhlemed, You can stay with your dad or with me what will it be?Choices were used as weapons to make a point. You made a stupid choice and now you will pay for it. I tried to warn you. If you had listened to me, this would not have happened.80Practice with your partnerIts clean up time and Shanita is wandering aimlessly. (Name), you have a choice. You can ___ or___. Which is best for you?

Practice Time (Name), you have a choice. You can ___ or___. Which is best for you?

Roseanna is doodling on her paper instead of copying notes from the overhead.Take turns with your partner. Increase compliance, model ways for students to resolve conflicts, keeps self-esteem, keeps the focus on what you want them to do, helps re-focus the distractible student82Conscious Discipline isa classroom environment based onSafety

Connection

Problem Solving

Consciousdiscipline.com

S.T.A.R, Balloon, Drain, & PretzelSafe PlaceWish Well BoardConnection Interventions (I Love You Rituals)Friends & Family BoardCelebration BoardClassroom Books for Calming; Kindness CountMeaningful GreetingsKey Phrases - concerning safety, encouragement, noticing helpful acts, and choices

Lets review and lets commit to those ones in purpleI hope you are willing to learn by doing these breathing skills and the safe place structure85More Topics in Conscious DisciplineBeginning the day the brain-smart wayClassroom jobsTeaching negotiation and conflict resolution to your students (problem solving)Class meetings (problem solving)Specific language for addressing tattlingWe care bag

86 Laurie.Olson@jppss.k12.la.us 349-7923 Rachel.Krimkowitz@jppss.k12.la.us349-7946

Just ask us to help (loan a book, print a copy of something, come & talk to you, email you some information, or come talk to your class, etc.).

We will email you the powerpoint87You did it!You are heart. You are hands. You are the voice of kindness.And who you are, and all you doIs a gift to the world. Gift to the world.Its a gift to the world.

Brain boogie boosters You (point) then WE Then I then We again. We can do this. Follow my hand motions first say it to your partnerThen to all of usYOU ARE HEART #7 Ending slide88