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 [email protected] 349-7923
[email protected]
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