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References

1. Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention - 25 States, 2015-2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1.

2. Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010.

3. Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness-Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.

4. Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940.

5. Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.

6. Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.

7. Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults - Behavioral Risk Factor Surveillance System, 2011-2020. MMWR Morb Mortal Wkly Rep 2023;72:707-715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2.

8. Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.

9. Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students - Adolescent Behaviors and Experiences Survey, United States, January-June 2021 | MMWR

10. Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.

11. Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology. 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570.

12. Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J. 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6.

13. Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology. 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027.

14. Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8.

15. Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.

16. Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.

17. Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.

18. Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. https://doi.org/10.1542/peds.2011-2663

19. Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133.

20. Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598.

21. Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004.

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This page defines adverse childhood experiences, presents the latest data, and describes outcomes.

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Date: 5/4/2025

Teacher's Name: Sana

Grade level: 1st

Number of students in class: 21

Fictional name and age of challenging student: Bob, 7

Headline (One-line caption): 'Making Fun of Friends' (Bob laughs at peers when they get answers wrong, encourages others to do the same. possible mistaken goal= revenge)

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Ask curiosity questions- Sit with him and ask if he had ever been laughed at and what that felt like. Ask how he can support his classmates.

2. Read a story to the class about a similar situation and discuss together

3. Model what it looks like to be a positive community member

4. Validate feelings- Remind him he is an important part of the classroom and that you value his opinions

5. Teach growth minset and differences- everyone learns at their own pace, we are different and that's okay

6. Coach Bob on how to help

+12

White

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Group 5: Teachers Helping Teachers Note-Taking Form

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Group 5: Teachers Helping Teachers Note-Taking Form

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Date: 5/4/25

Teacher's Name: Radwa

Grade level: 4th

Number of students in class: 24

Fictional name and age of challenging student: Independent classwork time = 10 years old

Headline (One-line caption): Focus during independent work

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Give them choices

2. Back to basics and model expectations

3. Give them some time to chat

4. Challenge them to have fewer sound dings

5. Incorporate Movement

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Teachers Helping Teachers Note-Taking Form

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Teachers Helping Teachers Note-Taking Form

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Date:5/4/25

Group2

Teacher's Name: Jessica

Grade level: KG

Number of students in class: 22

Fictional name and age of challenging student:

Headline (One-line caption): Pushing Children Throughout the Class

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Bob was walking tho get his lunchbox, as he went to the yard to the classroom he pushed Charlie over and Bob proceeded to go to get his luchbox. Charlie was crying.

2. Teacher first stopped to check in on Charlie, "Are you aokay?"

3. After Charlie shared that Bob pushed him onto the floor, the teacher asked if Charlie was ready to go over and check in with Bob.

4. I told "Charlie that I would ask Bob what was happening.

5. Teacher felt: Surprised, then curious, "worried"

6. Undue Attention: Reminding,

7. "Bob, what happened?"

8. Bob is trying to connect,English is not his first language and he wants to approach others and is not sure how to.

9. Reencourage responses: "Bob, Do you want to ask Charlie to sit together for lunch? Practice a script for him to use the English lang.

10. Charlie could decide if he wants to for safety.

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Date: 5/4/2025

Teacher's Name: Carrie

Grade level: Pre K

Number of students in class: 15

Fictional name and age of challenging student: Emily, 5

Headline (One-line caption): Defiant in class meetings.

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

4. Sitting on teachers lap, when redirected to sit in her spot she started rolling on the floor, defying request while making eye contact.

5. Annoyed

6. Undue attention

7. (10) Secret signal: I love you and I will give you attention later.

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Teachers Helping Teachers Note-Taking Form

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Teachers Helping Teachers Note-Taking Form

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Date: May 4

Teacher's Name: Aicha

Grade level: KG

Number of students in class: 20

Fictional name and age of challenging student: Dave - 6yo

Headline (One-line caption):

Dave is being aggressive, constantly hitting his friends, without admitting it. (Mistaken goal = misguided power)

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Teacher can give him a specific job in the classroom where he can help, but with rotation.

2. Reading stories about a girl in recess who was always hitting the kids ad how her friends felt about her (they were scared of her so they didn't play with her), asking the kids to reflect on the story. "Let's not be Stephanie"

3. Smell the flower, blow the candle (breathing exercises)

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Teachers Helping Teachers Note-Taking Form - Group 4

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Teachers Helping Teachers Note-Taking Form - Group 4

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Date: 05/04/2025

Teacher's Name: Amanie

Grade level: Kindergarten

Number of students in class: 21

Fictional name and age of challenging student:

Headline (One-line caption): Student constantly hitting friends - Tim hits another friend for no reason

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Asking curious questions: what happened? how do you feel?

2. Reading books like helping hands, hands are for playing not hitting

3. Give them scripts to use with friends

4. Working through problem solving with student

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Steps to Becoming a Positive Discipline Trainer

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Steps to Becoming a Positive Discipline Trainer

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1. “I can’t believe you have procrastinated

again. This time I’ll let you turn it in tomorrow,

but next time you’ll just have to suffer the

consequences.”

2. “I’ll have to call your parents about this.”

3. “You can have a prize from my treasure box

if you finish your work by lunch time.”

4. “How many times have I told you to pay

attention and get your work done? Why

can’t you be more like your brother?”

5. “How come you always forget and never get

your work done? Why can’t you be more

responsible?”

6. “I thought you would do your work after I was

so kind to you and let you be my helper and

take messages to other teachers in the

building. You are so disappointing.”

7. “Well, no wonder! I saw you wasting your

time, looking out the window. You should

feel ashamed of yourself.”

8. “You are so irresponsible. You will never

amount to anything in this world.”

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Building Trauma Sensitive Schools (p. 247)

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Building Trauma Sensitive Schools (p. 247)

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p. 248

p. 245

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Trainer: Becky Divinski

Date of the first session: April 12, 2025

Date of the last session: May 4, 2025

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Online PDC Workshop Evaluation - English 2024

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Online PDC Workshop Evaluation - English 2024.

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1. “I’m available to help with homework after school

on Tuesdays and Thursdays. I won’t be available

to help with last minute projects.”

2. “Do you know that I care very deeply about you,

no matter what - and that you are more important

to me than your grades?”

3. "What is your picture of what is going on

regarding your work? Would you be willing to

hear my concerns?"

4. “Could we brainstorm together on some

solutions that might be helpful to you?"

5. “Could we sit down and see if we can work on a

plan regarding class work that we both can live

with?"

6. "I would like to hear what this means for you.

Will you share with me why it isn’t important to

you to do your assignments?"

7. "I feel upset when you don’t do your work because

I value education so much. I wish you could see

the value to you in your life."

8. "I can see that you feel bad about getting that poor

grade. I have faith in you to learn from this and

figure out what you need to do to get the grade you

would like.”

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Teachers Helping Teachers Problem-Solving Steps Common Problems

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Teachers Helping Teachers Problem-Solving Steps Common Problems

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Facilitators don't follow the outline and stick to the steps.

People get caught up in the story. It is important to stick to explaining about "one time" when the problem occurred. Background information is not necessary for this process.

The group members analyze, question and evaluate information.

The group forgets to suggest some of the tools presented in the book or from the last column of the Mistaken Goal Chart. Each person in this group should have a copy of the Mistaken Goal Chart and Positive Discipline Tool Cards to help generate brainstorming ideas. Of course once the brainstorm energy kicks in, there will be other creative ideas from the group.

The group skips steps, such as the role-playing or appreciations. Every step is important in small groups or large.

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Teachers Helping Teachers Note-Taking Form

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Teachers Helping Teachers Note-Taking Form

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Date: 5/4/2025

Teacher's Name: Sana

Grade level: 1st

Number of students in class: 21

Fictional name and age of challenging student: Bob, 7

Headline (One-line caption): 'Making Fun of Friends' (Bob laughs at peers when they get answers wrong, encourages others to do the same. possible mistaken goal= revenge)

Recommendations: (from group brainstorming-bold the one chosen by the volunteer teacher)

1. Ask curiosity questions- Sit with him and ask if he had ever been laughed at and what that felt like. Ask how he can support his classmates.

2. Read a story to the class about a similar situation and discuss together

3. Model what it looks like to be a positive community member

4. Validate feelings- Remind him he is an important part of the classroom and that you value his opinions

5. Teach growth minset and differences- everyone learns at their own pace, we are different and that's okay

6. Coach Bob on how to help

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Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

Discussion: The 4 R's of Recovery from Mistakes

Activity: Continuum of Change

Teachers Helping Teachers Problem-Solving Steps (THTPSS) (p. 251)

Demonstration

Activity: Two ABC Groups THTPSS

BREAK (End of break - Chime Activity - Listening)

Building Trauma Sensitive Schools: Trauma/Attachment (p. 247)

Activity: Empowering vs. Discouraging

Positive Discipline Resources

Video: https://vimeo.com/1040495009/fd3b85f8cb

PDA membership levels:

Video: https://vimeo.com/1040883711/a361c5967f

PDA Conference and Think Tank info.

Process of Certification:

trainer path

mentor groups

Reflecting and Looking Ahead from beginning of class: Hope to Learn

Activity: Closing Reflection

Wrap-up; Homework; Evaluations; Participants sign out Chat window

Homework

Watch videos

Empowering vs. Enabling (2:10)

Teachers Helping Teachers (29:59)

Teachers Helping Teachers Practice (20:22)

Closing Activity (9:46)

Positive Discipline Band (4:00)

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1. Remember when you first tried to ________? Remember how long it took till you were good at it?

2. How about doing this small step first?

3. Let’s do it together.

4. Your brain gets stronger by trying new things and doing them over and over.

5. It’s okay to make mistakes. That’s how we learn.

6. Your smile lights up our room.

7. I’ll write the first letter and you write the next one.

8. I can’t remember how to ________. Could you show me? I could really use some help.

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1. You’re really feeling hurt. I’m so sorry.

2. Why don’t we both take a break, cool off, and then come back and try again.

3. I’m not looking for blame. I’d like to know how we can work it out respectfully.

4. You must be upset because you always get in trouble and the other kid walks away without getting caught.

5. When you hurt others, I wonder what you feel hurt about?

6. Looks like you are having a really bad day. Want to talk about it?

7. Do you know I really care about you?

8. We can work this out, but not this way.

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1. I need your help. What ideas do you have to fix this problem?

2. Let’s brainstorm for ideas until we can find something that works for both of us

3. What would help you the most—to find a solution on the Wheel of Choice or to use the Four Problem-solving Steps?

4. Instead of arguing, it might help to put this on our class meeting agenda. Do you want to do that, or should I?

5. What is your understanding of our agreement?

6. We can listen to each other without agreeing.

7. I think we are in a power struggle. Let’s take some time to calm down and then start over.

8. We’ll do it this way until we have time to work out a plan we all like.

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1. Would you be willing to hand out these papers?

2. Let’s make a deal. How about if you sit down and get some work done and we can hang out for a few minutes at recess.

3. That doesn’t work with me. If you’d like, I’m happy to talk it over respectfully when we are both ready.

4. This is quiet time. We can talk out loud later.

5. I care about you and the answer is no.

6. That’s important. Please put it on the agenda.

7. I hear you, and I’ll get to you as soon as I can.

8. Tomorrow you can take a whole minute to lead the group in making funny faces.

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"What are some things students do that make it difficult for a group to work well together?"

A, R Every time I do all of the work and the group takes the credit.

A, P, I I don't get a chance to share my opinion.

A, P Someone's distracting with off topic jokes or comments.

P Everyone's talking at once.

A, P, I Some group members don't talk.

A, I Some people not respectful of other's opinions

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I'm not Perfect, but I'm Doing the Best I Can

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I'm not Perfect, but I'm Doing the Best I Can

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You can tell them "I love you" or " I really care about you"

You can ask them personal questions or questions about their day

Listen, (active listening) when sharing concerns or issues

Greet them individually in the morning with smiles, handshakes, "how do you do?"

If they are acting out, rather than reprimand the child - do a check-in and find out what is happening. Come in curious

Take the time to read their work and offer constructive feedback and encouragement. Offer specific feedback

Warm greeting and saying "good bye" each day - creating connections at the start and end of each day/time together

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Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

Activity: Do They Know You Care?

Essential Skill #3 Respecting Differences

Activity: Step Into My Shoes (p. 155)

Essential Skill #5 Focusing on Solutions

Activity: Mr. Punishment

Essential Skill #8 Understanding and Using the Four Mistaken Goals

Activity: The Mistaken Goal Chart (p. 202)

Activity: Mistaken Goals and Us (p. 204)

BREAK (End of break - Mindful Sounds)

Essential Skill #8 Understanding and Using the Four Mistaken Goals

Activity: Iceberg Jungle

Wrap-up; Homework; Q&A; Participants sign out Chat window

Homework

Watch videos

What is Positive Discipline? (3:50)

Change Process (5:39)

Iceberg Jungle - Part 1 (25:23)

Iceberg Jungle - Part 2 (25:32)

Iceberg Jungle - Part 3 (24:08)

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1. Compliments

2. Follow up on previous solutions

3. Agenda items:

1. Share feelings while others listen

OR

2. Discuss without fixing

OR

3. Ask for problem solving help.

4. Closing Activity or class planning (field trips/parties/projects)

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making mistakes and how to repair the,\m:

1- we should all understand ; what are mistakes and how to solve them.

"I make a mistake" vs "I'm a mistake"

everyone make mistakes,

students should understand that they are not the mistake.

mistake is an opportunity to learn, not always negative

modeling is important, we can demonstrate it first (how to repair)

students do better socially and academically

also help with their self-esteem, empower the kids

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Tips for Facilitating Activities (from CPDLT Lois Ingber)

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Tips for Facilitating Activities (from CPDLT Lois Ingber)

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Why buy-In is important.

agreement to support cooperation.

cooperation is the key word.

cooperation is essential for classroom meetings.

Students collaborate in some decissions.

Adult Power:

Student Power:

Shared Power:

Looks like: A lot of participation, positive flow.

Sound like: Peace, no one talks on top of anyone.

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4. Role-Playing (PDSC 177 & 182)  - Bryn, Radwa, Kristy

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4. Role-Playing (PDSC 177 & 182)  - Bryn, Radwa, Kristy

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3. Brainstorming (PDSC 177 & 182) - Sana, Jennifer, Stefania

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3. Brainstorming (PDSC 177 & 182) - Sana, Jennifer, Stefania

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2. Compliments and Appreciations 1 (PDSC 143 & 146) - Sheila, Jessica, Kinga, Fang

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2. Compliments and Appreciations 1 (PDSC 143 & 146) - Sheila, Jessica, Kinga, Fang

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1. Forming a Circle (PDSC 139 & 141) - Carrie, Namphuong, Amanie, Aicha

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1. Forming a Circle (PDSC 139 & 141) - Carrie, Namphuong, Amanie, Aicha

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froming a circle is important because it facilitates listening, taking turns, and expressing oneself effectively and respectfully.

forming a cirlce should be ( quickly/ quietly/ safely)

we can sit on chairs, floor, or desks.

meetings are held in a circle so everyone can be seen and heard.

teachers are seated at the same level as the students.

the process of getting into and out of circle requires practice and will become a routine.

we have to practice with the students fetting into ( or out of ) a circle in less than 60 seconds even when moving the furniture.

a circle is used for eavery class meeting.

a talking stick stick/ object is passsed arond the circle once for brainstorming solutions for each problem.

collaborate and work together to move desks/ tables/ chairs.

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Laying the Foundation: Participant-led Activities - Instructions

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Laying the Foundation: Participant-led Activities - Instructions

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Preparation

Have 1 concept/activity

Take 15 minutes to study the chosen activity and the Face sheet that goes with it, to prepare to facilitate the activity to the whole group.

Total time: 15 minutes

Presentation

1. Take 1 minute max. to share what you think is important from the Face Sheet. (Audience is adults)

2. Take 8 minutes max. to teach your activity to “the students” in your group. They will “role-play” quick learning, well-behaved students. (Audience is students)

We are not doing the “Extension” part of an activity

3. Take 2 minutes to compliment, process, and/or share ideas about how to present this concept/activity clearly to students. (Audience is adults)

Total time: 11 minutes

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Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

8 Essential Skills for Class Meetings: Laying the Foundation (p. 135)

Laying the Foundation: Participant-led Activities (Preparation)

Laying the Foundation: Participant-led Activities - (Presentations - Forming a Circle, Compliments and Appreciations 1)

BREAK

Laying the Foundation: Participant-led Activities - (Presentations - Brainstorming, Role-playing)

Class Meeting Discussion

Wrap-up; Homework; Q&A; Participants sign out Chat window

Homework

Watch videos

Wheel of Choice - Part 1 (14:10)

Wheel of Choice - Part 2 (18:29)

Wheel of Choice - Part 3 (21:25)

Positive Discipline is Restorative Justice (10:44)

Read (Video Study Guide)

Class Meetings (pg. 111)

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5. Apologizing: How to Do It (PDSC 99 & 106) - Aicha, Fang, Radwa

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5. Apologizing: How to Do It (PDSC 99 & 106) - Aicha, Fang, Radwa

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4. Bugs and Wishes (PDSC 75 & 77) - Bryn, Zainab, Kristy

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4. Bugs and Wishes (PDSC 75 & 77) - Bryn, Zainab, Kristy

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3. Exploring Power: Win/Win (PDSC 127 & 129) - Sana, Jennifer, Stefania

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3. Exploring Power: Win/Win (PDSC 127 & 129) - Sana, Jennifer, Stefania

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2. Positive Timeout and Creating the Space (PDSC 57 & 63) - Sheila, Jessica, Kinga

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2. Positive Timeout and Creating the Space (PDSC 57 & 63) - Sheila, Jessica, Kinga

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1. Charlie (PDSC 83 & 85) - Carrie, Namphuong, Amanie

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1. Charlie (PDSC 83 & 85) - Carrie, Namphuong, Amanie

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Preparing the Ground: Participant-led Activities - Instructions

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Preparing the Ground: Participant-led Activities - Instructions

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Preparation

Have 1 concept/activity

Take 15 minutes to study the chosen activity and the Face sheet that goes with it, to prepare to facilitate the activity to the whole group.

Total time: 15 minutes

Presentation

1. Take 1 minute max. to share what you think is important from the Face Sheet. (Audience is adults)

2. Take 8 minutes max. to teach your activity to “the students” in your group. They will “role-play” quick learning, well-behaved students. (Audience is students)

We are not doing the “Extension” part of an activity

3. Take 2 minutes to compliment, process, and/or share ideas about how to present this concept/activity clearly to students. (Audience is adults)

Total time: 11 minutes

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Preparing the Ground: Participant-led Activities - Instructions

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Preparing the Ground: Participant-led Activities - Instructions

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Preparation

Have 1 concept/activity

Take 15 minutes to study the chosen activity and the Face sheet that goes with it, to prepare to facilitate the activity to the whole group.

Total time: 15 minutes

Presentation

1. Take 1 minute max. to share what you think is important from the Face Sheet. (Audience is adults)

2. Take 8 minutes max. to teach your activity to “the students” in your group. They will “role-play” quick learning, well-behaved students. (Audience is students)

We are not doing the “Extension” part of an activity

3. Take 2 minutes to compliment, process, and/or share ideas about how to present this concept/activity clearly to students. (Audience is adults)

Total time: 11 minutes

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Descriptive encouragement: “I notice…” (without value judgments like good, well, or nice)

Appreciative encouragement: “I appreciate….” or, “Thank you for…..”

Empowering encouragement: I noticed ….. , with [characteristic] like that……“I trust you…”, “I know you can…” (Use your evidence first.)

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Praise

1. You are so smart!

2. I like what you did.

3. I’m so proud of you.

4. I like the way you listen to me.

5. You are such a such a good boy/girl.

6. You are so popular.

Encouragement

1. You figured it out for yourself.

2. How do you feel about it?

3. You must be proud of yourself.

4. I appreciate your listening.

5. Thank you for helping.

6. I appreciate that you included Susie.

# data[].attributes.headline
House of Positive Discipline in the Classroom

# data[].attributes.subject
House of Positive Discipline in the Classroom

# data[].attributes.body
Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

Activity: Please be Seated

Activity: Cooperative Juggling (p. 91)

Essential Skills for a Positive Discipline Classroom: Preparing the Ground (p. 30)

Activity: Encouragement vs. Praise (p. 226)

3 Types of Encouragement (plus energetic)

Do They Know You Care?

Preparing the Ground: Participant-led Activities (Preparation)

Tips for Facilitation

BREAK

Preparing the Ground: Participant-led Activities (Presentations)

Wrap-up; Homework; Q&A; Participants sign out Chat window

Homework

Watch videos

Leadership Styles (17:38)

Connection Before Correction (18:15)

Read (Video Study Guide)

Positive Timeout for Teachers (pg. 33)

# data[].attributes.body
We will: have a positive and fruitful workshop and good logistics

We say this:

Give reminders

Introduction to each section of workshop

Convey clear expectations

We do this:

Stay on task

Be well prepared

Follow instructions, rules, and guidelines

Use a visual timer and reminders to keep track of the schedule

Clear plan

Our Guideline: We will have a clear plan because we want to have a positive and fruitful workship

# data[].attributes.body
We will:  remain on task and apply ourselves

We say this:

I can

I will

We do this:

Stay focused

Our Guideline: apply ourselves because we want to reap the benefits from this course

# data[].attributes.body
Assets:

Liabilites:

My top card may invite from others:

Specific steps for improvement:

Bumper sticker:

# data[].attributes.body
Assets:

Idealistic

Persistent

Getting things done

Liabilites:

Workaholic

Overresponsible

My top card may invite from others:

competition?

Feelings of inadequacy

Specific steps for improvement:

step up/step back

Bumper sticker:

It's my way or the highway

# data[].attributes.body
Assets:

Make other people feel comfortable

Make others feel welcome and accepted

Peacefulness

Empathy

Active listeners

Be helpful

Reminding yourself that you are doing the right thing because its the right thing not for other people

Liabilites:

Frustrated

Resentful

Not respected

Lose myself in service of others

Doing things you don't like/believe in

Taking on more than you can handle

Not listened to

Give up quickly/not stand your ground

My top card may invite from others:

Dismissal / step on us

Easy going

Invite friendship

Ask us for help and open up to us

Specific steps for improvement:

Self reminders and intentions "its okay to be rejected" "I will be courageous"

Mindfulness

Setting boundaries

Practice saying no

Listen to your heart

Working on building up your self worth

Gratitude

Bumper sticker:

Rejected but accepting it

# data[].attributes.body
Assets:

Organization

Productive

Rule Follower

Leadership

Assertiveness

Liabilites:

Control Freak

Bossy

hyper fixation

perfectionsim

overworked

My top card may invite from others:

Rebellious

Resentful

Shy away

expecting too much of you

Dependable

Problem soler

Supportive

Specific steps for improvement:

delegating

learning to let go

accepting not completing your to do list

accepting others opinion

open-mindedness

self forgiving

self awareness

Bumper sticker:

Follow us, we know the right way

# data[].attributes.body
Validating feelings does not mean validating actions

Validating feelings does not mean judging or discounting

Validating feelings empowers people

1. Guess the feeling(s) behind the words:

1. “Sounds like you are feeling <feeling>”

2. “Looks like you are feeling <feeling>”

3. “Seems like you are feeling <feeling>”

2. Listen

# data[].attributes.body
1. Go to www.positivediscipline.com

2. Click on "My Account"

3. Enter your email and password (respect) - If you already have an account, please use your current password.

4. Click on "courses"

5. Open up Positive Discipline in the Classroom V3 course

6. Downloadable materials - Positive Discipline in the School and Classroom manual (this is where all of the activities are), Positive Discipline in the Classroom book, tool cards and videos.

For materials questions, please contact contact@positivediscipline.com.

Physical materials are available to purchase at a discounted price using the following link: https://www.positivediscipline.com/products/positive-discipline-classroom-physical-materials-participant-package (You must be logged in to your account to access the link.)

access the course videos and downloadable materials by clicking on “My Account” at the top of https://www.positivediscipline.com and after logging in, you will see the “Courses” link. Then click on "Positive Discipline in the Classroom V3".

Username: Your Email

Password: respect

# data[].attributes.body
Check-in: Aha 's, reflections sharing, announcements; Participants sign in Chat window

Activity (Group Work): (Workshop Guidelines) Beginning the Almost Perfect School Year (p. 37)

Activity: Brain in the Hand (p. 60) & Jumbled School House Picture (p. 21)

Activity: Validating Feelings

Activity: Asking vs. Telling for Teachers (p. 259)

Teacher Tool Cards

BREAK (End of break - Mindful Moment)

Activity: Top Card (p. 243 & 244)

Activity: Please be Seated

Activity: Cooperative Juggling (p. 91)

Wrap-up; Homework; Q&A; Participants sign out Chat window

Homework

Watch videos

Ask, Don't Tell (14:59)

Brain in the Palm of Your Hand (4:36)

Top Card (22:14)

Positive Discipline Tool Cards (18:46)

Read (Video Study Guide)

Questions, Comments, Review (p. 85)

# data[].attributes.body
We will: have positive relations

We say this:

use encouraging words

'please' 'thank you' and other polite words

We do this:

Have positive body language

Listen to others until they finish

Our Guideline: We will have positive relations because we want to create a safe and positive growing environment and make each other feel good.

# data[].attributes.headline
Beginning of the Almost Perfect Workshop (Guidelines) - To create the best workshop ever, we will ...

# data[].attributes.subject
Beginning of the Almost Perfect Workshop (Guidelines) - To create the best workshop ever, we will ...

# data[].attributes.body
A. Relations

Respect others' point of view

Making positive connections

Listening to others

Be supportive and non-judgemental

Flexibility

B. Etiquette

Actively participate

Be brief with comments

Engaging activities

Have a growth mindset and willingness to learn

Being able to apply what we learn

C. Logistics

Time management - setting expectations when possible

Follow-up

Instructor well-prepared

# data[].attributes.headline
4. Negative Results of a Focus only on Firm

# data[].attributes.subject
4. Negative Results of a Focus only on Firm

# data[].attributes.body
No freedom

Fear stopping creativity or learning

Kids will stop speaking up, sharing, and participating

Mischievous and acting up because they don't feel heard

Challenging behaviors

Low energy and lack of engagement

Lack of respect between students

Lack of trust

# data[].attributes.headline
3. Negative Results of a Focus only on Kind

# data[].attributes.subject
3. Negative Results of a Focus only on Kind

# data[].attributes.body
Not being respected

Taken advantage of

Students might have a hard time respecting boundaries

Difficult to solve problems between kids

The students might feel like you are being unfair

You might be unfair as a teacher

Chaos in the classroom

Loud environment (energy and volume)

Unable to set boundaries

# data[].attributes.headline
2. Positive Results of a Focus only on Firm

# data[].attributes.subject
2. Positive Results of a Focus only on Firm

# data[].attributes.body
structure and no guessing

on task all the time

clear boundaries

good time management

smooth

listening to teacher

no second guessing

clear expectations

# data[].attributes.headline
1. Positive Results of a Focus only on Kind

# data[].attributes.subject
1. Positive Results of a Focus only on Kind

# data[].attributes.body
Makes them feel emotionally safe

Opens room for their creativity

They can count on consistency of being kind; so they know what to expect

You're the "fun" teacher so you get a lot of love

A good role model of being kind so that the students can do the same as well

# data[].attributes.body
Where you are located: Chandler, Arizona, US.

Title/Role w/children: Mom of 3 ; Preschool teacher: 3-6

One thing you “hope to learn” during this workshop: know how to handle the challenging children in the classroom

# data[].attributes.body
Where you are located: Mountain View, California

Title/Role w/children: Educator/Teacher (Preschool 4-5)

One thing you “hope to learn” during this workshop: strategies and language to use with children, parents, and teachers, and in developing classroom curriculum. Stay calm and remember skills in stressful situations

# data[].attributes.body
Where you are located: San Jose, California

Title/Role w/children: Preschool teacher

One thing you “hope to learn” during this workshop: setting limits and boundaries effectively with younger children

# data[].attributes.body
Where you are located: Palo Alto, CA

Title/Role w/children: Early Childhood Educator working with 3 year olds.

One thing you “hope to learn” during this workshop: I hope to learn more tangible skills in how to be kind and firm so I can better support the children I work with, as well as teach and support the parents I work with.

# data[].attributes.body
Where you are located: Half Moon Bay, CA

Title/Role w/children: Inclusion specialist, mentor educator & support for all classrooms

One thing you “hope to learn” during this workshop: To continue to work on PD skills with all age groups/adults

# data[].attributes.body
I am located in Poland, Europe

English teacher to children from 3 to 12 y.o.

I'd like to learn how to teach other teachers how to get into ss' shoes, see their perspective

# data[].attributes.body
Where you are located: I'm based in Düsseldorf, Germany

Title/Role w/children: I'm a Grade 2 homeroom teacher in an international school.

One thing you “hope to learn” during this workshop: I hope to learn how to manage my students' behaviour more effectively with kindness, empathy and firmness, and how to establish better relationships with defiant students.

# data[].attributes.body
Where you are located: ?? Austin - TX

Title/Role w/children: ?? Teacher

One thing you “hope to learn” during this workshop: ?? How to manage the classroom positively and effectively.

# data[].attributes.body
Where you are located: Bellingham, Washington, US

Title/Role w/children: Sexual Assault & Domestic Violence Prevention Coordinator

One thing you “hope to learn” during this workshop: How to create healthier school environments.

# data[].attributes.body
Where you are located: San Diego, CA

Title/Role w/children: 5th grade teacher

One thing you “hope to learn” during this workshop: Activities to use in the classroom and with students, to improve check-ins and conflict resolution.

# data[].attributes.body
Where you are located: Kuwait

Title/Role w/children: Reading Interventionist Grades 4&5

One thing you “hope to learn” during this workshop: How to address people in a way they would listen to and connect with; not just at school

# data[].attributes.body
Where you are located: Santa Clara, CA

Title/Role w/children: First Grade Teacher/21 students aged 6-7

One thing you “hope to learn” during this workshop: Behavioral Management