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3:00 pm - 5:20 pm

Workshop Objectives

Welcome/About ECE

Intro of self and group

Group Agreements, Materials

Positive Discipline for Preschoolers, ECE Manual and Tool Cards

Jobs/Contributions

Parking Lot

Intro. to PD and Adler (p.11-13)

Curiosity Questions

Firm and Kind

Break – (10 min)

Teachers’ “GPS” 4 lists (p.27)

“Curiosity Questions/Motivational” (p.33) and “Do as I say.”

“Brain in the Palm of the Hand /PTO” (p131)

“Kindness and Firmness Same Time” (p.43) “Practice Questionnaire” (p.47)

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Top Card - The second card you play

Conveying Empathy (p. 95) Still Face

Mistaken Goal Breaking the Code - (p. 193)

Beliefs

belonging and significance – 4 mistaken ways

House of PD Begin

Assignment: Check in with the mistaken goal between session when you encounter challenging behaviors.

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Facilitations

Play with Me

THTPSS

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Published in Young Children, November 2006 In this article we look at the secondary level of the teaching pyramid, which emphasizes planned instruction on specific social and emotional skills for children at risk for developing more challenging behavior, such as severe aggression, property destruction, noncompliance, or withdrawal. Children who may be considered at risk for challenging behavior are persistently noncompliant, have difficulty regulating their emotions, do not easily form relationships with adults and other children, have difficulty engaging in learning activities, and are perceived by teachers as being likely to develop more intractable behavior problems.

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Published in Young Children, November 2006 In this article we look at the secondary level of the teaching pyramid, which emphasizes planned instruction on specific social and emotional skills for children at risk for developing more challenging behavior, such as severe aggression, property destruction, noncompliance, or withdrawal.

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5- Handouts from your manual for a quick access

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5- Handouts from your manual for a quick access

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Cameras on

Non-Judgement

Respectful - time - stay on topic - tone of voice

Be ready and on time

Confidentiality

Participate and jump in

When speaking be precise and mindful of time

When speaking be precise and mindful of time

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THTPSS

ABC Groups

Video Watching - Assigned Q & A

Evaluation

PDA and Next Steps

Continuum of Change

Farewell - One thing you will take with you and use in your classroom

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Piaget & Now you have a bigger mess

Dignity Double-bind

Set up Facilitation Practice

House of class meeting

Group Facilitation Practice time

Begin Group Facilitations

Praise vs. Encouragement

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Online Positive Discipline for Early Childhood Educators Workshop Evaluation Form - English

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Online Positive Discipline for Early Childhood Educators Workshop Evaluation Form - English.

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Teaching Experientially and thinking and feeling

Laddership to Leadership"

The “Dignity Double Bind”

Firm and Kind Activity

Firm and Kind questionnaire (p. 47)

Top Card – (60 min)

Assignment: Please read the Tips for Facilitation on the Padlet

Review your activity in your manual this weekend

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Please review the manual, find the correct pages, and prepare an activity during the allotted 12 minutes of session three. Read "Guide to Facilitating Activities" under the resource section. Please use the facilitator's manual to find your activities as page numbers can vary from one manual version to another.

Group 1 Solutions vs. Consequences (p.55)

Group 2 The Compliment Board: Becoming "Good Finders" (p.235)

Group 3 "Charlie" (p. 101)

Group 4 "Bugs and wishes" p. 145-

Group 5 "Wheel Of Choice" p. 213 -  Yogi has a book

Group 6 "Forming a Circle"  p. 233 -

Group 7 "Complements and Appreciations" - p. 237

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Click on the plus sign and add a bit about yourself. :-)

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Click on the plus sign and add a bit about yourself. :-)

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Solutions are:

◦Reasonable

◦Related

◦Respectful

◦Helpful

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9 - Positive Discipline Certification  Programs

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9 - Positive Discipline Certification  Programs

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Think about a time you can remember from your childhood where you were punished.  Reflect on what you were thinking, how you were feeling about yourself and the person who punished you.  What were you deciding to do next?

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Job

Volunteer

Time Keeper

Beckie

Chatbox Monitor

Meagan

Scribe

Erica and Ashley

Hand Monitor and Padlet Parking lot Check

Jenny

Resource Manager

Stefanie

Photographer

Neena and Megha

Attendance Tracker

Claudia

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With over three decades of diverse experience, I have learned that the crux of achievement lies in nurturing individuals to realize their full potential through the cultivation of purpose, creativity, and personal growth.

I offer an evolving and visionary approach to leadership and human development that transcends traditional methods. My programs are created to facilitate positive transformation, fostering open dialogue and equipping individuals with the critical thinking tools needed to shape their own values.

Building a generation of leaders characterized by empowerment, empathy, and the capacity to make impactful contributions to the communities they engage with.

I am a certified Master Trainer for Empowering People in the Workplace, with a rich history of leadership roles in both startups and Fortune 500 Companies. I also hold a Certificate of Management Essentials and Leadership Principals from Harvard Business School.

My leadership journey has spanned organizations of all sizes, including two schools I founded from the ground up. Serving over a thousand students over a span of two decades, I passionately advocated for Diversity, Equity, and Inclusion.

Furthermore, I am a certified Positive Discipline Trainer, offering coaching, training, and unwavering support to parents, leaders, and teachers.

My mission is to ignite a passion for excellence, arming you with the skills necessary to cultivate a respectful, collaborative environment and to lead with unwavering courage.

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This picture is a tool you can print out (or recreate) and put in a place where it’s easily visible for everyday use. It will help you practice appropriate communication and teach the children so they have the tool as well.

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1. Think of a recent power struggle you experienced with a child who resisted what you wanted him or her to do or to stop doing. Describe what happened: who said what and who did what—and then what happened?

2. When you look at what you have written, underline what you did or said that could be interpreted as firm, but not kind. Then circle what you did or said that could be interpreted as kind, but not firm.

3. Get into your child’s world and guess at what he or she was thinking, feeling, and deciding to do in response to what you said or did

4. Now rewrite the scene where you are kind AND firm. (Use the Kind and Firm Statements handout for clues.)

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PDA Overview - Look here for becoming a Trainer related questions

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PDA Overview - Look here for becoming a Trainer related questions

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A Certified Positive Discipline Parent Educator has successfully completed intensive training in person or
online in Teaching Parenting the Positive Discipline Way. Upon completion, they are encouraged to teach
parenting classes using the manuals of experiential exercises and books from the Positive Discipline series.
These Certified Parent Educators:

teach parenting classes.

may provide short seminars or introductory presentations on Positive Discipline parenting principles.

who are licensed therapists or coaches may integrate basic Positive Discipline principles into the framework of their practice.

A Certified Positive Discipline Classroom Educator has successfully completed intensive training in person or
online in Positive Discipline in the Classroom. Upon completion, they are encouraged to use Positive
Discipline in their classrooms using the experiential activities from the Positive Discipline in the Classroom
Teacher's Guide and books from the Positive Discipline series. These Certified Classroom Educators:

use Positive Discipline in their own classroom or school setting.

may facilitate Teachers Helping Teachers Problem Solving Steps with their colleagues in

their school setting or share about Positive Discipline in faculty meetings.

who are school counselors / school psychologists support their faculty in Positive Discipline implementation.

A Certified Positive Discipline Early Childhood Educator has successfully completed intensive training in . Upon completion, they are encouraged
person or online in Positive Discipline for Early Childhood Educators
to use Positive Discipline in their centers using the experiential activities from the Early Childhood Manual
and books from the Positive Discipline series. These Certified Early Childhood Educators:

use Positive Discipline in their own early childhood classroom or child care center.

share and train other early childhood professionals.

may use the information to support parents.

*Once certified, Educators / Facilitators are encouraged to join the Positive Discipline Association to receive support with facilitation and use of PD materials, deepen their understanding of theory and practice, and to enrich their use of PD in their families, classroom, child care centers, or other work settings.

A Positive Discipline Trainer Candidate is a Certified Positive Discipline Parent, Classroom, or Early Childhood Educator who is a member of the Positive Discipline Association and has been accepted in our Advanced Training Certification Program.
Trainer

A Certified Positive Discipline Trainer has completed our Advanced Training Certification Program to strengthen their understanding of Adlerian principles and their Positive Discipline facilitation skills. Certified Trainers facilitate Core Workshops including:

Teaching Parenting the Positive Discipline Way

Positive Discipline in the Classroom

Positive Discipline for Early Childhood Educators

A Lead Trainer is a Certified Positive Discipline Trainer who takes a strong leadership role in the association through leading and contributing to Task Forces, serving on the Board of Directors, organizing Conferences and Think Tanks, providing professional development for members, and leading mentor groups. Lead Trainers facilitate Advanced Training.

Criteria to become a Lead Trainer:

Must have maintained active status in the PDA for a minimum of 5 years at the Trainer level.

Taught at least 10 core workshops (TP and/or PDC), with required PDA evaluations submitted to PDA for each workshop.

Attended at least 3 Think Tanks.

Presented at Think Tank.

Mentoring experience such as: leading a mentor group, mentoring Trainer Candidates or other Trainers.

Had additional training in Adlerian philosophy - either through self - study, or by attending NASAP, ICASSI, or regional Adlerian training.

Contributed to the Leadership of the PDA (e.g., by chairing a project, actively serving on a task force, or the board for at least one year).

The Emeritus Level of Membership is designed for Retired Trainers to stay active on the list serve and maintain their status without needing to offer core workshops or attend Think Tank.

Available to Trainer Level members who:

Are 60 years of age or older.

Have been Trainers level members of the PDA for six (6) or more years.

No longer intend to offer core workshops.

Most likely will not attend Think Tank

For general questions, please email info@positivediscipline.org

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Positive Discipline Association - Overview

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Become a Certified Positive Discipline Educator, Classroom Educator, Parent Educator, Trainer Candidate, Trainer or Lead Trainer.

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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July 22, 24, 26. 29, 31 and August 2, 2024

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How to manage when it gets used in a different way?

Using a Peace Space in the Classroom

A peace space, also known as a PTO (Positive Time-Out) space, is a designated area in the classroom where students can go to calm down, reflect, and regain control of their emotions. Here’s how it works:

1. Collaborative Creation: The peace space is created with input from the students. Together, we establish guidelines and agreements on how the space should be used.

2. Inviting Use: We encourage children to use the peace space when they feel it would be helpful for them. Rather than sending them there as a form of punishment, we ask them if they think the space might be useful. This approach makes them more eager to use it, as it becomes their idea through curiosity questions.

3. Avoiding Punishment: Sending a child to the peace space should not be perceived as a punishment. When children choose to go on their own, they view it as a positive tool rather than a consequence.

4. Guidance and Training: If a student uses the space incorrectly, we take the time to connect with them, redirect their actions, and train them on the proper routine. Consistent follow-through and agreements help them learn when and how to use the space effectively.

5. Routine Development: Over time, with consistent practice and followthrough, students learn to recognize when they need the peace space and how to use it appropriately. We can model the behaviors and soon children will model it for other students.

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Physical materials are available to purchase at a discounted price using the following link: https://www.positivediscipline.com/products/early-childhood-educator-physical-materials-participant-package (You must be logged into your account to access the link.

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https://www.teacherspayteachers.com/Product/Wrinkled-Heart-Activity-Reading-Chrysanthemum-2901289

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Wrinkled Heart Activity - Reading Chrysanthemum

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Before reading Chrysanthemum by Kevin Henkes have a large red heart cut out. Ask students what they notice about it (smooth). As you read, every time someone says something to make Chrysanthemum feel sad, wrinkle the heart. continue this until it's a ball of paper. As the characters start to say nic...

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ECE (EN) - A conversation about young children in class meetings

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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD and 4K with no ads.

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The first step is to complete one of our certification workshops.

If you are already certified we encourage you to join at the Educator level. If you are interested in pursuing our Advanced Candidate Training program, you can join at the Trainer Candidate level. When you apply to upgrade your membership to Trainer Candidate, we will send you an application. Those who have completed the Advanced Candidate Training are members at the Trainer level.

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Positive Discipline Association - Benefits and Pricing

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By joining the Positive Discipline Association as a Supporter, Educator, Trainer Candidate, Trainer or Lead Trainer, you're helping to create more peaceful homes, schools and communities.

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A Certified Positive Discipline Parent Educator has successfully completed intensive training in person or
online in Teaching Parenting the Positive Discipline Way. Upon completion, they are encouraged to teach
parenting classes using the manuals of experiential exercises and books from the Positive Discipline series.
These Certified Parent Educators:

teach parenting classes.

may provide short seminars or introductory presentations on Positive Discipline parenting principles.

who are licensed therapists or coaches may integrate basic Positive Discipline principles into the framework of their practice.

A Certified Positive Discipline Classroom Educator has successfully completed intensive training in person or
online in Positive Discipline in the Classroom. Upon completion, they are encouraged to use Positive
Discipline in their classrooms using the experiential activities from the Positive Discipline in the Classroom
Teacher's Guide and books from the Positive Discipline series. These Certified Classroom Educators:

use Positive Discipline in their own classroom or school setting.

may facilitate Teachers Helping Teachers Problem Solving Steps with their colleagues in

their school setting or share about Positive Discipline in faculty meetings.

who are school counselors / school psychologists support their faculty in Positive Discipline implementation.

A Certified Positive Discipline Early Childhood Educator has successfully completed intensive training in . Upon completion, they are encouraged
person or online in Positive Discipline for Early Childhood Educators
to use Positive Discipline in their centers using the experiential activities from the Early Childhood Manual
and books from the Positive Discipline series. These Certified Early Childhood Educators:

use Positive Discipline in their own early childhood classroom or child care center.

share and train other early childhood professionals.

may use the information to support parents.

*Once certified, Educators / Facilitators are encouraged to join the Positive Discipline Association to receive support with facilitation and use of PD materials, deepen their understanding of theory and practice, and to enrich their use of PD in their families, classroom, child care centers, or other work settings.

A Positive Discipline Trainer Candidate is a Certified Positive Discipline Parent, Classroom, or Early Childhood Educator who is a member of the Positive Discipline Association and has been accepted in our Advanced Training Certification Program.
Trainer

A Certified Positive Discipline Trainer has completed our Advanced Training Certification Program to strengthen their understanding of Adlerian principles and their Positive Discipline facilitation skills. Certified Trainers facilitate Core Workshops including:

Teaching Parenting the Positive Discipline Way

Positive Discipline in the Classroom

Positive Discipline for Early Childhood Educators

A Lead Trainer is a Certified Positive Discipline Trainer who takes a strong leadership role in the association through leading and contributing to Task Forces, serving on the Board of Directors, organizing Conferences and Think Tanks, providing professional development for members, and leading mentor groups. Lead Trainers facilitate Advanced Training.

Criteria to become a Lead Trainer:

Must have maintained active status in the PDA for a minimum of 5 years at the Trainer level.

Taught at least 10 core workshops (TP and/or PDC), with required PDA evaluations submitted to PDA for each workshop.

Attended at least 3 Think Tanks.

Presented at Think Tank.

Mentoring experience such as: leading a mentor group, mentoring Trainer Candidates or other Trainers.

Had additional training in Adlerian philosophy - either through self - study, or by attending NASAP, ICASSI, or regional Adlerian training.

Contributed to the Leadership of the PDA (e.g., by chairing a project, actively serving on a task force, or the board for at least one year).

The Emeritus Level of Membership is designed for Retired Trainers to stay active on the list serve and maintain their status without needing to offer core workshops or attend Think Tank.

Available to Trainer Level members who:

Are 60 years of age or older.

Have been Trainers level members of the PDA for six (6) or more years.

No longer intend to offer core workshops.

Most likely will not attend Think Tank

For general questions, please email info@positivediscipline.org

# data[].attributes.attachment_link.title
Positive Discipline Association - Overview

# data[].attributes.attachment_link.description
Become a Certified Positive Discipline Educator, Classroom Educator, Parent Educator, Trainer Candidate, Trainer or Lead Trainer.