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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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House of Positive Discipline in the Classroom

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House of Positive Discipline in the Classroom

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Which book are the activities in? I don't see "Where are your elbows" on page 66 in the resources.

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Beginning of the Almost Perfect Workshop (Guidelines) - To create the best workshop ever, we will ...

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Beginning of the Almost Perfect Workshop (Guidelines) - To create the best workshop ever, we will ...

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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

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Positive Discipline Association and Positive Discipline (Jane Nelsen's website)

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Positive Discipline Association and Positive Discipline (Jane Nelsen's website)

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Positive Discipline Association (PDA): www.positivediscipline.org

Positive Discipline (Jane Nelsen's website): www.positivediscipline.com

Upcoming Positive Discipline-related events:

Positive Discipline Conference: July 11, 2025, 9am-5pm CDT; Dallas, TX

https://www.positivediscipline.org/Positive-Discipline-Conference

Think Tank: July 11 (after the Conference) - 13, 2025; Dallas, TX

https://www.positivediscipline.org/event-5965534

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The Positive Discipline Annual Conference features presentations for educators, clinicians, and parents. Spend the day developing Positive Discipline tools for home and school, or to support others through your coaching, consulting or counseling practice.

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Patience

Confidence

Kindness

Emotion regulation

Empathy

Self-awareness

Respect others

Cooperation with others

Problem-solving

Being responsible

Hard-working

Mistakes are ok

Not giving up

Ambitious

Grit

Passions and interests

Independent

Honesty

Humanity

Humility (humble)

Considerate

Understand different perspectives

Tolerant

Open-minded

Mindfulness

Growth-mindset

Creative

Gratitude

Joy and fun

Sense of humor

Self-love

Forgiving

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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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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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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.

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https://us02web.zoom.us/j/83781801165?pwd=N1Cay7WEEuEb8JnbCrZRP61oHSULlB.1

Meeting ID: 837 8180 1165
Passcode: 291326

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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.

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Where you are located: Santa Clara California USA

Title/Role w/children: Kindergarten teacher /20 students/ 5 to 6

One thing you “hope to learn” during this workshop: i would like to learn more strategies for fostering positive relationships in my classroom and understand students' behavior.

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"mindset" by Carol Dweck

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Shouting out

Talking

Interrupting

Hitting

Cheating

Talking back

Being rude

Off-task

Making fun of each other

Day-dreaming

Being defiant

Not sitting down

Pushing

Acting like clowns

Laughing inappropriately

Being silly

Telling jokes

Throwing things

Not being inclusive

Telling on each other (tattle-telling)

Not appreciative

Commenting "Class isn't interesting often"

Complaining

Cursing (saying bad words)

Name-calling

Starts rebellion (group defiance)

Being loud

Fidgeting

Hard time focusing and listening - quickly distracted

Getting other kids to break the rules

Complain that they're lonely and no one loves them

Lying

They're here because they're "forced" by parents to be in class

Lack of motivation

Not being able to finish academic tasks - they don't know what to do

Lack of effort

Many absences

Very dependent on others

self-doubt and lack self-esteem

Pushing your buttons

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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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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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Group Work:

Group 1 (Activity: Charlie - Read p. 83 and 85): Carrie, Namphuong, Amanie

Group 2 (Activity: Self-Regulation - Read p. 57 and 63): Sheila, Jessica, Kinga

Group 3 (Activity: Buy In For Class Meetings - Read p. 127 and 129): Sana, Jennifer, Stefania

Group 4 (Activity: Communication Skills - Read p. 75 and 77): Bryn, Zainab, Kristy

Group 5 (Activity: Mistakes and How to Repair Them - Read p. 99 and 106): Aicha, Fang, Radwa

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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

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Where you are located: San Jose California

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

One thing you “hope to learn” during this workshop: More students engagement, More effective classroom meetings.

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7 sessions from the 2025 PDA Mental Health Conference:

Link: https://www.positivediscipline.org/Positive-Discipline-Conference

Title of sessions:

Opening Panel – Positive Discipline in Action: Tools for Self-Regulation and Anxiety Management

Introducing Family Meetings in Family Therapy

Using SPACE (Supportive Parenting for Anxious Childhood Emotions) and Positive Discipline in the Treatment of Childhood Anxiety and OCD

Empowering Parents of Children with ADHD

Pathways to Wellbeing: Everyday Tools for a Fulfilling Life

Nurturing Connection: Intersections of Play Therapy, Filial Therapy and Positive Discipline

Infusing HOPE using Positive Discipline Concepts and Tools to Disrupt the “Preschool-to-Prison Complex”

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RECORDINGS - Positive Discipline Mental Health Conference

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Positive Discipline Association promotes and encourages the development of life skills and respectful relationships in families, schools, businesses and communities.

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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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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: One ABC Group 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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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

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Where you are located: San Jose, CA., US

Title/Role w/children: Certified Positive Discipline Lead Trainer - trainings w/children

One thing you “hope to learn” during this workshop: How participants are using/will use Positive Discipline at their school/in their life.

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Overview of adverse childhood experiences, the latest data, and CDC’s approach to prevention.

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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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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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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

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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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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

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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

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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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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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Tips for Facilitating Activities (from CPDLT Lois Ingber)

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Tips for Facilitating Activities (from CPDLT Lois Ingber)

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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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Where you are located: Union City, California, USA

Title/Role w/children: Kindergarten Teacher

One thing you “hope to learn” during this workshop: A way to navigate more challenging situations with my students by gaining an understanding of the student's thinking process and innate reactions.

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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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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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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.

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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. “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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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

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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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Steps to Becoming a Positive Discipline Trainer

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Steps to Becoming a Positive Discipline Trainer

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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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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

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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.

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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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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

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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.

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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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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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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

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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.

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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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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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Assets:

Liabilites:

My top card may invite from others:

Specific steps for improvement:

Bumper sticker:

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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

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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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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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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

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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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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.

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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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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

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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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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

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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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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