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Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Better Than Carrots or Sticks.

Chapter 1. Punitive or Restorative: The Choice Is Yours

1. Discuss the quote on page 1 that is often attributed to Frederick Douglass. What has your school done to build strong children?

2. Review figure 1.1 on page 3. Which of the restorative practices and beliefs are in place in your classroom, school, or district?

3. Explore the reasons why the "rewards and punishments" approach is problematic. What are your experiences with this approach, and what might be improved?

4. When are rewards appropriate? How can rewards be used in a restorative environment?

5. Explore the reasons why the "shame and humiliation" approach is problematic. What are your experiences with this approach, and what might be improved?

6. Explore the reasons why the "suspension and expulsion" approach is problematic. What are your experiences with this approach, and what might be improved?

Chapter 2. Relationships and Meaningful Instruction: The Foundations of Restorative Practices

1. Review the list of elements that comprise an invitational education (p. 22) and discuss how each of these elements is mobilized in your classroom, school, or district.

2. Discuss the four teaching types (Fig. 2.1, p. 23). Rather than focus on your current style or the styles of your colleagues, recall teachers from your past who fit into each of the categories. What do you remember most about each of them?

3. Several approaches for developing relationships with students are presented beginning on page 24. Which of these work for you? How can you help others to develop stronger relationships with students?

4. Use the Student Interest Survey (Fig. 2.2, p. 17) to get to know a student and then share the experience with others. What did you learn that will help you develop stronger relationships with students and thus improve classroom management?

5. Review the aspects of quality instruction. Watch a teaching video, either from one of your colleagues or from a website, and analyze it for consistency with various aspects of quality. What trends do you notice? What are areas of strength? What are areas of need?

6. How might purpose-driven instruction change classroom dynamics? If students know what they are expected to learn and why, might they engage more with learning tasks and behave a bit better?

7. Review the five social and emotional competencies (pp. 42-43). Which of these are included in your classroom, school, or district efforts? What areas need developing?

8. Self-regulation is an important characteristic to develop in students. What have you found to be an effective way to develop self-regulation? How do agreed-upon expectations contribute to self-regulation?

Chapter 3. Classroom Procedures and Expectations: Structures That Support Restorative Practices

1. Discuss the value of rules and procedures. What rules have you found useful in creating effective learning environments? What procedures ensure smooth operation of a classroom?

2. Review the various procedures presented on pp. 56-57. Could any of them work for you? How might you adapt some of these for use in your own classroom?

3. Educational Leadership asked students what they wanted in a teacher. The list, explained with examples, begins on page 61. Use this list as an inventory to assess the efforts at your school or district to engage students. Where are there areas for growth?

4. Think of a specific behavioral incident to which you've had to respond. What antecedents might have triggered the problematic behavior? What were the consequences of the behavior? (If analyzing problematic behavior is not a familiar practice, review pp. 67-71.)

5. Most problematic behavior is guided either by avoiding something or attempting to get something. Discuss examples of students' behavior with colleagues and try to determine if they were guided by either impulse.

6. Analyze the problematic behavior of a specific student using the Survey of Observable Behavior (p. 73). Based on your analysis, what actions could you take to address the behavior? Use the sentence stems on p. 76 to guide your thinking.

7. Use the continuum on p. 78 to identify your common approach(es) to addressing problematic behavior. Discuss specific situations with your colleagues in which each of the approaches was used to return the classroom to a learning environment.

8. Review the list of ways to de-escalate a situation (p. 80). Some people turn this list into a poster or place the list near their teaching stations. How can you use these tools to calm students down when they are frustrated, angry, or upset?

Chapter 4. Peace Building: Using Informal Restorative Practices Every Day

1. Review the various ways that peace is maintained (keeping, making, building). Which of these are strengths in your classroom, school, or district? Which need work?

2. What is a "restorative mindset"? Do you and the people you work with have one? If not, what can you do to develop one?

3. Practice affective statements with friends and colleagues in a low-stakes situation. Role-play as part of a professional development session the ways in which these statements can be used. Debrief how the statements made you feel.

4. Schedule a class meeting using the agenda on p. 91. Let your students know the purpose in advance and invite them to contribute items to the agenda. After a few of these meetings, ask students if they value the experience and how the meetings can be improved.

5. Discuss informal classroom circles with your colleagues. Try one out with students. Start with a low-stakes topic that is interesting to them, and decide whether it will be sequential or not. Discuss the guidelines for circles with students and invite them into the process.

Chapter 5. Peacemaking: Strategic Implementation of Formal Restorative Practices

1. Talk with someone you trust about a time you were wronged. Use the question on p. 108 to discuss your experience. Ask yourself what justice would have looked like and whether you would have liked to repair the harm that was done.

2. If you are brave enough, repeat the exercise above but this time focus on a time when you caused harm (intentionally or unintentionally) to someone else. Use the questions on p. 109 to discuss your experience. Ask yourself what justice would have looked like and whether you would have liked to repair the harm that was done.

3. Consider the aspects of restorative plans (p. 113). Discuss the ways in which these aspects can be integrated into the interactions teachers, counselors, administrators, parents, and others have with students when serious situations arise. How can these aspects be systematized such that students begin to understand the harm they cause and how to repair that harm?

4. Review the phases Mullet (2014) recommends (p. 115) to ensure that all voices are heard and that relationships are repaired. Practice these in role-playing situations, then discuss with colleagues the gaps in practice that need addressing. Use the questions on p. 117 (Fig. 5.1) to practice each of the phases.

5. What is the difference between getting even and getting well? How might understanding this difference improve student behavior and create a healthy learning environment?

6. Discuss the various formal classroom circles with colleagues. Identify individuals who can facilitate these circles and begin using them in low-stakes situations to develop them as habits. Invite students to raise topics worthy of discussion in formal circles.

7. Review the restorative conference follow-up form (Fig. 5.2, p. 126). Discuss what might happen if this type of information were not provided to teachers and staff following high-stakes conferences. Commit to using the form (or another similar tool) to ensure that you establish and maintain communication routes.

8. Review the section on re-entry plans (p. 129). What processes does your school use to ensure that students re-enter the learning environment in as productive a way as possible? Share with others. If the plans you have in place are not sufficient, begin drafting new procedures to ensure that re-entry is productive.

Chapter 6. Creating the Mindset for Restorative Practices

1. How welcoming is your classroom, school, or district? What needs to happen for students, teachers, parents, and administrators to feel more welcome?

2. What data do you use to make decisions in your classroom, school, or district? Do these data include student perspectives and areas related to discipline? What implications do the data have?

3. Conduct a Discipline Audit (Fig. 6.1, p. 138). What actions will you take as a result of the audit?

4. How can problems be prevented in the first place? How does having a preventative mindset contribute to a healthy, productive learning environment?

5. Are you part of a productive team, or do you feel alone? Developing a team mindset can reduce stress and improve job satisfaction, not to mention provide support for challenging situations. Engage in some team-building activities with colleagues to facilitate strong relationships between and among the adults in the school.

6. Reread the last sentence in the book. Consider what is within your power to change, and begin to do it. Ask yourself if students for whom you are responsible feel hopeful and cared for. Take action, even if there is only one student you feel you must reach. You could be the one person who makes the difference for that young person.

Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management was written by Dominique Smith, Douglas Fisher, and Nancy Frey. This 170-page, 6" x 9" book (Stock # 116005; ISBN-13: 978-1-4166-2062-4) is available from ASCD for $18.95 (ASCD member) or $24.95 (list). Copyright © 2015 by ASCD. To order a copy, call ASCD at 1-800-933-2723 (in Virginia 1-703-578-9600) and press 2 for the Service Center. Or buy the book from ASCD's Online Store.

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An ASCD Study Guide for Better Than Carrots or Sticks

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Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Better Than Carrots or Sticks.

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The Transformational Power of Conscious Discipline

Prescriptive and Universal Programs for Implementing Social-Emotional Learning

Conscious Discipline is a universal comprehensive program that has as its goal to infuse social-emotional wellbeing into the entire educational system through systematically enhancing the social-emotional skills of administrators, teachers, students and families. Dysfunctional relationships at work are as damaging to goal achievement as challenging children in the classroom. Common sense and research have shown that administrators, teachers as well as children thrive in environments that foster meaningful, caring, safe, empowering relationships. Creating a culture based on the most powerful unit of transformation; the healthy family, will improve education, homes, society and our country.

As stress-related factors of trying to meet the academic and psychological demands of students in the schools were drowning both students and teachers alike educational policy makers, despite their good intentions, proposed fragmented initiatives to address the problems of the day. Fragmented programs emerged that were not often adequately understood or tied to the mission, priorities and culture of the schools. Such efforts to enhance children's positive development included social skills competence, emotional intelligences, drug education, violence prevention, character education, bully prevention, and service education was separate programs often insufficiently coordinated.

The Fetzer group introduced the term social and emotional learning (SEL) as an overarching conceptual framework to address both the needs of children and the fragmentation seen in schools. From this group a new organization, the Collaborative for Academic, Social, and Emotional Learning (CASEL) emerged with the goal of establishing SEL as an essential part of education from preschool to through high school education ( see www.CASEL.org).

With this movement SEL programs became more wide spread and produced landmark bills within the United States Government. SEL programs are generally divided in two categories - universal in nature or prescriptive.

1. Prescriptive SEL programs are usually curriculum based and typically provide a very detailed manual for step-by-step instruction. Lessons are often provided in 20 - 30 minute units consisting of comprehensive scripts teacher use for specific grade levels. The beliefs behind prescriptive lessons are standardized delivery with each class receiving the same information, better quality implementation and are ease of measurement.

2. Universal SEL programs emphasize choice, flexibility, and local ownership and are infused into every aspect of the school and with all stakeholders. Implementations of universal programs are guided by principles, skills, and classrooms structures imbedded school wide supporting the mental health of all stakeholders. It is a comprehensive integrated approach to help children and adults master daily problems, enhance interpersonal relationships, and strengthen self-regulations skills.

The up-side of prescriptive SEL programs is they are easily implemented and measurable in the short term. Twenty-minute lessons once a week for six weeks may yield positive results. The down side is the lessons may change children's skills but do not enhance the social emotional skills of the teacher. This reduces the probability of the skills being modeled for children. Additional research is needed to show transferability and longevity of the skills. Research varies in whether the skills transfer to other settings (playground, etc) and how well they are sustained over time.

The up-side of universal programs is they are infused into to every aspect of the school requiring adults as well as children to upgrade their skill set. They can improve work environments for adults, home and school relationships, school climate and shift school cultures yielding improvements in achievements. The down-side is the more infused and global the methodology the more difficult the ability to measure the success as accurately and quickly as prescriptive programs. In addition asking adults to be vulnerable enough to upgrade their social emotional skill set can create resistance to the process.

Conscious Discipline believes that schools are unique cultures just as families are unique. The culture of an organization or family is something it "is" not something it "has." Cultures are created, sustained and influenced by and through human interactions. As we improve all human interactions we improve the culture in which we work and live. In order for this to happen we, as adults, must model healthy relationship skills.
For further information:
Brackett, M.A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: implications for personal, social, academic, and workplace success. Social and Personality Compass, 5, 88-103. doi: 10.1111/j.1751-9004-2010.00334.x

Durlak, J.A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning; a meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi: 10.1111/j.1467-8624.2010.01564.x

Elias, M.J. (2003). Academic and social-emotional learning (Educational Practices Booklet No. 11). Geneva, Switzerland: International Academy of Education and the International Bureau of Education (UNESCO).

Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention and intervention (pp. 59-71). Bethesda, D: National Association of School Psychologists.

Jennings, P.A. & Greenberg, M.T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.

Kress, J. S., & Elias, M.J. (1993). Substance abuse prevention in special education: Review and recommendations. Journal of Special Education, 27, 35-51.

Summary of Research

Conscious Discipline evaluates its effectiveness in many ways. Conscious Discipline practitioners, independent researchers and Loving Guidance, Inc. all conduct quantitative and qualitative research. Study designs and methodologies include action research conducted by teachers, school data collection, pre-post control studies, quasi-experiments, and surveys.

Research shows that Conscious Discipline:

Improves the social and emotional skills of students

Improves the social and emotional skills of teachers

Increases student academic readiness

Increases student academic achievement

Improves the quality of student-teacher interactions

Improves school climate

Decreases aggression in preschool children

Decreases impulsivity and hyperactivity in "difficult" students

Summary of Research

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Conscious Discipline is a universal comprehensive program that has as its goal to infuse social-emotional wellbeing into the entire educational system through systematically enhancing the social-emotional skills of administrators, teachers, students and families. Dysfunctional relationships at work are as damaging to goal achievement as challenging children in the classroom.

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Executive Skills: A TOP WIFE Makes Good TEa

Attention: The ability to sustain attention in spite of distractibility, boredom or fatigue.

Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. A sense that time is important.

Organization: The ability to create and maintain systems to keep track of information or materials.

Prioritization: The ability to see what is most important and make a plan to accomplish it.

Working Memory: The ability to hold information in memory while performing complex tasks, and the ability to draw on past learning or experiences to apply to the situation at hand or project into the future.

Impulse Control: The capacity to think before you act, allowing you to evaluate a situation and how your behavior might impact it.

Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. Adapting to changing conditions.

Empathy: Understand what others feel and see from another's point of view.

Metacognition: The ability to step back and take a bird's eye view of yourself in a situation. To observe yourself (reflect and witness), self-monitor and self-evaluate.

Goal Achievement: The capacity to set a goal and follow through to completion.

Task Initiation: The ability to begin projects without undue procrastination, in an efficient and timely fashion.

Emotional Control: The ability to manage emotions.

Developmental Order of Executive Skills

The following chart shows the approximate times when different executive skills begin their developmental journey.

A Grandmother's Success Story

How to Represent the Brain with Your Hand

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Attention: The ability to sustain attention in spite of distractibility, boredom or fatigue. Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. A sense that time is important.

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Lisa Delpit's Other People's Children: Cultural Conflict in the Classroom

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Chapter Summaries Chapter 1: Skills and Other Dilemmas of a Progressive Black Educator In this chapter, Delpit discusses the "progressive" techniques and concepts that she learned in college,...

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Lost at School by Ross W. Greene - From the renowned authority on education and parenting, "an in-depth approach to aid parents and teachers to work together...

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1. Rewards and Consequences don't teach correct and incorrect behavior.
2. Actions of a single teacher can affect the entire school climate.
3. Home visits, knowing every student's name, and attending extracurricular events makes a positive impact on kids.
4. Continuing to build relationships all year can be difficult, especially with MITs who see all the students in the school. Need to have ways throughout the year to build relationships.
5. Non-Contingent reinforcements are beneficial to promoting correct behavior in students which is a part of our MTSS plan.
6. Collaborative Learning and ensuring kids want to be at school promotes engagement in class.
7. Shame and Humiliation do not work as a behavior deterrent.

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Conscious Discipline is evidence based and trauma-informed. It integrates a school-wide discipline, school climate, and social-emotional learning

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1. Teachers/IAs etc. learn all the students' names by using yearbook pictures or make an index of kids with pictures.
2.  Use technology to present to the staff.
3. Teachers can greet students (handshake) each morning and also at dismissal (high five)
4. Survey kids/ask kids about positive/negative things happening at school.
5. Holiday party in the new year at Otwell's house.

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1. This will help us build relationships with our students.
2. This book will help staff improve school climate.

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Ideas to Share book on last Early Release Day

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Ideas to Share book on last Early Release Day

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1. 3 minute trailer.
2. Act out what to do and what not to do.

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Chapters 3 and 4 What stuck out when you were reading.

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Chapters 3 and 4 What stuck out when you were reading.

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1. Meet with students that might feel invisible or who need meaningful relationships. Maybe spend two minutes with a student about anything other than school for 10 consecutive days.
2. Teachers feel like they have high expectations of students, but are they conveying it to their students?

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What was one insight or "a-ha" moment you had?

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What was one insight or "a-ha" moment you had?

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Cultu

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The goal of Conscious Discipline is resilience for all.  Trauma is housed in the part of the brain known as the autonomic nervous system. There are two types of trauma: which are acute and complex.

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The goal of Conscious Discipline is resilience for all.  Trauma is housed in the part of the brain known as the autonomic nervous system. There are two types of trauma: which are acute and complex.

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Book Study reflections, thoughts, and comments from our group 

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Book Study reflections, thoughts, and comments from our group 

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Be mindful and use your lense when speaking and communicating with students.

Be mindful of privilege! Challenge one another about any biases and assumptions.

Dialect represents where someone comes from. It is who they are and where they come from--their roots. When speaking in a new language it follows grammar for their own dialect.

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Takeaways Culture is not just holidays and traditions.  IT is about getting to the deep culture.  

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Takeaways Culture is not just holidays and traditions.  IT is about getting to the deep culture.  

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Seeking to understand.
First step is cultural awareness and being aware of our own biases.

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If veiled commands are ingnored children can be labeled a behavior problem and potentially classified as having a behavior disorder. Minority children often expect an authority figure to act with authority.

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What was one insight or "a-ha" moment you had?

Everyone has a dialect and it's important to respect the dialect and not correct it. Every dialect follows a grammar pattern and is correct

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Correcting their dialect when speaking English is devaluing their culture. Making the connection between how different cultures say things different ways is important.

No dialect is incorrect--I struggle with dialect when assessing NWF in mClass.

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Students from different communities have different ideas and expectations about what authority looks like in a classroom 

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Students from different communities have different ideas and expectations about what authority looks like in a classroom 

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We have to be the change!

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We are currently unsure about what/how we want to present, but hope to share all three parts' big ideas.

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We are currently unsure about what/how we want to present, but hope to share all three parts' big ideas.

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Kids want to be good - they aren't bad because they want to be.  They are lacking a skill in order to be good.

Look at behaviors as lacking skills not intentional.

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Be conscious of other dialects spoken by your students.

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We must be conscious of our own brain state in order for our students to be successful

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Plan B- Solving problems collaboratively with students, this takes place proactively before an anticipated issue with a student or it can take place after you decide to use Plan C (putting off the issue in that moment:

Step 1: Empathy Step
Step 2: Define the problem
Step 3: Invitation

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Attempting to solve the problem by imposing your will on the student in order to have them comply. This plan is typically the last resort and should be used only when safety is a concer

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Takes place when student is already visibly agitated or upset. Use the problem solving steps to try to find a solution with the student.

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Plan C takes place when addressing the problem using plan B is not an going to be effective in that moment so you choose to postpone addressing the issue until you are able to effectively use plan B

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Lost at School Professional Learning Team 2011-2012

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dr ross greene approach to solving problems collaboratively

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Lives in the Balance is the non-profit organization founded by Dr. Ross Greene, the originator of the Collaborative & Proactive Solutions (CPS) model (originally, but definitely no longer, known as "Collaborative Problem Solving"), as described in his books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings.

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"Affirmation and rapport are really about building trust, not self-esteem.  Trust and fear are inversely related; fear activates the amygdala and the release of cortisol.  Cortisol stops all learning for about 20 minutes and stays in the body for up to 3 hours."

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"Affirmation and rapport are really about building trust, not self-esteem.  Trust and fear are inversely related; fear activates the amygdala and the release of cortisol.  Cortisol stops all learning for about 20 minutes and stays in the body for up to 3 hours."

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What is a student struggling with that makes them seem unmotivated?  Have they completely lost hope?  Are their academic hurdles to high?

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What is a student struggling with that makes them seem unmotivated?  Have they completely lost hope?  Are their academic hurdles to high?

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1. Had conversation with student after the student had behavior problem and was upset after consequence. Teacher explained how it made her feel and why the situation happened and the student was responsive.
2.. Some students first response is to shut down. This was especially noticed  in students from other cultures. Making eye contact with the student seemed to help. Try to have the students' cultural differences in mind when communicating with students.
3. Use student circles at the end of the day to discuss how children are feeling or any issues that happened throughout the day.
4. Have posters or statements (Use I feel.... language) for students to have conversations in a section of the room to discuss their issues with each other. Model how to do it.
5. Teacher saw a child running down the hall and instead of saying use walking feet, she said why are you running down the hallway. Student said because there's no one here and it scary. Get to the root of the problem. ABCs

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1. Teach the whole school the same language to use when they have issues with another student. Maybe have posters around the school where students can go to have these conversations.
2. Use the ABCs when dealing with student behavior. Try to find the root of the problem and fix that rather than give consequences. A-Antecedent B=Behavior C=Consequence.
3. Work on having students self regulate their own behavior rather than the teacher

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Students in a lower state need to up-shift in order to commit to the safe keeper box.

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Chapters 3 and 4 Implications on Learning

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Chapters 3 and 4 Implications on Learning

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1. When you start with a small group can have the trickle down effect. So they see one student doing it then everyone can do it.

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"Affirmation and rapport are really about building trust, not self-esteem."

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"Affirmation and rapport are really about building trust, not self-esteem."

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Building and instilling the school family can help with this- wishing well when students are in a lower state.

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Kindergarten classes have been using some of the verbage of CD- has been working, but it is difficult to make the shift.
Composure- breathe, I'm safe keep breathing, I wish you well
Composure is all about getting yourself ready to respond rather than react.
Well wishes- helps build classroom community and family and for students to know that we are thinking of them even when they're not present

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Kindergarten classes have been using some of the verbage of CD- has been working, but it is difficult to make the shift.
Composure- breathe, I'm safe keep breathing, I wish you well
Composure is all about getting yourself ready to respond rather than react.
Well wishes- helps build classroom community and family and for students to know that we are thinking of them even when they're not present

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It's so important to get to know our students' families.... We need to know about their culture and what they value (particularly around education).

Best practice for EL students' success... Students learn early literacy skills in their own language = more success learning to read in another language.

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Connections to book/ reflections on best practices being used

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Connections to book/ reflections on best practices being used

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1. using google translate to communicate with all students
2. making more connections within own class and working with students to use positive communication skills
3. enjoying time in duties to make connections with students

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Ignite, Chunk, Chew, Review (Focus on Information Processing)
Students need to learn and internalize procedures before they can get to conceptual understanding.
The brain stays actively engaged for 10-20 minutes and then cycles down.
Within 20 minutes, you remember only 60% of what you learned and within 24 hours, you only remember 30% of what you learned.
The book shared a lot of examples of real culturally responsive teaching.
Importance of Cognitive Routines

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1. using restorative practices process- focusing on making sure to implement phase 1: unwind
2. using "I" statements to express how students feel in situations together
3. focusing on students being young and making mistakes, but that is a part of growing up and gives them an opportunity to learn
4. How do we allow for the students to disassociate their identity with their behaviors?
5. looking for early warning signals: attendance is the first place to look; "are the students coming to school?"

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Mentally PIVOT your thoughts from a negative directive to a clear expectation. Example: "Stop running!" PIVOT "Walk in the hall."

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Teaching is compared to preaching - changes with your audience, must relate to the cultural style of who you are addressing.

We need to explicitly teach students how to speak in Academic Language, but also value their home discourse. Goal is transcending.

When problems arise with particular black children, the school should get the parents of these children involved in helping to point out what the school might do better.

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Passive - questioning and unclear - Asking permission - putting the child in charge of you.

Aggressive - tough and speaking in demands. Using manipulation, fear, and control

Assertive - direct and pointed. (The sky is above me, the grass is green, sit down and look at me.) Includes eye contact.

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Rituals in your classroom (reinforce inspiration, affirmation and validation)
Classroom is a uniquely created environment
Does your classroom show what you think is most important?
Social Talk Structures
Academic Talk Structures
Cooperative Overlapping
Chunking: What can we do best with the 12 minutes we have the most attention?
Two-tiered learning: We have to focus on two-tiered learning.  What are the strategies we can use to help dependent learners do complex thinking and how do we build our own teaching practice in order to help them?

ASSET-BASED DISCOURSE

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Group discussion- How can we use this information to understand our newcomers more?

-Idea- role play to discuss different situations to help build understanding

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When doing the daily wish wells for students you can sing a song!  "We wish you well. We wish you well.  All through the day today, we wish you well."  Kids can put hands to heart (up and down) as they sing. :)