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A compassionate Culture of "We"

Conscious Discipline asks us to change our perception of conflict and how we respond to conflict in order to create a compassionate culture of "we", instead of "us" and "them." It is about setting a goal, self-motivating toward that goal, and becoming conscious of straying off-track so we can return to a path that leads toward our goal.

When I hear the word "Discipline," I think of:

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Self-regulation requires us to access our inner speech in order to regulate our emotions. In essence, it take two: My inner speech must regulate my inner state. Explain how this relates to you and your child, or you and the children in your care.

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What were 2 ways your were personally impacted by what your read?

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What are the four ingredients necessary for connection?

What are some ways your implement this in your classroom?

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The two acronyms QTIP and OOPS can really have an impact on student discipline. How did this speak to you? What are two ways that you would implement this in your classroom?

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"We cannot teach skills we do not possess; the 'do as I say, not as I do' philosophy is not effective!" How can you use the S.T.A.R. idea to elevate your brain state and model the correct behavior to students?

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How can we help move ourselves and the children in our care from the lower centers of the brain to the higher ones?

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What were 2 ways you were personally impacted by what you read?

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Which one of the 5 steps of self regulation for children touched you most. Explain why this step is most important to your classroom.

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An assertive "voice of knowing" does these three things:

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What are some visuals you current use in your classroom to show children what to do? What are some visuals you could add?

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Conscious Discipline teaches that all children that misbehave are missing important social skills. What is the two-step process to respond to a child's call for help when misbehaving? This is a very different way to view misbehavior. How do you feel about this change in mindset?

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What are two ways that you were personally impacted?

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"Traditionally, we have utilized specialness as a way to build self-esteem." The Power of Unity focuses on "being unique" instead of "being special." "Uniqueness unifies, specialness divides." How did this section effect your thinking about self-esteem building? What things could you do in your classroom to focus on unity and uniqueness?

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Encouragement of the efforts and accomplishments we see through noticing, is about accepting children for who they are. What social emotional skills do noticing and encouragement foster in children?

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"When we give two positive choices to children we provide structure and safety, provide practice in decision-making, and build self esteem as children." The Skill of Choice provides great discussion on positive versus negative choices. How can offering positive choices in the classroom affect the environment of the classroom? How do you do this in the classroom?

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"All behavior is a type of communication." This statement has been found throughout this whole study but in this module it talks about how to maintain a supportive and positive tone throughout all communication with students. How did this section effect your thinking on how you communicate with students?

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What were two ways that you were personally impacted by this section? How can you see it making an impact in your classroom?

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"It is essential to know what we are feeling when we are feeling it. We cannot regulate our emotional states unless we are conscious of having them." How do you recognize emotions in yourself, in your students, and in your classroom? Why do you feel it is important to describe emotions to your students?

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What are two ways that you were personally impacted?

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What does D.N.A. stand for and how does this type of thinking/directing help to develop empathy within the students?

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In the module it spoke about the three different types of intent: Punitive, Permissive, and Teaching. How do these speak to you about different discipline methods used? How do these connect with the three types of consequences?

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How did the P.E.A.C.E. Process for solving issues in the classroom speak to you? Which letter of the process do you think is the most important?

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As we near the end of the book study what do you see as the major difference between conscious discipline and traditional discipline? How has this impacted your classroom management style?