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.

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)

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

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

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

 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.)

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.

Dignity Double-bind

Set up Facilitation Practice

House of class meeting 

Group Facilitation Practice time

Begin Group Facilitations

Praise vs. Encouragement

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

Play with Me

THTPSS

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.