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.

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.

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.

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

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.

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.

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

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.

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.

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.

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

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

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.

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

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

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

Makes them feel emotionally safe

Opens room for their creativity

They can count on consistency of being kind; so they know what to expect

You're the "fun" teacher so you get a lot of love

A good role model of being kind so that the students can do the same as well

Not being respected

Opening Activity: Do vs. Don't

Facilitator Introduction

How to Use Padlet

Warm-Up Activity: Participant Introductions

• Name

• Where you are located

• Title/Role w/children

• One thing you "hope to learn" during this workshop

Overview: Certification requirements - participants sign in Chat window now and sign out at end of workshop, Workshop flow, Group work - practice facilitating two activities and Teachers Helping Teachers Problem-Solving Steps, Experiential learning, Parking lot

Objectives of Workshop:

• Develop a large teaching toolbox of kind and firm discipline approaches. 

• Establish explicit classroom structures and procedures. 

• Create an equitable classroom community based on mutual respect. 

• Understand the motivation behind students' misbehavior and how to encourage positive change. 

• Facilitate effective class meetings teaching social skills and problem-solving. 

• Learn Positive Discipline/Adlerian Psychology for use in the classroom and school community. 

Activities: The Two Lists: Where Are We and Where Do We Want to Go (p. 267) and Do As I Say (p. 261)

BREAK (End of break - Where are your Elbows (p. 66))

Introduction to Positive Discipline - Brief Overview: Concepts of Alfred Adler (p. 210), 5 Criteria for Effective Discipline (p. 208), Feeling Faces (p. 73) - Think, Feel, Decide

Activity (Group Work): Focus ONLY on Kind OR Firm

Activity: Create job list - Meaningful Work (p. 49 and 50)

Wrap-up; Homework; Q&A; Participants sign out Chat window

• Homework

  • Watch videos

    • Meet the Trainers (9:44)

    • The Two Lists (11:33)

    • Kind and Firm (13:28)

  • Read (Video Study Guide)

    • Thinking, Feeling, Deciding (Video handout - p. 21)

Validating feelings does not mean validating actions

Validating feelings does not mean judging or discounting

Validating feelings empowers people

Check-in: Aha 's, reflections sharing, announcements; Participants sign in Chat window

Activity (Group Work): (Workshop Guidelines) Beginning the Almost Perfect School Year (p. 37)

Activity: Brain in the Hand (p. 60) & Jumbled School House Picture (p. 21)

Activity: Validating Feelings

Activity: Asking vs. Telling for Teachers (p. 259)

Teacher Tool Cards

BREAK (End of break - Mindful Moment)

Activity: Top Card (p. 243 & 244)

Activity: Please be Seated

Activity: Cooperative Juggling (p. 91)

Wrap-up; Homework; Q&A; Participants sign out Chat window

• Homework

  • Watch videos

    • Ask, Don't Tell (14:59)

    • Brain in the Palm of Your Hand (4:36)

    • Top Card (22:14)

    • Positive Discipline Tool Cards (18:46)

  • Read (Video Study Guide)

    • Questions, Comments, Review (p. 85)

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.

Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

Activity: Please be Seated

Activity: Cooperative Juggling (p. 91)

Essential Skills for a Positive Discipline Classroom: Preparing the Ground (p. 30)

Activity: Encouragement vs. Praise (p. 226)

• 3 Types of Encouragement (plus energetic)

• Do They Know You Care?

Preparing the Ground: Participant-led Activities (Preparation)

• Tips for Facilitation

BREAK (End of break - Chime Activity - Listening)

Preparing the Ground: Participant-led Activities (Presentations)

Wrap-up; Homework; Q&A; Participants sign out Chat window

• Homework

  • Watch videos

    • Leadership Styles (17:38)

    • Connection Before Correction (18:15)

  • Read (Video Study Guide)

    • Positive Timeout for Teachers (pg. 33)

Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

8 Essential Skills for Class Meetings: Laying the Foundation (p. 135)

Laying the Foundation: Participant-led Activities (Preparation)

Laying the Foundation: Participant-led Activities - (Presentations - Forming a Circle, Compliments and Appreciations 1)

BREAK (End of break - Comfort Zone activity with hands

Laying the Foundation: Participant-led Activities - (Presentations - Brainstorming, Role-playing)

Class Meeting Discussion

Wrap-up; Homework; Q&A; Participants sign out Chat window

• Homework

  • Watch videos

    • Wheel of Choice - Part 1 (14:10)

    • Wheel of Choice - Part 2 (18:29)

    • Wheel of Choice - Part 3 (21:25)

    • Positive Discipline is Restorative Justice (10:44)

  • Read (Video Study Guide)

    • Class Meetings (pg. 111)

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.

Compliments

Follow up on previous solutions

Agenda items:

1. Share feelings while others listen

   OR

2. Discuss without fixing

   OR

3. Ask for problem solving help.

Closing Activity or class planning (field trips/parties/projects)

Check-in: Aha's, reflections sharing, announcements; Participants sign into Chat window.

Activity: Do They Know You Care?

Essential Skill #3 Respecting Differences

• Activity: Step Into My Shoes (p. 155)

Essential Skill #5 Focusing on Solutions

• Activity: Mr. Punishment

Essential Skill #8 Understanding and Using the Four Mistaken Goals

• Activity: The Mistaken Goal Chart (p. 202)

• Activity: Mistaken Goals and Us (p. 204)

BREAK (End of break - Mindful Sounds)

Essential Skill #8 Understanding and Using the Four Mistaken Goals

• Activity: Iceberg Jungle

Activity: Continuum of Change

Wrap-up; Homework; Q&A; Participants sign out Chat window

• Homework

  • Watch videos

    • What is Positive Discipline? (3:50)

    • Change Process (5:39)

    • Iceberg Jungle - Part 1 (25:23)

    • Iceberg Jungle - Part 2 (25:32)

    • Iceberg Jungle - Part 3 (24:08)

Would you be willing to hand out these papers?

Let’s make a deal. How about if you sit down and get some work done and we can hang out for a few minutes at recess.

That doesn’t work with me. If you’d like, I’m happy to talk it over respectfully when we are both ready.

This is quiet time. We can talk out loud later.

I care about you and the answer is no.

That’s important. Please put it on the agenda.

I hear you, and I’ll get to you as soon as I can.

Tomorrow you can take a whole minute to lead the group in making funny faces.

I need your help. What ideas do you have to fix this problem?

Let’s brainstorm for ideas until we can find something that works for both of us

What would help you the most—to find a solution on the Wheel of Choice or to use the Four Problem-solving Steps?

Instead of arguing, it might help to put this on our class meeting agenda. Do you want to do that, or should I?

What is your understanding of our agreement?

We can listen to each other without agreeing.

I think we are in a power struggle. Let’s take some time to calm down and then start over.

We’ll do it this way until we have time to work out a plan we all like.

You’re really feeling hurt. I’m so sorry.

Why don’t we both take a break, cool off, and then come back and try again.

I’m not looking for blame. I’d like to know how we can work it out respectfully.

You must be upset because you always get in trouble and the other kid walks away without getting caught.

When you hurt others, I wonder what you feel hurt about?

Looks like you are having a really bad day. Want to talk about it?

Do you know I really care about you?

We can work this out, but not this way.

Remember when you first tried to ________? Remember how long it took till you were good at it?

How about doing this small step first?

Let’s do it together.

Your brain gets stronger by trying new things and doing them over and over.

It’s okay to make mistakes. That’s how we learn.

Your smile lights up our room.

I’ll write the first letter and you write the next one.

I can’t remember how to ________. Could you show me? I could really use some help.