A, R Every time I do all of the work and the group takes the credit.

A, P, I I don't get a chance to share my opinion.

A, P Someone's distracting with off topic jokes or comments.

P Everyone's talking at once.

A, P, I Some group members don't talk.

A, I Some people not respectful of other's opinions

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

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

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

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”

on task all the time

clear boundaries

good time management

smooth

listening to teacher

no second guessing

clear expectations

• Taken advantage of

• Students might have a hard time respecting boundaries

• Difficult to solve problems between kids

• The students might feel like you are being unfair

• You might be unfair as a teacher

• Chaos in the classroom

• Loud environment (energy and volume)

• Unable to set boundaries

Fear stopping creativity or learning

Kids will stop speaking up, sharing, and participating

Mischievous and acting up because they don't feel heard

Challenging behaviors

Low energy and lack of engagement

Lack of respect between students

Lack of trust

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

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.

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

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

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

• 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

• 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

• 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

Liabilites:

My top card may invite from others:

Specific steps for improvement:

Bumper sticker:

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

          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.”

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.”

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

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)

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.

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.

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

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

Date of the first session: April 12, 2025

Date of the last session: May 4, 2025

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

Meeting ID: 837 8180 1165
Passcode: 291326

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

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

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.

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.)

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

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

Adult Power:

Student Power:

Shared Power:

Looks like: A lot of participation, positive flow.

Sound like: Peace, no one talks on top of anyone.

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

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