teacher assistant professional development day conscious discipline roxie fussell andrea dunckel...
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Teacher Assistant Professional
Development DayConscious Discipline
Roxie Fussell
Andrea Dunckel
October 20, 2014
Common Board ConfigurationDate: 10/20/2014
Bell Ringer: Complete Think Sheet #1. We will discuss your answers later in the module.
Essential Question: What steps can I take as a Paraprofessional in a Pre-K classroom to change my thinking from trying to control children with manipulative strategies to learning how to maintain self-control in order to teach children self-discipline?
Common Language: Conscious Discipline, noticing, consequences, CPA, Safekeeper, Class/School family, Brain Smart Start, uploading, downloading, positive intent, I Love You Rituals
Objective: Participants will use Conscious Discipline strategies and materials to improve social/emotional learning and classroom management skills, which leads to school-wide success.
Agenda: Gradual Release
I DO: Present the 10 Steps to Positive Discipline.WE DO: Practice breathing, practice commands and practice I Love You Rituals.YOU DO: Think sheets, uploading, positive intent and practice Conscious Discipline in your own life.
Summarizing Activity: Commitment Activity
Next Steps: Take the strategies you have learned and use them in the classroom with students, teachers, and therapists. Complete Course Evaluation
Learning Goal:Participants will be able to: Define the difference between positive and negative discipline. Identify the importance of modeling appropriate behavior and maintaining self-control. Demonstrate clear and assertive communication strategies. Understand that discipline is an opportunity to teach, not punish.
Lake County Schools
Vision Statement
• A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
• The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Lake County Schools College and Career Readiness
Instructional FrameworkKey Performance
IndicatorsSchool
Improvement Plan
Florida Standards
Professional Learning
Community
FCIM MTSS LESSON STUDY
Personalized Learning
Desired Student Outcomes
Statement of Work
Content Cultural Behavior
Process Interventions Capacity Building
Autonomy of Learning
1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions
The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.
Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology
The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:
Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.
The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act
Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention
Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary
Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
21st Century Skills Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination
Conscious Discipline
Roxie Fussell
Andrea Dunckel
The Safekeeper
My job is to keep you safe
Your job is to help keep it safe
Classroom Agreements
Learning Scale
4.I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family.
5.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family.
6.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it.
7.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.
Learning Goals
• We will be able to define the difference between positive and negative discipline.
• We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
• We will be able to demonstrate clear and assertive communication strategies.
• We will understand that discipline is an opportunity to teach, not punish.
A wonderful woman who lived in a shoe,
She had so many children she knew exactly what to do.
She held them. She rocked them, and tucked them in bed.
"I love you, I love you" is what she said.
Wonderful Woman
Learning Goals
•We will be able to define the difference between positive and negative discipline.
• We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
• We will be able to demonstrate clear and assertive communication strategies.
• We will understand that discipline is an opportunity to teach, not punish.
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
When we shift from reacting from the lower centers of our brains to responding from the higher centers of our brains, it is called
Self-Discipline
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When we teach others how to shift from reacting from their lower centers of their brains to responding from the higher centers of their brains, it is called
Conscious-Discipline
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Brain Break Time
Learning Goals
• We will be able to define the difference between positive and negative discipline.
•We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
• We will be able to demonstrate clear and assertive communication strategies.
• We will understand that discipline is an opportunity to teach, not punish.
Learning Scale
4.I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family.
5.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family.
6.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it.
7.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
Belly Breathe with Elmo
Just Breath
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My elbow to your elbow. I wish you well.Touch elbows together. Do a non-touching patty cakeMy back to your back. I wish you well.Turn around and put backs to backs.Then spin back around and do a non-touching patty cake.My eyes to your eyes. I wish you well.
With both pointer fingers tap under your own eyes then point to the eyes of your partner with the same fingers. Finish with a non-touching patty cake. How can we help everyone we know (open both arms in front of you, palms up to include everyone)How can we help each other grow (Move both arms up over your head like a seed growing)Sometimes it’s hard to know what to do (shrug your shoulders, with hands up as if to say “I don’t know.”Wishing them well connects me and you (point to your partner and your partner points to you)Chorus: Repeat as beforeMy heart to your heart. I wish you well
My elbow to your elbow. I wish you wellMy back to your back. I wish you well
My eyes to your eyes. I wish you well
Chorus
How can we help everyone we knowHow can we help each other growSometimes it’s hard, to know what to doWishing them well connects me and youWishing them well connects me and youMy heart to your heart. I wish you wellMy elbow to your elbow. I wish you wellMy back to your back. I wish you wellMy eyes to your eyes. I wish you well
Repeat Chorus
You make a differenceLet’s move and wish your neighbor wellMy knee to your knee. I wish you wellMy shoulder to your shoulder. I wish you wellMy hip to your hip. I wish you wellMy hand to your hand. I wish you wellI wish you well. I wish you well
My heart to your heart. I wish you well Cross your arms and pat your chest as you sing, my heart to your heart. The movement for I wish you well involves using both hands open and moving them toward the other person in a patty cake fashion without touching. This
we will call non-touching patty cake.
Learning Goals
• We will be able to define the difference between positive and negative discipline.
• We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
•We will be able to demonstrate clear and assertive communication strategies.
• We will understand that discipline is an opportunity to teach, not punish.
Learning Scale
4.I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family.
5.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family.
6.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it.
7.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.
Internal CD-ROM
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Compliance Exercise
Sit down and look at me.
You did it. You _______________.
Good for you.
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Sit down and look at me.
I’m going to show you how to get started.
What would help you get started?
That’s it, you’re doing it!
Way to go! Good for you.
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Sit down and look at me.
I’m going to show you how to get started.
(upload)
Your arm went like this.
Eye contact: Download
You have a choice.
You may _______________ or_____________________.
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You have a choice.
You may sit quietly or you may listen.
What is best for you?
Sit or listen?
Sit or listen?
There you go. You’re doing it.
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Redirection for Toddlersrequirements
Face-to-face interaction Joint attention: join by noticing what the child is attending to before attempting to shift attention
Setting the limit
Engaging with new item
Noticing
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Woodpecker Approach
• Maintain a state of calm
• Repeat choices (maximum 4 times)
• Walk away from the situation
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I Messages for Adults
• “I don’t have to do what you say. Just shut up!”
• I don’t like it when you ____________.When you want my attention
say____________________.
• Toddler hits you because you took away a sharp object
• Ouch! (exaggerate face and sound). I don’t like it when you _________________. When you want _____________, do (say) ____________.
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
Twinkle Twinkle
Learning Goals
• We will be able to define the difference between positive and negative discipline.
• We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
• We will be able to demonstrate clear and assertive communication strategies.
•We will understand that discipline is an opportunity to teach, not punish.
Learning Scale
4.I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family.
5.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family.
6.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it.
7.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
When we are in a positive, healthy relationship with others, we generally are cooperative, helpful and willing.
When our relationship is severed, we often respond to another’s request
grudgingly, if at all.
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
Connection=CooperationWires the brain for impulse control
and willingness
Classroom rituals that build connection
• Eye contact
• Touch
• Presence
• Playful situation
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
Interactive Playface to face=joy juice
• Effective as a mild dose of methylphenidate (Ritalin)
• Enhances the emotion-regulating function
of prefrontal lobe
• Lower stress chemicals allowing children
to handle stress more gracefully
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Separate world of good and bad
Good Kid• Treat one way
• With respect, with value
• Deserves respect
• Use one set of values
• Nice, kind, calm, respectful
• Reasonable
• Move toward child to solve problems
Bad kid• Treat another way
• Whatever it takes
• Doesn’t deserve respect
• Use another set of values
• Judgmental, critical
• Attacking, condemning
• Move away, separate from group
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Stressful way to perceive behavior
Bad
Undeserving
Should feel bad
Guilty/bully/bad guy
Good
Deserving
Should feel good
Innocent/victim/good guy
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Healthy way to perceive behavior
Unsafe
Scared/Angry/Sad
Hurtful
Blame/Attack
Safe
Happy/Calm
Helpful
Solutions
consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846
Shubert’s Classroom
• http://consciousdiscipline.com/shuberts_classroom.asp
Learning Goals
• We will be able to define the difference between positive and negative discipline.
• We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.
• We will be able to demonstrate clear and assertive communication strategies.
• We will understand that discipline is an opportunity to teach, not punish.
Learning Scale
4.I am in my prefrontal lobe. I am calm and confident in my skills and I am able to implement Conscious Discipline strategies with my school family.
5.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family.
6.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it.
7.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.
Course Evaluation
Please complete our course evaluation.
Thank you for joining us today!