teacher assistant professional development day conscious discipline roxie fussell andrea dunckel...

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

Brain Smart Start

Brain Smart Start in Pre-K ESE

https://www.youtube.com/watch?v=1Ayr_3MV608#t=61

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.




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


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

Brain Break Time

Learning Goals


•We will be able to identify the importance of modeling appropriate behavior and maintaining self-control.



Learning Scale





STAR Helper

STAR Helper in Pre-K ESE

https://www.youtube.com/watch?v=WqZRUr952wY

Belly Breathe with Elmo

Just Breath


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 demonstrate clear and assertive communication strategies.


Learning Scale





Internal CD-ROM


Compliance Exercise

Sit down and look at me.

You did it. You _______________.

Good for you.



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.



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_____________________.


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.


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


Woodpecker Approach

• Maintain a state of calm

• Repeat choices (maximum 4 times)

• Walk away from the situation


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) ____________.


Twinkle Twinkle

Learning Goals




•We will understand that discipline is an opportunity to teach, not punish.

Learning Scale






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.


Connection=CooperationWires the brain for impulse control

and willingness

Classroom rituals that build connection

• Eye contact

• Touch

• Presence

• Playful situation


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


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


Stressful way to perceive behavior

Bad

Undeserving

Should feel bad

Guilty/bully/bad guy

Good

Deserving

Should feel good

Innocent/victim/good guy


Healthy way to perceive behavior

Unsafe

Scared/Angry/Sad

Hurtful

Blame/Attack

Safe

Happy/Calm

Helpful

Solutions

Shubert’s Classroom

• http://consciousdiscipline.com/shuberts_classroom.asp

http://consciousdiscipline.com/shuberts_classroom.asp



Learning Goals





Learning Scale





Course Evaluation

Please complete our course evaluation.

Thank you for joining us today!

teacher assistant professional development day conscious discipline roxie fussell andrea dunckel...

Documents

increase proficiency

positive discipline

practice conscious discipline

lake county schools

socialemotional learning

negative discipline

positive intent

practice breathing