1. 2015 Teacher Assistant Professional Development Day Session Title Presenters October 26 th, 2015

2. 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. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

5. October 26, 2015 Learning Goal: 1.Define the difference between positive and negative discipline. 2.Identify and explain the 3 brain states. 3.Identify the importance of modeling appropriate behavior and maintaining self-control. 4.Understand that discipline is an opportunity to teach, not punish. TA Professional Development Day Standards: Domain 1:Teacher/student relationships Domain 2: Planning and preparing for special needs of students Domain 3: Developing and implementing a professional growth plan Objective: Participants will use Conscious Discipline strategies to improve social/emotional learning and classroom management skills, which leads to school-wide success. Essential Question: What steps can I take as a Paraprofessional 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? Vocabulary: Discipline, Prefrontal Lobe, Limbic System, Brain Stem, neurons, neuroplasticity, Brain Sate, self regulation, connections Agenda Welcome Class Agreements, leaning goals & scales, objective, vocabulary & essential question Discipline-Conscious Discipline Brain State Model Creating a School Family Review Summarizing Activity

6. 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. 3.I am a STAR. I will take a deep breath and use a few Conscious Discipline strategies with my school family. 2.I am in my limbic state. I know what I am supposed to do, but I’m still a little emotional about it. 1.I am in the brain stem. I don’t know what to do with this information. It’s fight or flight.

7. Building Classroom Connections based on the work of Dr. Becky Bailey www.consciousdiscipline.com presented by: Andrea Dunckel and Roxie Fussell

8. Class Agreements Judgement free zone Phones on silent Respect the speaker Limit your side conversations Ask questions Stay on topic consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

9. Why are you here? Educators cite behavior as the number one obstacle to teaching consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

11. 1.I will be able to label and explain the 3 brain states 1.I will be able to create a school family 1.I will be able to share Conscious Discipline strategies with families Learning Goals consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

13. What is discipline? To discipline means to teach It is not punishment or rewards consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

14. 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 consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

15. 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 consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

16. Conscious Discipline is an evidence based comprehensive social-emotional learning and classroom management program based on current brain research. Conscious Discipline empowers adults to consciously respond to daily conflict, transforming it into an opportunity to teach critical life skills to children. consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

17. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we… Teach?...Punish? Why can’t we finish the last sentence as automatically as we do the others?” John Herner

18. Brain State Model Safety Connection Problem Solving consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

19. Conscious Discipline Brain State Model Executive State (Prefrontal Lobes) What can I learn from this? self-regulation system Emotional State (Limbic System) Am I loved? attachment system Survival State (Brain Stem) Am I safe? arousal system consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

20. First Three Years of Life Mental model of self Mental model for relationships Stress management Ability to pay attention Motivation to achieve Mirror Neurons: seeing emotions on another’s face, we automatically sense the same feeling Neuroplasticity: Ability of the brain to form new neural pathways. consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

23. Tantrums vs Frustration Fits Tantrums are a sign the child’s nervous system is overloaded. Tantruming children are calling for help. “Help me, I am terribly overwhelmed” Frustration fits are strategies used to potentially elicit the adult to give in, changing a “no” to a “yes” consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

24. TantrumsFrustration Fits DefinedChild’s nervous system is overwhelmed Child is trying/unable to get adults to give into demands CharacteristicsUnable to speak coherently, facial expression of extreme distress, cries tears Able to state demands (often through whining), lacks real tears WhenMostly from one to four years old Lifetime ResponseSee the call for help, download calm, DNA, process of empathy, breathe, give choices Offer DNA process and choices, disengage from pleading, threats and backtalk by walking away, suggest safe place to calm down consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

25. Tantrums Adult ResponseChild Outcomes Sends the message: The way to get the world to go your way is to throw a fit. Sometimes you just have to do it louder and longer The temper tantrums do not go away, they developmentally evolve into more advanced forms of attempting to get the world to go their way Children learn to self-regulate and manage upset. They realize their job is to accept the world as it is and seek solutions, not to make it go their way Give in, indulge Ignore, distract, punish, time-out Coach emotional regulation consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

26. What does the child want? Information? Calm Direct Rational In control Curious Interested Understanding? Emotional Whining Irrational Out of Control Withdrawn Overwhelmed consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

30. Conscious Discipline Brain State Model Executive State (Prefrontal Lobes) What can I learn from this? self-regulation system Emotional State (Limbic System) Am I loved? attachment system Survival State (Brain Stem) Am I safe? arousal system the brain always functions as a whole consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

31. Conscious Discipline Brain State Model Executive State Emotional State Survival State Noticing “Your face is going like this” consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

32. Noticing by noticing and calling attention to a child’s body language while they are operating from their brain stem, we begin to move them to their limbic system once the shift has occurred, we have to download calm before we identify emotions when the child has calmed, only then can we begin to resolve consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

33. Conscious Discipline Brain State Model Executive State Emotional State Wait for eye contact Download calm “You seem_________” consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

34. Conscious Discipline Brain State Model Executive State “You wanted ________” “It’s hard when you _________” “When you____, then you may _______” “Did you like it?” “If you choose_____, then ______ will happen. Do You understand? “Is _______ being safe? What would be safe for you and others?” consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

35. D.N.A. D escribe what you see “you’re face is going like this” N ame the feeling “you seem frustrated” Acknowledge what they want “you wanted to watch your show, it’s hard when you don’t get your way. Breathe with me, you can handle this” consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

36. From defiance to compliance C learly communicate what you want P rovide choices to facilitate the process A cknowledge resistance with apathy consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

37. Conscious Discipline Brain State Model Executive State (Prefrontal Lobes) What can I learn from this? self-regulation system Emotional State (Limbic System) Am I loved? attachment system Survival State (Brain Stem) Am I safe? arousal system the brain always functions as a whole consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

38. Let’s Check In You will understand the 3 brain states and how they work consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

39. Stretch Break

40. Creating a School Family creates an emotionally intelligent classroom increases achievement and decreases disruptions instills the language of safety incorporates both independence and cooperation It is the heart and brain of the Conscious Discipline program consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

41. Creating a School Family Brain Smart Start Safekeeper job description Routines for predictability Rituals for connections Responsibility through classroom jobs Classroom centers Class meeting with music and movement consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

43. The Safekeeper My job is to keep you safe Your job is to help keep it that way consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

44. Safe Place The safe place is not time out A safe place is a physical setting in the classroom Students can go to the safe place to practice composure Teachers must teach and model these self-regulation skills in order for the safe place to be beneficial Safe place should have materials that promote self- regulation consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

45. Safe Place Ideas consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

46. Connection Integrates the Brain eye contact + touch + presence + playful situation consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

47. Brain Smart Ⓡ Start Activity to Unite Activity to Disengage Stress Activity to Connect Activity to Commit consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

48. Activity to Unite Greetings upon arrival Morning greeting song consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

49. Who Let the Manners Out? consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

50. Activity to Disengage Stress consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

51. Self regulation is the #1 skill needed for success in school and life consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

52. Stress Reduction Increase skin to skin contact (touch/massage) Increase I Love You Rituals/social play (giggle time) Increase downloading (child’s level) 3x a day to vacuum out stress More visuals and visual routines Increase music and movement consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

53. My State Dictates Your State consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

54. STAR Helper consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

55. Breathing- the pre-k point of view consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

56. Activity to Connect consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

57. Round and Round the Garden consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

58. Peter, Peter Pumpkin Eater consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

59. Activity to Commit What do you as a teacher commit to doing? What does the class commit to doing? consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

60. Class Meeting consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

61. Class Commitments consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

62. Let’s Check In I am able to create a school family consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

63. Stretch Break

64. Building Home Connections

65. What concerns do parents have?

66. Parents are doing the best they know how, not the best they can.

67. Conscious Discipline Brain State Model Executive State (Prefrontal Lobes) What can I learn from this? self-regulation system Emotional State (Limbic System) Am I loved? attachment system Survival State (Brain Stem) Am I safe? arousal system consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

68. From defiance to compliance C learly communicate what you want P rovide choices to facilitate the process A cknowledge resistance with apathy consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

69. Children have lousy brakes, so give them time to stop slooooowly consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

70. Transitions give a warning use visuals and/or timer breathe consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

71. First and Then consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

72. Choices only give 2 choices use visuals don’t make everything a choice *don’t ask a question if there isn’t a choice consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

73. Rules and Expectations only set rules that you need state it as what to do, rather than what not to do be consistent! say it like you mean it pre-teach the rules, don’t wait until an incident occurs consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

74. Show Us What You’ve Learned With your table, come up with 5 things you will implement and share. Pick a simple tune (Happy Birthday; Twinkle, Twinkle) Create a summary using your 5 things as new lyrics to the song. Every group will have a turn to share their song. consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

75. Shubert’s School consciousdiscipline.com Loving Guidance, Inc. All rights reserved. 1.800.842.2846

76. Questions or Concerns Andrea Dunckel andrea.dunckel@fdlrsaction.org Roxie Fussell fussellR@lake.k12.fl.us www.consciousdiscipline.com

77. Course Evaluation Please complete our course evaluation. Thank you for joining us today!