Positive Discipline in the Classroom Consultations:
Consultations provide a structured, experiential set of activities to teach the skills necessary in the classroom, so that the whole class can successfully work together with Positive Discipline.
Each activity builds upon one another, so that the class naturally gains the experience and confidence to continue on their own.
These consultations provide excellent support and mentorship for the Teacher, so that by the time the series has been completed, they are trained and ready to complete this on their own with future classes and eventually become a Teacher mentor in Positive Discipline themselves.
Preparing the Ground with the Essential Skills for a Positive Discipline Classroom:
Once the groundwork has been done, we move onto ‘Building the Essential Skills for Class Meetings’. This is how students learn to contribute democratically and take responsibility for their own behaviour.
When students are part of the process of running the classroom and are ready to learn, Teachers no longer have to spend so much time controlling behaviours and can focus on modeling and teaching the academic program they are responsible for.
Building the Essential Skills for Class Meetings:
What else are students learning:
Each Essential skill activity takes approximately 20-45 minutes to complete and can be adapted depending on the time available and age and special needs of the class/students.
As these activities are experiential in nature, students participate actively and find them interesting and fun.
Split series 11 sessions then 8 sessions
or full series of 19 sessions
£250 per session or Group rate available
You can get the companion book & A-Z here:
Numerous studies have demonstrated that a systematic approach to the implementation of social-emotional learning (SEL) programs offers significant benefits. A recent review of programs by Durlak, et al (2011) showed that SEL programs:
The paper also noted that school-based programs are most effective when they are conducted by school staff (eg: teachers, student support staff) and can be incorporated into routine educational practice. In addition, effective programs and approaches are sequenced, active, focused and explicit (S.A.F.E.) meaning they