Positive Discipline in the Classroom Consultations

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:

  1. Agreements and guidelines
  2. Routines
  3. Meaningful work
  4. Self-regulation
  5. Communication Skills
  6. Mutual Respect
  7. Building Cooperation
  8. Mistakes and How to Fix them
  9. Encouragement
  10. Respecting Differences
  11. Buy In for Class meetings

 
 
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:

  1. Forming a circle
  2. Practicing Compliments and Appreciations
  3. Respecting Differences
  4. Using Respectful Communication Skills
  5. Focusing on Solutions
  6. Brainstorming and Role-playing
  7. Using the Agenda and Class Meeting Format
  8. Using and Understanding the Mistaken Goals

What else are students learning:

  • I am capable
  • I can contribute in meaningful ways and I am genuinely needed.
  • I can influence what happens to me in life
  • I have the ability to understand my personal emotions, to use that understanding to develop self-discipline and self-control and to learn from my experiences.
  • I have the ability to work with others and to develop friendships through communicating, cooperating, negotiating, sharing, empathizing and listening.
  • I have the ability to respond to the limits and consequences of everyday life with responsibility, adaptability, flexibility and integrity.
  • I have the ability to use wisdom and to evaluate situations according to appropriate values.

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

Enquire here or Register here to begin a series.

You can get the companion book & A-Z here:
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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:

  • Are effective in both school and after school settings and for students with behavioural and emotional problems.
  • Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.
  • Improve students ‘ social emotional skills, attitudes about self and others, connection to school, and positive social behavior, and reduce conduct problems and emotional distress.
  • Improve students’ achievement test scores across the spectrum by up to 11 percentile points.

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

  • S: Use a Sequenced set of activities to achieve skill objectives
  • A: Use Active forms of learning
  • F: Include at least one program component Focused on developing personal or social skills and
  • E: Explicitly target particular personal or social skills for development