Workbook pages

Page 9

Teaching is about giving. Control is about getting

• Do you tend to please others or try to control everything? Yes, but not always. It happens when I am under pressure.
• If you are in a group setting, share an example of this with your partner. If not, write an example below. An example could be a time when I felt pressured to agree with others during a group project to avoid conflict, even if it meant sacrificing my own ideas. In the past, I might have tried to manage every detail of a classroom event, leading to stress for both me and my students.

Connection Govern Behavior

Connection on the outside with other people builds strength on the inside.

These connections wire our brains for empathy and resilience.

What are the four ingredients necessary for connection? Authenticity, empathy, vulnerability, and trust.

Page 19

Becoming brain smart, part 2

Give an example of this in your life. Introducing a new game in the classroom (novelty) while keeping a consistent routine around how we transition between activities (predictability). This balance helps engage children while providing a sense of security.

How can we help move ourselves and the children in our care from the lower centers of the brain to the higher ones when experiencing upset? To help ourselves and our children move from lower brain centers (impulsive reactions) to higher centers (calmer, more rational thinking), we can use calming strategies such as deep breathing, mindfulness practices, or engaging in physical activity. These methods can help regulate emotions and promote a sense of calm (Bailey, 2014).

In a disconnected state, we cannot override our impulse and we might find ourselves shopping, eating or drinking too much. How has this played out in your life and in the lives of those around you? When feeling disconnected, I might find myself engaging in unhealthy coping mechanisms, like overeating or excessive shopping. I have seen friends and family do the same, often using distractions instead of addressing underlying emotional issues.

What is the key to “knowing” how to do better versus actually “doing” better? Understanding how to do better is essential, but it is the implementation that truly matters (Bailey, 2014). For instance, knowing the benefits of patience is one thing, but actually practicing patience in a challenging moment is another.

Page 20

To integrate the brain, we must flip from focusing on what we don’t want to focusing on what we do want by using positive intent and language like, “You wanted a turn with the toy” or “You wanted to play with your friend.”

1. How much time do you spend helping children who interrupt, say things before thinking, and are generally a nuisance? I spend a considerable amount of time managing these behaviors, as they often occur frequently and can disrupt the flow of activities or learning.

Is this a discipline problem or are they missing the skill of impulse control? This is usually due to a skill deficit in impulse control. Children are still developing the ability to pause, think, and choose their actions thoughtfully. Impulse control is a learned skill that requires guidance, modeling, and practice to strengthen over time.

2. How much time do you spend helping children follow directions? I spend a significant amount of time repeating and clarifying directions, as children may struggle to remember or follow multi-step instructions.

Is this a discipline problem or are they missing the skill of working memory? This is often related to a deficit in working memory. Working memory allows children to hold information in their minds for short periods, which is essential for following directions. When this skill is still developing, children may need extra support with instructions and reminders.

3. How much time do you spend managing children’s emotions when things don’t go their way? Managing emotions, especially when children feel frustrated or disappointed, can take up a lot of time, particularly in group settings where emotions may run high (Bailey, 2014).

Is this a discipline problem, or are they missing the skill of emotional control? This typically indicates a need to develop emotional control skills. Children are learning how to regulate their feelings and respond to situations calmly. Emotional control is not innate but built over time with adult support, modeling, and opportunities to practice.

4. How much time do you spend helping children pay attention, focus on the task at hand, or get back on task? I spent much time redirecting attention and helping children refocus, as staying on task can be challenging for many young children.

Is this a discipline problem or are they missing the skills of attention and impulse control? This generally stems from a need for further development in attention and impulse control. Sustained attention is a complex skill that develops gradually, as is the ability to resist distractions. Children often need encouragement and strategies to stay engaged with tasks.

Q.T.I.P. method (Quit Taking It Personally), and embracing O.O.P.S. (Other Opportunities to Practice Self-control).

Page 21

At what age is the prefrontal lobe fully developed? 25

3-2-1 Reflections

3 Things Learned

1. The importance of seeing behavior as communication.
2. How connection affects children’s brain development.
3. Strategies for fostering emotional regulation in children.

2 Personal Impact

1. I realized how my responses shape children’s perceptions of themselves.
2. I learned the value of reframing challenges as skill-building opportunities.

1 question

How can a person be motivated to commit to creating a more compassionate and safer learning environment?

Page 27

Relaxed, alert internal state is the optimal state of being. It is a state of high awareness and low stress.

Reflect on your early experiences in education. What type of school culture did you experience in grade school? Was it one of competition or compassion? What about later in life? Reflecting on whether my early school culture encouraged competition (e.g., focusing on grades, rankings, and individual achievements) or compassion (e.g., cooperation, understanding, and mutual support). I recall that my grade school had a competitive culture with a focus on individual success, while later in life, there was a stronger emphasis on collaboration and empathy.

How was that for you? Reflect on my feelings and personal growth in each environment. In a competitive culture, I felt pressure and stress, while in a compassionate culture, I felt supported and valued. These experiences shaped my approach to challenges and relationships.

Conscious Discipline is built on two core principles: Connection and Self-Regulation.

Page 28

Using the Language of Safety: Reflection

Traditional: “No running. What is our rule about running in the hall?”

I might feel reprimanded or sense that I’m doing something wrong. This approach focuses on the restriction and could make me feel restricted or even embarrassed rather than understanding the purpose behind the rule.

Conscious: “Walk in the halls so everyone is safe.”

I would understand that walking keeps me and others safe. This approach is reassuring and emphasizes safety over punishment, making me feel more encouraged to follow the rule for a positive reason.

Traditional: “Hold hands so you don’t get lost or hurt.”

This statement might make me feel worried about getting hurt or lost. It uses a bit of fear to motivate me, which could create anxiety about safety.

Conscious: “Hold my hand so I can keep you safe as we cross the street.”

This approach would make me feel protected and cared for. It conveys a sense of partnership and support, helping me understand that holding hands is a way to stay connected and safe.

Children don’t ask to be judged; they are asking to be seen. We achieve this through appreciating their efforts.

Think of a time when a child in your care was asking to be seen. What behaviors did they exhibit? A child repeatedly showed me their artwork or seek my attention while playing, which could indicate a need for validation or acknowledgment.

How would you describe your energy when you are in a peaceful, coherent state? My energy is calm, steady, and open when in a peaceful, coherent state. I feel more empathetic and patient, able to respond thoughtfully rather than react impulsively.

Reference

Bailey, R. A. (2014). Conscious discipline®: Building resilient classrooms. Loving Guidance.

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Assignment: Conscious Discipline Book and Workbook Completion

Instructions:

1. Reading Assignment:
   • Read Conscious Disciplinechapters 1-3 carefully. These chapters introduce foundational concepts that will guide our understanding of emotional regulation, conflict resolution, and fostering a positive classroom environment.
2. Workbook Assignment:
   • After reading the chapters, complete the corresponding workbook pages. Focus specifically on the exercises and reflections designed to reinforce the material.
3. Submission:
   • Using the scan function on your phone, take clear, readable photos of the following completed workbook pages: Page 9, Page 19, Page 20, Page 21, Page 27, and Page 28
   • Upload the scanned images as a single file (PDF or image format) to the course submission portal.
     

     Workbook pages

Grading Criteria:

• Completion: All listed workbook pages must be fully completed.
• Clarity: Ensure the scanned images are clear and legible.
• Thoughtfulness: The quality of the workbook responses will be considered, focusing on your reflection and application of the material from chapters 1-3.