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Practicum in Early Childhood Education II ECH 6593

Using the Conscious Discipline Method to Scaffold the Emotional S elf-Regulation S kills in Young C hildren. Practicum in Early Childhood Education II ECH 6593. Teresa Belk. Project Choice Rationale.

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Practicum in Early Childhood Education II ECH 6593

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  1. Using the Conscious Discipline Method to Scaffold the Emotional Self-Regulation Skills in Young Children Practicum in Early Childhood Education II ECH 6593 Teresa Belk

  2. Project Choice Rationale Since 2010, Arkansas State University Childhood Services has sponsored Conscious Discipline workshops for Arkansas Better Chance programs. These workshops are offered at no cost to early childhood educators and administrators. Childhood Services has committed to offering these workshops for at least one more year.

  3. Project Choice Rationale, p. 2 After attending a series of workshops on the Conscious Discipline behavior guidance program, I was inspired by Dr. Becky Bailey, the founder of Conscious Discipline, to begin implementing the program this year. Full implementation of the program will take two to three years.

  4. Project Choice Rationale, p. 3 This positive behavior guidance method is the best guidance method that I have encountered. It has been designed both for parents and educators. It has been successfully implemented in schools in several states and is gaining national recognition. Arkansas is the first state to commit to training early childhood educators on a state-wide level.

  5. Project Choice Rationale, p. 4 While Arkansas educators have focused on the training of early childhood educators, this guidance program can be utilized with students of all ages. However, the earlier these emotional self-regulation methods are learned by students, the more beneficial they will be.

  6. By creating a school family, the students are building connections with each other and developing a willingness to learn, impulse control, and sustained attention.

  7. The wish well board is a tool that encourages the students to think about those who are absent. It reminds them that when they are absent, the others will miss them, too.

  8. Wish Well Board

  9. Wish Well Board

  10. Wish You Well Song We wish you well. We wish you well. We wish you well today. We wish you well. We wish you well. Come back soon and play.

  11. Wishing Others Well

  12. By holding hands, the students are creating connections with one another, which helps develop the emotional state of the brain.

  13. A feeling of connectedness encourages internal impulse control and teaches self-regulation skills.

  14. Wishing Others Well Through Song

  15. Songs Songs act as connecting rituals which help unite the children.

  16. Star Song When you’re feeling really angry No matter where you are There’s a way to feel better There’s a way to be a star With this one thing to remember You’ll stop anger in its tracks Chorus Stop, take a deep breath and relax Stop, take a deep breath and relax Stop, take a deep breath and relax Repeat 1st Verse Repeat Chorus Bailey, B. A. (2012). Song lyrics and activities: Star song. Retrieved October 12, 2012, from Conscious Discipline website: http://consciousdiscipline.com/resources/song_lyrics.asp

  17. Activities to disengage stress S.T.A.R. BALLOON BREATHING DRAIN PRETZEL Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  18. How to be a S.T.A.R StopTake a deep breathAndRelax Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  19. Taking deep breaths help students relax and feel calmer. It focuses attention and encourages quiet listening. Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  20. Balloon Breaths “Inflate” a balloon while taking a deep breath through the nose. “Deflate” the balloon while breathing out through the nose. Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  21. Taking balloon breaths

  22. Drain Extend arms out in front of the body, fisted palms down. Pretending that the arms are faucets, use the fists to act as drains, “draining” stress from the body. Relax the hands by opening them and making a sssh sound. Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  23. Draining

  24. Pretzel Sit crossing the ankles. Extend the arms, crossing wrists. Interlace the fingers and draw the hands up toward the chest. Touch the tongue to the roof of the mouth. Close eyes and breathe in through the nose, then out through the mouth. Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

  25. Pretzel Movements

  26. The kindness tree records acts of kindness by the students.

  27. Kindness Tree

  28. An Act of Kindness

  29. Assessments These acts of kindness will also be used to record observations and to make assessments of the children.

  30. Shubert Books Each Shubert book provides a focus for the Conscious Discipline skill being taught. The book is read on a daily basis for a month. Each skill and book is emphasized, studied, and practiced for a month.

  31. Shubert Books, p. 2 This series of books is designed to promote building character by illustrating conflict in both children and adults. Shubert gives helpful suggestions for children to solve problems while Mrs. Bookbinder models Conscious Discipline strategies for adults to emulate.

  32. Shubert Books, p. 3 These books combine parental education with educational staff development. The books were an important part of the teaching process. The children enjoyed the stories and the interaction we had about the story situations.

  33. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  34. Shubert BooksBailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  35. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  36. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  37. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  38. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  39. Shubert Books Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012.

  40. Reading Shubert Books

  41. Conclusion The Conscious Discipline method has provided me with a teaching method to assist the development of emotional self-regulation in my students. I have seen positive results from the implementation of this project. My classroom seems calmer this year than it has in years past. I ascribe this difference to the application of the Conscious Discipline method of positive guidance. This method is practical and it emphasizes the participation of both the students and the teachers. This is a joint effort which relies upon change and acceptance from the children and from the adults.

  42. Conclusion, p.2 I have seen the children adapt the strategies that I taught. This is especially true of the breathing and stress reducing techniques, along with their use of the Big Voice to express their needs to their peers. The students have embraced the concept of the Kindness Tree. The students want to complete helpful acts and be acknowledged for that behavior. They also tell me of acts of kindness completed by others and want to see those students acknowledged.

  43. Conclusion, p.3 The Conscious Discipline method, along with my coursework, has enabled me to grow as a teacher. I believe that I am more controlled in my guidance techniques and am more comfortable within myself in the classroom. Conscious Discipline has given me the tools I needed to teach my students how to positively handle emotions and situations that are stressful. I plan to continue the implementation of more Conscious Discipline techniques. The process of applying additional techniques will take an additional year and a half, but the benefits for me and my students are worth the time and effort that it will take.

  44. Resources Bailey, B. A. (2001). Conscious discipline: 7 basic skills for classroom management. Oviedo, FL: Loving Guidance. Bailey, B. A. (2012). Song lyrics and activities: Star song. Retrieved October 12, 2012, from Conscious Discipline website: http://consciousdiscipline.com/resources/song_lyrics.asp Bailey, B. A. "Conscious Discipline.” Conscious Discipline Summer Institute I [Conference]. Little Rock. 28 August 2012. Conscious Discipline. (2012). Shubert books. Retrieved from http://consciousdiscipline.com/shuberts_classroom.asp Conscious Discipline. (2012). Retrieved from http://consciousdiscipline.com/

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