There is something fun we can do when we meet. Some are silly, some are proper ways to greet.

1. There is something fun we can do when we meet. • Some are silly, some are proper ways to greet. • Stand up tall, find a friend, and stick out your right hand. Firmly shake and look them in the eye… • (Chorus) Turn your hand from side to side, • Give a silly almost proper sideways, HI! • Good morning! Buenos Dias. What’s up? It’s a great day. • I’m thankful to be with you. • Good morning! Buenos Dias. What’s up? • I’m happy to feel this way. • ---tap your knuckles • ---flutter butterfly

2. Conscious Discipline

3. Stop in the name of love and take a long deep breath - think it over Baby, baby I’m aware of what you do Each time I feel upset I watch myself scream and shout it Knowing that it’s best to talk about it But this time before I blow again Leaving me alone and hurt Think it over – gonna be kind to you Think it over, - gonna be sweet to you

4. Stop in the name of love and take a long deep breath Stop in the name of love and take a long deep breath Think it over, think it over, I’ve tried so hard, hard to be patient Hoping I could stop this aggravation But each time that we’re together I’m so afraid of losing it forever Stop in the name of love and take a long deep breath

8. Conscious Discipline Skills Composure – Q-tip, breathe Encouragement – noticing, we are all in this together Assertiveness – what you focus on, you get more of Choices – the only person you can make change is yourself Positive Intent – see the best in others Empathy – the moment is as it is so how can I be helpful Consequences – mistakes are opportunities to learn

9. It’s a Process

10. Today’s Agenda • Introduction to Conscious Discipline • Focus on the Skill of Composure • Demonstrate and explain these structures and key phrases: • S.T.A.R, Balloon, Drain, & Pretzel, plus Eye Rest • Safe Place • Friends & Family Board • Kindness Counts • Celebration Board • Connection Interventions (I Love You Rituals) • Wish Well Board • Classroom Books for Calming • Key Phrases - concerning safety, encouragement, noticing helpful acts, & choices

11. CelebrationBoard !

12. Focus on what you want. How can we be helpful to each other this morning? • Cell phone usage? Time-keeper? • Side bar conversations? Questions? • Shifting our focus??

13. Kindness CountYou get more of what you focus on. • Flower pot

14. Class Book – Kindness is / Helpful is.. PreK 1st 2nd 3rd 4th 5th • Is keeping sand in the sand table • is covering our mouths when we sneeze • Is picking up trash on the floor so no one slips or trips, working quietly so others hear • Is talking quietly when others are still working; no put downs • Is keeping a space between us when we go up and down stairs • Is going to the chill spot when we feel angry; Is wishing others well when they go to the chill spot

15. Wish Well Board

17. Get with your partner

18. My heart to your heart. I wish you well. • My elbow to your elbow. I wish you well. • My back to your back. I wish you well. • My eyes to your eyes. I wish you well. • How can we help everyone we know? • How can we help each other grow? • Sometimes it’s hard to know what to do • Wishing them well connects me and you. • Wishing them well connects me and you.

19. My knee to your knee. I wish you well. • My shoulder to your shoulder. I wish you well. • My hip to your hip. I wish you well. • My hand to your hand. I wish you well. • I wish you well. I wish you well.

21. Pic with learning graph

22. Conscious Discipline:a classroom environment based on • Safety • Connection • Problem solving

24. Understanding Brain States Prefrontal cortex – Executive State RELAXED, ALERT Limbic system - Emotional State THE WORLD IS NOT GOING MY WAY! Brainstem – Survival State WITHDRAW, DEFEND

25. Understanding Brain States Prefrontal cortex – Executive State PROBLEM SOLVING “I AM LEARNING.” Limbic system - Emotional State CONNECTION: “I FEEL LOVED.” Brainstem – Survival State SAFETY: “I AM SAFE.”

26. Brain-based approach

32. Misbehavior – what will you focus on? • If I focus on what I want you to do, my attention will be on helping you so I will support, teach, explain and encourage you. • If I focus my attention on what I don’t want, I will criticize, punish, force, or manipulate you.

33. Today’s Commitment • I am willing to learn more about being a S.T.A.R instead of a nut when things aren’t going the way I’d like.

34. Know your buttonsProblems presented by students: • Cranky temperament • Demanding/attention-seeking • Hyperactive • Grabby • Hurting others • Overly sensitive • Doesn’t listen

35. Instead of being a nut, I can recognize when I get upset. I can name my feeling. (Name it to tame it.) I can choose a self-regulating strategies (take a moment to breathe). Then I return to teaching. (Because I understand brain states and want to respond to students with my executive skills, I know to calm myself down from my emotional state.)

36. Relationships wire the brain for impulse control

37. Connecting with upset kids (using empathy and connection interventions) builds connection and self regulation

38. Upset kid. Give in? No! Empathize • Ok, here, take the cookie. (ugh) • It’s hard. You wanted a cookie. Breathe. (hooray)

40. I cannot help a student calm down when I am not emotionally regulated myself

44. QTIPQuit Taking it Personally

45. Balloon

46. Drain

47. Pretzel

48. Plan for emotional regulation in your classrooms

49. A Safe Place