Liberty Academy Spring 2020
Guiding the Most Challenging Children
Encouraging and forming relationships with children who challenge us can be one of the most difficult parts of teaching. Often these children say hurtful things to others, frequently refuse to comply or join in and are sometimes physically hurtful to themselves or others in the classroom.
Conscious Discipline asks adults to view these children as calling for love.
Children who are relationship resistant are the most challenging in our classrooms. We can relate to these children on some level as we have all had hurt and betrayal in our lives. As adults we build defenses to distract us from that inner pain, children show us their inner pain with disruptive and hurtful behaviors in the classroom. Conscious Discipline provides adults with sills to enhance brain development by creating optimal learning environments, support self-regulation in ways that foster relationships instead of damaging them, resolve conflicts, and help children build respectful relationships with others.
Join Conscious Discipline Master Instructor Jill Molli to learn strategies for reaching and building relationships with these children transforming both their life and the life of the classroom. Listen in and learn how to create a School Family, utilize the skills of active calming, encouragement and powerful connections to reach even the most challenging children.
Creating Emotionally Intelligent Schools
If you’re new to Conscious Discipline, it can be difficult to grasp what Conscious Discipline truly is. A concise, encapsulating statement is difficult! We can start, though, with what it’s not. Conscious Discipline is not a program meant to replace a current discipline strategy.
Dr. Becky Bailey, creator of Conscious Discipline, often says, “Discipline is not something we do to children, it is something we develop within them.”
With that in mind, Conscious Discipline most often focuses on a set of social and emotional skills and tools. In a classroom or school setting, what is most proximate (and painful) is kids that are missing critical skills. It’s these missing skills that drive kids to act out on their community – the behavior that drives up discipline referrals, bullying and disruptive behavior.
SO WHAT DOES IT TAKE FOR SOCIAL AND ACADEMIC SKILLS TO SOAR?
The Conscious Discipline Brain State Model is at the core of the approach. By learning how to recognize a child’s brain state, adults can access an entirely new toolset that helps children shift their internal state and reach optimal learning and creative problem-solving. This is essential, because until the underlying needs and missing skills are met – the top tier of setting goals will continue to be really difficult for kids.
As adults learn how to create safe, connected environments for themselves and the children in their care, they meet the most basic needs of each brain state – and affect radical transformation in children (and themselves!).
Wiring the Brain for Success
Beyond Consequences Webinars
Link to the page is below!
Trauma-Informed Resilient Schools
Course Overview: Trauma-Informed Resilient Schools teaches school professionals how to create trauma-informed schools and classrooms. The training focuses on resilience, exploring the core values and beliefs of educators and places an emphasis on understanding how trauma impacts children and their school experience. Lastly, proactive strategies such as fostering connections, prioritizing social and emotional skills, establishing safety, and promoting play are presented. This course provides detailed information and concrete actions that answer not just the “why” but also the “how” to create the best classroom and school supports for traumatized students and the school professionals who serve them.
This course covers the first 6 steps of the 10 Steps to Create a Trauma-Informed Resilient School (if you have taken the previous version of the course: Trauma-Informed Schools)
Upon completion of the course, participants will be able to:
- Identify at least five questions to ask to promote a trauma-informed and resilience-focused mindset when working with students in the school setting.
- Identify the four main protective factors of resilient youth.
- Discuss the four universal needs and provide examples to support each.
- Name three differences between grief and trauma reactions.
- Identify the three main functions of the deep brain.
- Identify at least three functions of the outer brain.
- Describe how trauma impacts the deep and outer brain functions specifically in the school setting.
- Identify at least five ways trauma and attention deficit hyperactivity disorder symptoms may overlap.
- Identify at least five proactive strategies for every classroom.
- Name at least three of the top fears of school-age children.
- A downloadable PDF of the Trauma-Informed Resilient Schools Guidebook and Presentation
The link to learning is below!
Trauma Informed Classrooms--Karyn Purvis Institute
By previewing these resources, I will say this one may be a bit more dry, but I couldn't leave it off the list because I know the content should be good.In light of the COVID-19 crisis, we are offering free access to our online trainings through June 30, 2020. This page includes the four parts of TBRI & Trauma-Informed Classrooms Training. We simply ask for your e-mail address at the beginning of each training module as a measure of accountability. Your e-mail address will not be distributed or shared with anyone.
1. Trauma & The Brain: The Impact of Trauma at School (57 minutes)
2. Empowering Our Students: Meeting Physical Needs (1 hour, 13 minutes)
3. Connecting in the Classroom: Creating Relationships that Matter (1 hour, 6 minutes)
4. Correcting Behavior: Rethinking Classroom Management (1 hour, 32 minutes)