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Dr. Becky Bailey
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| Proven Results of Conscious Discipline |
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Creates a positive school climate
| What research says… |
What Conscious Discipline Does… |
| Positive school climate is significantly related to psychosocial and academic development and performance outcomes (Haynes et al, 1996). |
Conscious Discipline® improves teacher-student and student-student relationships in order to create a more positive school climate where helpfulness outweighs external rewards as a student motivator. |
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Teachers
Eight schools received training in Conscious Discipline® throughout the school year. Teachers completed a school climate survey before training began and at the end of the school year. The teachers reported 50-75% application of the Conscious Discipline® program. Each survey consisted of multiple-choice questions, answers A through E. An "A" signifies "strongly disagree," while an "E" signifies "strongly agree." The letter scale was then converted to 1 through 5. The survey results show the following:
"There are good relations between students and teachers." The average increased from 4.19 to 4.34, representing a positive movement toward "strongly agree." Teachers feel that Conscious Discipline® improves the rapport between students and teachers.
"Individual students who perform well should be rewarded." The average decreased from 2.95 to 2.66, which represents a positive movement toward "disagree." Rewards were defined as external motivators like stickers and privileges. Conscious Discipline® is an intrinsic motivation program. The results demonstrate that teachers discovered that creating a caring, positive school climate was more motivating to students than external rewards.
"By trying a different teaching method, I can significantly affect a student's achievement." The average increased from 4.09 to 4.24, showing a positive movement toward "strongly agree." Teachers believe in the effectiveness of trying new methods.
Students
Classrooms including 160 2nd, 3rd and 4th graders were surveyed both before and after implementing Conscious Discipline®. The questions used an "agree" and "disagree" scale similar to the one used in the teacher survey. The survey results show a definite shift toward a more caring, helpful classroom.
"When I'm having a problem, some other student will help me." The survey showed students felt more likely to receive help from others after Conscious Discipline® was implemented. "People should work out their own problems by themselves." The results from this question showed that students feel more able to approach others for help. Combined, these results show that students in Conscious Discipline® classrooms feel more comfortable asking for help from each other, and feel more willing to give help to each other.
Back To Proven Results of Conscious Discipline
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