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Dr. Becky Bailey
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| What does Conscious Discipline do? |
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The most frequent comment heard in response to the Conscious Discipline program is that it is life-changing. The Seven Powers and the Seven Skills taught in the program enhance adults’ social-emotional intelligence in perceptible ways. Conscious Discipline teaches relationship skills that help adults in all of their interactions, so that improvement is seen at home with family, at work with colleagues, and at school with children. This single program, offering such a broad life-changing approach, is extraordinarily effective and meaningful for those who are willing to make the change.
Conscious Discipline leads parents, teachers, administrators, staff and employees through a process that promotes permanent behavior changes in both adults and children. The paradigm of change is from a traditional compliance model of discipline, relying on lower brain center approaches of threat and force, to a relationship-based community model that relies on higher-order thinking skills.
Conscious Discipline educates adults by establishing an understanding of brain development. Once a basic knowledge is established, Conscious Discipline then draws out the relationships between brain development, learning and behavior. Ultimately, Conscious Discipline uses this information to deliver specific ways to create safer, more caring and more responsive environments for schools, homes and workplaces.
More on Conscious Discipline:
Research on brain
function shows that learning takes place in an emotional and
behavioral context. When children can attach academic skills
to feelings and actions that are part of their everyday world,
they are more likely to use those skills. Conscious Discipline
creates a “School
Family” that fosters meaningful academic and social learning
together.
Every classroom management system must have a core motivator.
The motivator in Conscious Discipline is the School
Family. Connection, belonging and contribution within
the School Family
create cooperation among children. Students are intrinsically
motivated to be helpful, responsible and caring classroom
citizens.
Conscious Discipline is specifically designed to teach the following:
- Anger management
- Helpfulness (pro-social skills)
- Assertiveness
- Impulse Control
- Cooperation
- Empathy
- Problem solving
Real-life conflict and challenging situations serve as character education curriculum for the Conscious Discipline classroom. Conflict is viewed as a teaching opportunity and adults are empowered to transform it into a valuable lesson. Character education is part of everyday life, not an activity that occurs separately.
Conscious Discipline builds self-esteem by addressing children’s universal need to be generous and contributing members of a group. Each child holds a job and is responsible for the effective running of the classroom.
Conscious Discipline moves a step beyond positive discipline by helping adults become conscious of themselves. This consciousness increases effectiveness and fosters a reflective, thinking mind by strengthening the frontal lobes of the brains of those who exercise its principles. The frontal lobes are the “CEO” of the brain. They allow impulse control, problem solving, empathy and proactive strategies during difficult situations.
Consciousness allows adults to teach by example. Example is, by far, the most powerful teaching technique available. Children who observe discrepancies between what is “practiced” and what is “preached” are likely to imitate the behavior they see modeled. You must model calmness, respect, responsibility, etc. if you want children to display calmness, respect, responsibility, etc.
Conscious Discipline links home and school, as the School
Family is seen as an extension of the home family. The
School Family
provides the infrastructure in the classroom to handle difficult
life events in a child's life, in the community and in the
world.
Conscious Discipline operates on a basis of creating physical and psychological safety for children. Research shows that the brain functions optimally in a safe, stimulating environment. This principle is at the program’s core.
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