Real Talk For Real Teachers with Dr. Becky Bailey

Eighth and ninth grade English teacher Afton Schleiff fell in love with Conscious Discipline the first time she attended a training. She immediately launched a book study at her school and began working internally on the Powers. Next, she brought Conscious Discipline into her classroom of teenagers. When people ask Afton, “Aren’t those kids too old for Conscious Discipline?” she responds, “Well, I use Conscious Discipline with myself, and I’m much older than they are.” In fact, Afton’s students regularly comment on feeling safe, noticed, and supported in her classroom. As a result, her teaching time has increased, and student test scores have skyrocketed. Listen in as Afton explains how to implement Conscious Discipline in secondary schools—and why it isn’t just for young children. She shares her students’ favorite structures, her tips for success, and the powerful impact Conscious Discipline can have on teenagers. Essential Takeaways • Afton introduced Conscious Discipline at her school with an optional book study. Willing teachers were invited to attend sessions before or after school in her classroom. • As teachers saw Conscious Discipline implemented in other classrooms and noticed students responding positively, it began to influence others. • Older children seem to especially enjoy the Brain Smart Start, Wish Well, and School Family Jobs. Structures can be adapted for older children and are less essential, since older children can reflect on and internalize the Powers and Skills. • Even without perfect structures and perfect use of Conscious Discipline language, your intention will radiate outward and make a difference in the classroom. • Afton’s first year implementing Conscious Discipline, 79% of her students had average to high growth on the state test. On interims the second year (state test scores are still pending), 91% of students were on or above grade level. Steps for Tomorrow • Invest your time in a Conscious Discipline book study or the Conscious Discipline E-Course. Both are valuable ways to learn about the Powers and Skills. • Focus on internalizing the powers and setting your intention first. During the first year, Afton didn’t have the structures and didn’t use the language perfectly, but the students still felt the difference. Their test scores and learning gains reflected this change too. • In the beginning, emphasize calming and connection. This is the heart of Conscious Discipline and will make an immediate impact on you and your students. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Free Resources (https://consciousdiscipline.com/free-resources/) • Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/) Product Mentions • The NEW Conscious Discipline Book- Expanded & Updated (https://consciousdiscipline.com/product/the-new-conscious-discipline-book-expanded-updated/) • Conscious Discipline E-Course: Building Resilient Schools and Homes (https://consciousdiscipline.com/e-learning/online-courses/) Show Outline 0:20 What is Conscious Discipline? 0:47 Introduction of guest Afton Schleiff 1:36 How Afton learned about Conscious Discipline 3:18 Afton’s response to resistance/Aren’t these kids too old for Conscious Discipline? 7:48 Structures that the students enjoy and find helpful 10:24 Student outcomes and learning gains 11:50 Wishing Well in secondary classrooms 16:46 School Family Jobs in secondary classrooms 21:25 Advice for other secondary teachers on implementing Conscious Discipline 23:57 What’s Becky celebrating? 24:25 What’s Becky up to? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

In this episode, you’ll hear from district leaders Toni Stevenson and Lynlie Schoene. Toni and Lynlie are the Chief Academic Officer and Chief Innovation Officer of Franklin Township Community School Corporation in Indianapolis, Indiana. They work with counselors, administrators, teachers, and instructional coaches. Listen in as Toni and Lynlie share their tips for leading at the district level with shared power, celebrating successes, and slowly and intentionally implementing Conscious Discipline. Essential Takeaways  Focus on bringing Conscious Discipline to your role first, modeling the powers and skills for others.  Utilizing instructional rounds helps increase collaboration and reduce competition in schools. Once Conscious Discipline is underway, this creates an easy transition to building model classrooms for others to observe.  Explaining the “why” to your staff/teachers is extremely important. Teachers need to understand the importance of Conscious Discipline and each of its components.  Shared power is essential to successful implementation. Remember that it must be “our” initiative rather than “my” initiative. Celebrate often, encourage cooperation, and foster a collaborative spirit.  Get counselors involved when possible. Since Conscious Discipline is trauma-informed and supports health and well-being, counselors are often the first to understand and grab hold of the concepts. Steps for Tomorrow  Model Conscious Discipline powers, skills and structures rather than trying to force others to implement. Transformational change requires buy-in and can’t be coerced or forced.  Foster a collaborative spirit, working and celebrating together. Toni and Lynlie hold monthly cookouts for teachers at each building.  Take your time with implementation. Be strategic and intentional without overwhelming your staff. Important Links  ConsciousDiscipline.com (https://consciousdiscipline.com/)  Shubert’s School (https://consciousdiscipline.com/freeresources/shubert/) Product Mentions  The NEW Conscious Discipline Book- Expanded & Updated (https://consciousdiscipline.com/product/the-new-conscious-discipline-book-expanded-updated/)  Creating the School Family (https://consciousdiscipline.com/product/creating-the-school- family/)  Conscious Discipline E-Course: Building Resilient Schools and Homes (https://consciousdiscipline.com/e-learning/online-courses/) Show Outline 0:22 What is Conscious Discipline? 0:45 Introduction of guests Toni Stevenson and Lynlie Schoene 2:56 The start of Toni and Lynlie’s journey with Conscious Discipline 4:20 Modeling Conscious Discipline in your role 6:15 Implementation in Toni and Lynlie’s district 10:00 Success stories and celebrations 13:24 Tips for district leaders interested in implementing Conscious Discipline 19:05 What’s Becky up to? 19:27 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Rage is often confused with anger, but it is not the same. Anger stems from a goal or desire not being fulfilled. Rage, on the other hand, is often rooted in trauma and may be the result of seizure-like activity in the limbic system. Because these two feelings are very different, we must manage them in two different ways. Strategies that work for children who are angry will not work for children experiencing rage. Typically, enraged children are restrained to ensure their safety and the safety of everyone around them. While restraint is sometimes necessary, it should be a last resort and is not the healthiest or most effective way to manage rage. There are several alternatives to help children become conscious of rage, which we call “the yucky feeling” and find ways to calm their bodies. In this episode, Master Instructor Kim Jackson shares alternative strategies to help children understand and safely manage rage. She also explains how to differentiate between anger and rage, how to keep the other students in the classroom safe, and what you can do to start your “rage plan” tomorrow. The experience of rage will likely continue as children grow older, but you can provide the tools they need to manage it today. Essential Takeaways - When children are angry, we can use deep breathing strategies and the Safe Place to coach them in changing their state from upset to calm. Children who are in rage need to move. They also need to become conscious of the feeling and its outcomes, because many children are not aware of their actions while experiencing rage. - Children who are fully in rage become unusually strong, are unable to communicate with words, and have a blank expression in their eyes. When children are angry, they are still able to speak, and their eyes continue to look around and scan the environment. - Restraining children is sometimes necessary for safety. However, it can make matters worse, since children who are in rage need movement. In addition, as children get older, restraining them will become more difficult. Teaching needed skills now is a better alternative. - The Conscious Discipline rage program includes working with the child to create a “Yucky Feeling Book,” providing opportunities for the child to move, and taking action to keep other children in the classroom safe. Steps for Tomorrow - Know your own triggers and how to actively calm yourself so you can offer your best in situations that involve rage. Don’t take the child’s rage personally. The behavior is not happening to you; it’s happening in front of you. - Talk to the child when they are calm and take pictures, then create the child’s Yucky Feeling Book. --Review the book with the child every day. If possible, make a copy to send home as well. You’re helping the child rewire their brain to handle rage differently, so remember that this process requires consistency and takes time. Important Links - ConsciousDiscipline.com (https://consciousdiscipline.com/) - Free Resource: Rage Book (https://consciousdiscipline.com/resou...) - Shubert’s School (https://consciousdiscipline.com/free-...) - Rage Room (https://consciousdiscipline.com/free-...) Show Outline 0:22 What is Conscious Discipline? 1:05 Rage vs. anger 3:47 Interventions for rage vs. interventions for anger 6:44 Introduction of guest Kim Jackson 8:00 How to discern between anger and rage 11:32 Does restraining the child work? 14:07 How to restrain safely and effectively if necessary 15:35 Alternatives to restraints 21:36 How to help children become conscious of rage 27:47 Results of the Conscious Discipline rage program 31:53 Strategies to help children defuse anger before it becomes rage 34:05 Steps for tomorrow 37:08 What’s Becky up to? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Conscious Discipline hosts the Advanced Institute, also known as CD2, each year in February. CD2 is limited to 48 participants who apply for the opportunity to attend. During this transformative week, each participant shares information about how they’re implementing Conscious Discipline and the results they’ve seen. Take a sneak peek into the Advanced Institute as you listen in on presentations from Tym Smith and Alysia Rhinefort. Tym is an early childhood education consultant and trainer who runs four schools of his own. Alysia is an outreach specialist for a childcare resource and referral agency in Indiana. Hear how Conscious Discipline has impacted their families, staff, and communities. Essential Takeaways • It costs an estimated $7000 to hire a new teacher. Conscious Discipline reignites passion for teaching, improves staff retention, and saves time and money. • When your teachers have the tools to manage emotions and conflict, they’re happier and less stressed. As a result, they’re better able to serve the children in your care. • If you’re not sure where to start with Conscious Discipline, begin practicing with yourself and practicing in your home. Then, introduce it in your classroom, school, or workplace. • We typically associate Conscious Discipline with schools. But it can also make a positive impact on the judicial system, the prison system, and foster care. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Professional Development Opportunities (https://consciousdiscipline.com/professional-development/) • Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/) Product Mentions • The NEW Conscious Discipline Book- Expanded & Updated (https://consciousdiscipline.com/product/the-new-conscious-discipline-book-expanded-updated/) • Creating the School Family (https://consciousdiscipline.com/product/creating-the-school-family/) Show Outline :20 What is Conscious Discipline? 1:00 About Advanced Summer Institute (CD2) 1:54 Introduction of guest Tym Smith 5:23 How Conscious Discipline has helped Tym’s staff 7:42 How Conscious Discipline has impacted staff turnover rate 8:34 Implementation of Conscious Discipline at Tym’s schools 13:07 Introduction of Alysia Rhinefort 14:00 Conscious Discipline at Alysia’s home 15:15 Conscious Discipline at Alysia’s agency and its impact locally 17:00 What’s Becky up to? 18:05 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Every February, Conscious Discipline hosts the Advanced Institute, also known as CD2. CD2 is limited to 48 participants. During this transformative week, each participant presents a ten-minute session on how they’re implementing Conscious Discipline and the results they’ve seen. In this episode, you’ll listen in on CD2 presentations from Rachel Frasier and Alissa McGraw. Rachel is a dance specialist at a magnet school in Raleigh, North Carolina. Alissa teaches fourth grade at Palm City Elementary in Palm City, Florida, where she was once the only teacher implementing Conscious Discipline. Both Rachel and Alissa share insight into their implementation, as well as powerful examples of how they’ve used Conscious Discipline to transform the lives of children. Essential Takeaways  Children who exhibit behaviors labeled “attention-seeking” are searching for connection. Instead of responding by isolating the child or removing them from the room, make a conscious effort to consistently connect with the child.  Helpful activities can include visuals, daily commitments, and ensuring that the child “has a person” they can go to at the school.  Be the change you want to see. Even if you’re the lone teacher implementing Conscious Discipline at your school, keep doing what is best for children. Other teachers will notice, and interest will grow. Steps for Tomorrow  Shift your perception of “attention-seeking” behaviors and label them “connection-seeking” instead. Find a person for the child, and work on building connection. In Rachel’s case, the student met with her every morning to set a daily commitment and foster connection through activities like I Love You Rituals.  Children who engage in physical behaviors or anxious behaviors (e.g. pulling their hair) need safety. When Alissa allowed her student to go to the Safe Place and/or to draw at her desk when she felt overwhelmed, the girl’s behaviors and life changed dramatically.  Stay the course. Even if you’re the only teacher implementing Conscious Discipline at your school, don’t get discouraged. Alissa started her journey alone and now holds two monthly meetings for a group of 25 teachers implementing Conscious Discipline. Important Links  ConsciousDiscipline.com (https://consciousdiscipline.com/)  Conscious Discipline School Family (https://consciousdiscipline.com/methodology/school-family/)  Professional Development Opportunities (https://consciousdiscipline.com/professional-development/)  Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/)  Certified Instructor Rachel Frasier (https://consciousdiscipline.com/professional-development/instructors/rachel-frasier/) Show Outline 0:21 What is Conscious Discipline? 1:13 About CD2, introduction of guests Rachel Frasier and Alissa McGraw 2:56 Why specialists play an important role in school-wide implementation 3:50 Background about Rachel’s school and family 5:34 Rachel’s story about becoming a second-grade student’s “person” 11:26 How Conscious Discipline impacted the second-grade student 13:12 Background on Alissa’s family 15:04 Alissa’s introduction to Conscious Discipline 16:20 Alissa’s story of how Conscious Discipline transformed a third-grade student’s life 18:30 Growth of Conscious Discipline at Alissa’s school 19:44 I Care Club 21:43 Where Alissa’s Conscious Discipline journey is now 23:03 What’s Becky up to? 24:00 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Every February, Conscious Discipline hosts the Advanced Institute, also known as CD2. CD2 is limited to 48 participants, and each participant presents a ten-minute session on how they’re implementing Conscious Discipline and the results they’ve seen. In this episode, you’ll listen in on CD2 presentations from Megan Duplain and Sarah Catherine Rhodes. Megan Duplain is the Director of Student Services in the Litchfield Elementary School District, which consists of 15 K-8 schools. All 15 schools are implementing Conscious Discipline, and Megan discusses their implementation process. Sarah Catherine Rhodes teaches in a blended preschool classroom in Raleigh, North Carolina, where she works with at-risk children and children with special needs. Sarah shares how she’s helped these children learn to understand and manage rage. Essential Takeaways • Conscious Discipline Action Team (CDAT) members don’t have to know everything about Conscious Discipline. They just need to be willing, committed, and open to learning and growing. • Get creative when sharing information with a large number of people. For example, Megan creates monthly voiceover PowerPoints on a power, skill, and structure. She shares these with school principals, who ask questions and discuss the information. The principals then share this PowerPoint with their faculty and staff, along with roleplaying and other activities. • Remember to celebrate! Megan’s district had a mid-year “Family Reunion” with 800 people in attendance, including teachers, maintenance, bus drivers, and more. • Strategies to help children with rage including reading stories and discussing why and how the characters feel rage, asking children where they feel rage in their body and what they can do to calm down, and simplifying the five steps to self-regulation. • For a child who was tearing down the Safe Place, Sarah created the Bug Crazy Zone. After spending time in the Bug Crazy Zone, the child is then able to transition to a structured Safe Place. Steps for Tomorrow • If you’re implementing at a school or district-wide level, some of your first steps include forming a CDAT, conducting a book study, and sending CDAT team members to a Summer Institute. • For a book study, consider focusing on one chapter per month. Later, you can choose a power/skill/structure to work on monthly. • If you teach children who experience rage, help them label the emotion. We often call it “the yucky feeling.” Talk to children about what triggers the yucky feeling, where they feel it in their body, and what they can do to calm down. Reading and discussing stories with characters who experience rage (like Sophie Rants and Raves) is helpful. Come up with a rage plan and practice it like a fire drill. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Conscious Discipline School Family (https://consciousdiscipline.com/methodology/school-family/) • Professional Development Opportunities (https://consciousdiscipline.com/professional-development/) • Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/) Show Outline :20 What is Conscious Discipline? :45 About CD2, introduction of guests Megan Duplain and Sarah Catherine Rhodes 2:13 Background on Megan’s school district and family 4:15 Year 1 implementation plan in Megan’s district 6:57 Year 2 implementation plan in Megan’s district 10:00 Mid-year district-wide celebration 11:42 Background on Sarah Catherine Rhode’s classroom 12:40 Sarah’s students and rage 13:34 Using stories to learn about rage 17:00 Stories of how Conscious Discipline affected Sarah’s students 18:28 Other strategies Sarah uses to help students with rage 21:40 What’s Becky up to? 22:49 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Although Conscious Discipline provides extensive coaching, resources, and support for schools, implementation is flexible and customizable. Practitioners shouldn’t hesitate to find creative solutions to school-wide problems through a Conscious Discipline lens. Once your staff understands the powers and skills and have mastered the basics, make it your own and customize your implementation to meet the needs and interests of your students. Listen in as Becky Bailey chats with special guest Ali Kurt, a behavior specialist at a Title I K-2 school in Lincoln City, Oregon. Ali is in her fourth year of practicing Conscious Discipline and her third year of school-wide implementation. She shares many creative, practical ideas for promoting safety and solving problems using Conscious Discipline. Learn how Ali has created expectation videos, started a Student Safety Team, implemented school-wide assemblies featuring Shubert Players, and more. Essential Takeaways • Visual routines and expectations are critical. Self-regulation starts in the right hemisphere, where visuals are more impactful than words. Visuals help both students and teachers understand and remember what’s expected, helping them feel safe and comfortable. • Mindset shifts can’t be forced, they must be inspired and evolved. Find creative ways for Conscious Discipline buy-in and commitments to come from the teachers, rather than being mandated. • Conscious Discipline is adaptive and doesn’t always have to be “by the book.” Look at the problems in your school through the lens of Conscious Discipline and find creative ways to solve them. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Conscious Discipline School Family (https://consciousdiscipline.com/methodology/school-family/) • Professional Development Opportunities (https://consciousdiscipline.com/professional-development/) • Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/) Show Outline :21 What is Conscious Discipline? :58 Introduction of guest Ali Kurt 1:57 Background on Ali’s school and her role 3:21 Increasing buy-in from resistant staff members 5:12 Expectation videos 10:40 Shubert Players 11:29 Student Safety Team 14:05 Creative uses of Conscious Discipline to solve school-wide problems 17:06 Why visuals are so critical 17:41 What’s Becky up to? 18:50 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

No matter what your job description is, you will lead and you will be led. Exhibiting leadership is an extension of your personality, upbringing, ability to self-regulate, and your mental models of how you view yourself, the world, and relationships with others. Two especially effective leadership models are transformational leadership and servant leadership. Transformational leaders lead by vision, setting goals and working in unison as a family or community to achieve them. Servant leaders are guided by a heart that wants to be of service. They believe that people have an intrinsic value beyond their tangible contributions at work and are deeply committed to the personal and professional growth of each team member. They create a connected, open, and engaged culture in which the group works together to maximize the development of each individual. Conscious Discipline provides powers, skills, and structures that support these styles of leadership. In this episode, you’ll meet Beth Schendel, the principal of Oshkosh Early Learning in Wisconsin. Beth has the tough task of overseeing 16 different sites serving 700 children. These sites are a mix of private Head Start, childcare, and public schools. Listen in to learn how Beth has utilized Conscious Discipline to lead from the heart, work toward shared goals, and unite her diverse group of schools and centers. Essential Takeaways • Consider what kind of leader you want to be and how you want to make that vision a reality. • There are many leadership models, including autocratic (one-dimensional style that gives full power of authority to the leader or boss), democratic (more participatory style in which team members are involved in decision-making), laissez- faire (support, advice, and resources provided only as needed), transformational, and servant leadership. • Transformational leaders articulate their vision, inspire others, and set and achieve goals. Servant leaders see individuals as people first, then employees. They create healthy relationships and foster problem-solving skills. These two leadership styles are closely tied to Conscious Discipline. • Effective leadership requires unifying and connecting your team members so they can collaboratively progress toward a shared vision. • When you utilize these leadership styles, you will notice more enthusiasm, motivation, and buy-in and significantly less turnover. Steps for Tomorrow • Start with fostering connection and unity. Help your team learn how each individual’s unique skills contribute to the group and how they can be of service to one another. • Face-to-face connection is best. If it’s not always possible, think outside of the box. Send video announcements and words of encouragement, include celebrations and wish wells in a newsletter, and so on. • Remember to dig deep into the powers and skills. Without the powers and skills, structures are just pretty decorations. Beth’s team spent the first year focusing on the Brain State Model and the second year on safety. They are now focusing on connection during year three. Show Outline :20 What is Conscious Discipline? 1:31 Leadership models 4:03 Servant leadership 5:39 How Conscious Discipline supports servant leaders and transformational leaders 6:18 Introduction of guest Beth Schendel 7:45 How Beth’s leadership style developed through Conscious Discipline 9:34 Starting with connection and unity 13:18 Out of the box ideas for fostering connection digitally 14:00 Creating buy-in 16:29 Conscious Discipline’s impact on turn-over rates 18:27 What’s Becky up to? 19:02 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

When Conscious Discipline is practiced both at school and at home, it becomes even more effective. Of course, limited time and busy schedules make it difficult to teach the principles, powers, and structures of Conscious Discipline to all families. In this episode, pre-K teacher Celeste Finnegan shares a brilliant way to share Conscious Discipline with families: a traveling Flat Shubert. Shubert, along with a journal, is sent home with each child multiple times during the school year. He guides families through activities including creating a breathing box, building a Safe Place at home, and more. Listen in to learn how you can implement this simple, highly effective activity in your own classroom. Essential Takeaways • Traveling Shubert teaches children to be Shubert’s Safekeeper as he travels home with each child. • Before sending Shubert home, Celeste plants seeds with the children in class. For example, she talks about how they could make a Safe Place at home. She asks children to explain to their parents why Shubert is important to them and what they’ve learned from Shubert. • During the first trip, Shubert simply spends time with the family. The family writes the story of their time with Shubert in the accompanying journal. Back in class, children sit in a special Shubert chair and talk about their experience with Shubert. • On additional trips, families create a breathing box, build a Safe Place at home, and more. Steps for Tomorrow • Create a Traveling Shubert of your own to send home with students, along with a journal. Talk to students about how to keep Shubert safe when he visits. • Start by simply introducing families to Shubert and asking them to write their Shubert stories in the journal. • On future visits, use Traveling Shubert to introduce concepts like deep breathing, the Safe Place, I Love You Rituals, and so on. Send any necessary instructions in the journal. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Shubert’s School (https://consciousdiscipline.com/free-resources/shubert/) • Shubert’s Home (https://consciousdiscipline.com/free-resources/shuberts-home/) Product Mentions • Shubert Value Pack (https://consciousdiscipline.com/product/shubert-value-pack/) • Shubert Puppet (https://consciousdiscipline.com/product/shubert-puppet/) • Shubert Visor (https://consciousdiscipline.com/product/shubert-visor/) Show Outline :21 What is Conscious Discipline? 2:00 Introduction of guest Celeste Finnegan 2:54 Description of Traveling Shubert 4:00 Traveling Shubert- Second visit 4:56 Traveling Shubert- Third visit 5:51 Traveling Shubert- Additional visits 6:40 Parents’ response to Traveling Shubert 9:32 Children’s response to Traveling Shubert 10:57 What’s Becky up to? 12:06 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

Every Conscious Discipline implementation story is different. Conscious Discipline can be customized to fit your school, your goals, and your needs. For Sandy Mummey, the best approach was to go slowly. Sandy gave her staff time to examine their values, discuss what they wanted for children, and develop agreements and commitments that reflected their beliefs. Now in the third year of implementation, Sandy can clearly see that her approach is working. In this episode, principal Sandy Mummey shares her experience implementing Conscious Discipline at Oceanlake Elementary School in Lincoln City, Oregon. Sandy’s implementation process was guided by her motto: “Go slow to go fast.” After allowing acceptance and understanding of Conscious Discipline to unfold naturally, she has seen noticeable transformation within her staff. That transformation is now spreading to the students. Listen to Sandy’s story and tips, plus learn about a powerful exercise that you can lead with your own staff. Essential Takeaways • One effective approach to Conscious Discipline implementation is “going slow to go fast.” Give your staff time to examine their values, discuss what they want for children at your school, and gradually embrace a new mindset and learn new skills. • Drafting collective agreements and commitments with your staff creates a guiding document that provides clarity and unity on your Conscious Discipline journey. • Connection is key: administrator to staff member, staff member to staff member, staff member to children, and children to children. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Seven Powers (https://consciousdiscipline.com/methodology/seven-powers/) • Seven Skills (https://consciousdiscipline.com/methodology/seven-skills/) Product Mentions • The NEW Conscious Discipline Book- Expanded and Updated (https://shop.consciousdiscipline.com/collections/conscious-discipline-core/products/the-new-conscious-discipline-book-expanded-updated) • Creating the School Family (https://shop.consciousdiscipline.com/collections/school-family/products/creating-the-school-family) • Managing Emotional Mayhem (https://consciousdiscipline.com/product/managing-emotional-mayhem/) • Feeling Buddies Self-Regulation Toolkit (https://consciousdiscipline.com/product/classroom-edition-feeling-buddies-self-regulation-toolkit-english-only/) Show Outline :24 What is Conscious Discipline? :31 What is self-regulation? :56 Introduction of guest Sandy Mummey 2:24 Conscious Discipline implementation at Oceanlake Elementary 6:00 “Going slow to go fast” 7:30 Sandy’s story of changing her opinion about Wishing Well 9:30 Transformation within the Oceanlake staff 10:05 A powerful staff exercise that emphasizes the importance of connection 13:12 What’s Becky up to? 14:06 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

In 1996, Dr. Bailey set out to help teachers and children from her guest bedroom. Even with no strategy and no marketing, word spread about the transformational results. One teacher found it helpful and told another teacher, who told more teachers, and the movement grew. 20 years later, Conscious Discipline has reached 47 countries and counting, inspiring more than 3.5 million educators and caregivers and impacting an estimated 17.4 million children. This powerful grassroots approach has also swept the state of Alabama. Joy Winchester, who works for the state’s Department of Early Childhood Education, gained a reputation for having a special ability to work with children who had challenging behaviors. That “special ability” was Conscious Discipline. Two teachers reached out to Joy for help, and she began conducting a Conscious Discipline book study via e-mail. The teachers got excited, and so did their classroom coach. Word spread, and 300 teachers completed Joy’s book study in one year. From there, Conscious Disciplined gained the support of administrators, superintendents, and the Department of Early Childhood Education. It’s now implemented in preschool classrooms and with infants and toddlers statewide. Interest has also spread to K-12 and even to higher education. Colleges in Alabama are interested in blending Conscious Discipline with their teacher education curriculums, and the University of Alabama’s neurology department is studying Conscious Discipline’s impact in the state. In this episode, Joy Winchester, the Director of the Office of Early Childhood Development and Professional Support, tells the story of how the buzz created by a simple book study led to Conscious Discipline implementation at the state level. She also shares Alabama’s innovative approach to bringing an entire state to Conscious Discipline fidelity. Essential Takeaways • When Joy is asked how she’s changing an entire state, she responds, “Through teachers.” Teachers saw that Conscious Discipline was working with their students and it spread to administrators, then to superintendents, and then to the state level. • Alabama started by training the most effective teachers who were willing to implement Conscious Discipline first. After a very thorough selection process, 76 teachers were selected as the starting point. These teachers could then serve as model classrooms and teach the powers and skills to others. • Conscious Discipline Instructors have also coached in the 76 selected classrooms and are coaching Alabama’s classroom coaches as well. • The coaches are working with teachers at their own pace and allowing them to become comfortable with one step at a time. After just one year, many teachers are already implementing to fidelity. Product Mentions • The NEW Conscious Discipline Book- Expanded and Updated (https://shop.consciousdiscipline.com/collections/conscious-discipline-core/products/the-new-conscious-discipline-book-expanded-updated) • Creating the School Family (https://shop.consciousdiscipline.com/collections/school-family/products/creating-the-school-family) Show Outline :21 What is Conscious Discipline? :38 Conscious Discipline as a grassroots approach 1:16 Background on implementation in Alabama 3:10 Introduction of guest Joy Winchester 3:58 Joy’s story of how the Conscious Discipline movement started and grew 09:46 Alabama’s approach to Conscious Discipline implementation 12:54 Classroom coaching in Alabama 15:01 How Joy got buy-in from state leaders 18:49 Why Conscious Discipline is needed in a changing world 21:16 Summary- How statewide change started with teacher buzz THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms.

People often ask, “Is Conscious Discipline culturally sensitive?” and “Will Conscious Discipline work in my country?” The answer to both questions is, “Yes.” Conscious Discipline is brain-based and rooted in neuroscience. It’s also built on the Power of Unity, the idea that we’re all in this together. In addition, Conscious Discipline is more of a practice or philosophy than a proscriptive, step-by-step approach. This allows for easy adaptation and customization as needed. In fact, Conscious Discipline is currently practiced in at least 47 countries. In this podcast, Dr. Bailey is joined by special guest Suad Al-Salem, a counselor at My Little School in Riyadh, Saudi Arabia. At My Little School, Conscious Discipline is integrated into every part of a child’s day. Suad shares her experience with successfully practicing Conscious Discipline in Saudi Arabia, plus tips on effectively and empathetically responding to resistance. Essential Takeaways • The Power of Unity means that Conscious Discipline is built on commonalities, not differences. Unity supports, encourages, and allows for our individuality and uniqueness to blossom. • Different countries and cultures can customize their practice of Conscious Discipline however they see fit. A school in Sri Lanka, for instance, made their Safe Place a temple, representing wisdom and rejuvenation. • If others resist implementation of Conscious Discipline, continue embracing them as part of the School Family without pressuring them. Accept their resistance and take baby steps. Often, as people feel a sense of belonging and see the positive changes, they will move from resistance to acceptance (and sometimes even enthusiasm). • At Suad’s school in Saudi Arabia, parents are excited about Conscious Discipline. They want implementation to expand and continue beyond sixth grade. Parents say that the difference in children who attend My Little School is very noticeable. Product Mentions • The NEW Conscious Discipline Book- Expanded and Updated (https://shop.consciousdiscipline.com/collections/conscious-discipline-core/products/the-new-conscious-discipline-book-expanded-updated) • Creating the School Family (https://shop.consciousdiscipline.com/collections/school-family/products/creating-the-school-family) Show Outline :22 What is Conscious Discipline? :40 Conscious Discipline internationally 3:51 Introduction of guest Suad Al-Salem 4:51 Suad’s introduction to Conscious Discipline 6:25 What Conscious Discipline looks like at My Little School 7:34 Schools in Saudi Arabia 9:23 How Suad uses Conscious Discipline in her role at MLS 10:30 Teaching Conscious Discipline to children’s nannies 12:54 Getting parents involved with Conscious Discipline 16:00 Responding to resistance 18:44 How Suad uses Conscious Discipline at home 23:15 Showing parents they are part of the School Family 23:46 What’s Becky up to? 24:08 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms. Also, would you consider taking 60-seconds to leave an honest review and rating for the podcast on iTunes? Your feedback is extremely helpful when it comes to the ranking of the show and I love to hear your feedback! And don’t forget to subscribe to the podcast on iTunes to get automatic updates every time a new episode goes live! On behalf of our Conscious Discipline family, we wish you well.

Setting healthy boundaries is a vital skill that protects our identities and self-esteem. Without healthy boundaries, we open the door for others to determine our thoughts, feelings, and needs, losing a sense of self. Strong boundaries give us the confidence to make our own choices without yielding to a sense of sacrifice or obligation. Lessons about boundaries begin early in life, first with our parents and then with our peers. Adult upset language becomes a child’s self-regulatory voice, which in turn sets the child’s boundaries. Attempting to teach children who they should be, what they should think, and how they should feel creates unhealthy boundaries. In addition, helping children create healthy boundaries requires that we model healthy boundaries ourselves. Listen in as Master Instructor Jill Molli and her daughter, college freshman Meg Molli, share their experiences with setting healthy boundaries. While Jill has sometimes struggled with healthy boundaries, especially around work, Meg is not easily influenced by outside forces. The mother-daughter duo discusses why this difference exists, how Meg sets effective boundaries, and how Jill has learned to do the same through conscious effort. You’ll also hear tips on how you can set and strengthen your own boundaries. Essential Takeaways • Healthy boundaries protect us from manipulation, violation, and being used. They express our values of respect and responsibility, keeping us safe because they allow us to separate who we are and what we think from the thoughts and feelings of others. • The adult’s upset language becomes the child’s internal self-regulatory voice, which in turn sets the child’s internal boundaries. • Parenting or teaching that tells a child who they should be, what they should think, and how they should feel creates unhealthy boundaries. Unhealthy boundaries can also stem from fear: fear of abandonment, being judged, losing the relationship, or hurting another’s feelings. • Keys to healthy boundaries include confidence and the ability to notice, name, and manage your feelings. Show Outline :30 What is Conscious Discipline? 1:05 What are healthy boundaries and why are they important? 4:08 Internal and external boundaries 7:37 Introduction of special guests Jill and Meg Molli 10:20 Jill and Meg’s different approaches to setting boundaries 18:36 Confidence as a factor in setting healthy boundaries 25:50 Inner speech and healthy boundaries 27:40 Naming and taming emotions 38:30 Reaching out for support 43:16 Recap: Tips for setting healthy boundaries 46:25 What’s Becky up to? 46:48 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms. Also, would you consider taking 60-seconds to leave an honest review and rating for the podcast on iTunes? Your feedback is extremely helpful when it comes to the ranking of the show and I love to hear your feedback! And don’t forget to subscribe to the podcast on iTunes to get automatic updates every time a new episode goes live! On behalf of our Conscious Discipline family, we wish you well.

From being expelled as a preschooler to joining a gang by the age of nine, DJ Batiste was a troubled child until his life was turned around his senior year of high school. The first day of his senior year, DJ walked into a class that utilized the powers and skills of Conscious Discipline. Ms. Donna Porter used the skills she had learned through Conscious Discipline to make a connection with DJ. That one connection began a transformation in DJ’s life that set him on a new trajectory of success. Listen in as DJ Batiste shares his personal story of transformation and the teacher that started it all. DJ encourages teachers—and all adults—to see misbehavior and children who misbehave differently, build connections, and teach skills. Children who do not have a sense of belonging will create their own, often leading them down a destructive path. Connection, on the other hand, builds a bridge to healing and growth. DJ’s inspirational story reminds educators of the power they have to permanently change lives for the better. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Gang Leader to Graduate: A Conscious Discipline Transformation (https://consciousdiscipline.com/videos/gang-leader-to-graduate-a-conscious-discipline-transformation/) • DJ Batiste Teaches “Words Have Power” (https://consciousdiscipline.com/videos/dj-batiste-former-gang-leader-teaches-words-have-power/) • Seven Powers (https://consciousdiscipline.com/methodology/seven-powers/) • Seven Skills (https://consciousdiscipline.com/methodology/seven-skills/) Product Mentions • The NEW Conscious Discipline Book- Expanded and Updated (https://shop.consciousdiscipline.com/collections/conscious-discipline-core/products/the-new-conscious-discipline-book-expanded-updated) • Creating the School Family (https://shop.consciousdiscipline.com/collections/school-family/products/creating-the-school-family) Show Outline :50 What is Conscious Discipline? 1:15 Introduction of special guest DJ Batiste 3:56 DJ’s background 5:58 Importance of teaching skills instead of shutting students out 6:45 Why some students fear school 10:25 Importance of composure 12:20 DJ’s story of meeting the teacher who changed his life 17:53 Making every day a fresh start 20:30 Connection instead of correction 27:27 Making the most of every opportunity to change a life 30:39 Everything starts with connection THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms. Also, would you consider taking 60-seconds to leave an honest review and rating for the podcast on iTunes? Your feedback is extremely helpful when it comes to the ranking of the show and I love to hear your feedback! And don’t forget to subscribe to the podcast on iTunes to get automatic updates every time a new episode goes live! On behalf of our Conscious Discipline family, we wish you well.

Self-regulation programs like Conscious Discipline are most commonly used in early childhood programs and elementary schools. It makes sense to build vital skills during these foundational years. But what about the children who are never given the opportunity to learn self-regulation and other social and emotional skills? By the time these students reach high school, we assume that they should already “know better.” However, this is often far from the truth. Making matters worse, adolescence is another critical time in brain development, and today’s high schools are high-pressure, anxiety-inducing environments. High school students who don’t know how to channel and regulate emotions often internalize them, ultimately lashing out. High school students, too, need supportive, safe, and connected environments where they can freely express their emotions and learn to manage them. Steve Hummer, a high school Social Studies teacher, father, and Conscious Discipline Certified Instructor, recognizes the need for safety and connection among high school students. He uses Conscious Discipline in his classroom to help students feel comfortable, welcome, and safe enough to learn and make connections. Listen in as Steve shares why Conscious Discipline belongs in high schools and how he has used it to build a powerful sense of community in his classroom. Essential Takeaways • During adolescence, the prefrontal lobes are under major reconstruction and several vital pathways in the brain are beginning to mature. This is a time when self-regulation is essential, yet most high schools have no self-regulation programs in place. • Now more than ever, high school is a time of stress, pressure, anxiety, and competition between students. Students who don’t know how to manage emotions dangerously internalize them, often acting out or lashing out as a result. • We typically assume that high school students have self-regulation skills just because they have the language, but this is frequently not the case. • High school students need a “we culture” of collaboration, safety, and ownership in order to be available for learning. They need to know that people care about them and will look out for them. • This type of environment is also helpful for the teacher, who feels safe and supported by the students. The sense of community allows teachers to feel less overwhelmed and more capable of teaching effectively. Important Links • ConsciousDiscipline.com (https://consciousdiscipline.com/) • Seven Powers (https://consciousdiscipline.com/methodology/seven-powers/) • Seven Skills (https://consciousdiscipline.com/methodology/seven-skills/) • Steve Hummer, Conscious Discipline Certified Instructor (https://consciousdiscipline.com/professional-development/instructors/steve-hummer/) Show Outline :21 What is Conscious Discipline? :31 Self-regulation 2:30 Two reasons self-regulation is vital for adolescents 6:05 Introduction to guest Steve Hummer 7:15 Why Conscious Discipline belongs in high schools 9:47 How to approach Conscious Discipline with high school students 10:30 High school students and anxiety, stress, and competition 12:40 Creating a safe, welcoming, and connected environment 18:01 Learning is about the student, not the teacher 19:40 Class goals, agreements, and commitments 23:15 Conscious Discipline spreading organically to other teachers 25:47 How Conscious Discipline helps teachers feel safe and less overwhelmed too 31:02 What’s Becky up to? 31:23 What’s Becky celebrating? THANK YOU FOR LISTENING There are many ways you could have spent this time today, but you chose to spend it with me and I am grateful. If you enjoyed today’s show, please share it with others via your favorite social media platforms. Also, would you consider taking 60-seconds to leave an honest review and rating for the podcast on iTunes? Your feedback is extremely helpful when it comes to the ranking of the show and I love to hear your