Summary: 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.
