CONSCIOUS DISCIPLINE

Conscious Discipline is a philosophy developed by Dr. Becky Bailey. Conscious Discipline is a book, website, and nationwide training program that trains teachers on how to effectively build resilient classrooms. The book discusses the idea of conscious discipline, how our brain reacts in crisis, the school family, composure, assertiveness, encouragement, choices, empathy, positive intent and consequences. Conscious Discipline is full of common sense, self reflection, and proven scientific theory. Conscious discipline compares and contrasts its Brain State Model to a Traditional Discipline Compliance Model.

Basically Bailey (2014) states, “Conscious Discipline is based on a Brain State Model that empowers us to shift from educational systems grounded in controlling others to cultures of learning based on safety, connection, and problem solving” (p. 16).

Students making choices independently and intrinsically are great skills that will last a lifetime. Bailey discusses the “hidden epidemic,” of stress and trauma that come to school with our students. These students sit in our classrooms and they are known as “behavioral problems,” due to their poor choices and actions. We tend to look at the effect, the behavior that disrupted our classroom rather then what might have caused it. Conscious discipline is a different way of managing a classroom.

Conscious Discipline explains that behavior and acting out is a form of communication from the student, rather then the teacher thinking it’s a sign of disrespect. In the traditional way of thinking most “behavioral,” issues are treated with rewards, punishments and removal instead of, meeting their needs with a culture of inclusion, healing, and connection that builds resiliency (Bailey, 2014).

Conscious Discipline teaches a skill set of effective social-
emotional skills, self regulating, coping strategies and grit to our students. The major points of emphasis of conscious discipline will be discussed over the next few pages, please keep in mind this is an initiative that takes practice, it is not a magic pill, and it does take effort and time.

Conscious Discipline teaches us how to PREVENT fires instead of always wasting energy trying to put them out.

THE SKILL OF COMPOSURE AND THE POWER OF PERCEPTION.

• Discover ways to change distractive trigger thoughts into healthy self talk and active calming.
• Explore ways to download calm and answer the question “Am I safe? “With the skill of composure.
• Explain that a safe place is a self regulation learning center so students can practice the skill of composure.

Composure is the willingness to change our internal state from upset to calm and bring our mind to where our body is at the moment. It is the person we want students to become. We need to “do as I do,” and be a good role model.

Stress manifests itself in shallow breathing. We developed an evolutionary response to breathe shallow when experiencing a survival state. Belly breathing, also known as diaphragmatic breathing is one of the most important tools in regard to disciplining our students and ourselves.

We must take three deep breath‘s to shut off the flight or fight system. “No one can make you angry without your permission,” think of this as you inhale and exhale twice as slow.

Remember you are always responsible for yourself. People don’t make you angry, but they can trigger your anger. Use the safe spot in your class room not as a detention area or time out, but a place where students can get back to the present and self regulate so they can use those strategies to keep from “losing their minds,” in the classroom.

“Mirror neurons ensure that the moment someone sees an emotion on your face, they will act at once that same feeling within themselves.” Daniel Stern

The key is to be calm and the student will match our calm. If we escalate the student will continue to escalate and match it.

Knowing what we look like and how we feel before we “lose are minds,” are keys to recognizing that we need to breath and use our coping strategies to get back to baseline. Students that have a personal connection to their teachers have an easier way to do this because they feel safe in the classroom which is half the battle.

THE SKILL OF ENCOURAGEMENT AND THE POWER OF UNITY

• Identify ways to shift from a culture of “us”and “them” to a culture of “we”with unity as its goal.
• Recognize how being of service can function as a powerful replacement for external rewards.
• Practice the language of encouragement to highlight acceptance and unconditional love.

THE POWER OF UNITY

• “We are all in this together.”
• Teachers and students are of service by helping each other keep it safe.
• Students love a purpose and they love jobs.

THE SKILL OF ENCOURAGEMENT

• In the past we’ve attempted to build children’s self-esteem by pumping them up from the outside with comments like “good job.” We now know that the belief that something from the outside will make us feel good on the inside is a pre-cursor for all addictions and aims us in the direction of narcissism.

It’s time to shift from a “me” generation to a “WE,” generation. We do this by recognizing and not judging our students.

Focus on what you want. Saying “good job,” places the emphasis on my evaluation of you. “You did it,” places the emphasis on your achievement.

Phrases like: you did it, way to go, and good for you are all good alternatives to using judgement phrases. We want intrinsically motivated kids not kids making good choices for the sake of rewards.

Those were two chapters summarized in the book. At our school we bounce lacrosse balls going off certain routines and as individuals or pairs or groups. It helps the students stay grounded and focused and is a challenging brain break. Anytime our students cross the midline good things happen. Some of our teachers start the day off with the ball routines and it takes from 1-5 minutes tops.

Bailey, R. A. (2015). Conscious Discipline: Building Resilient Classrooms. Oviedo, FL. Loving Guidance.