Sunday, May 20, 2012

Concsious Discipline for Educators and Parents

"Conscious Discipline" is an evidence-based program that was named as a national model for character education by the Florida State Legislature.  There are two models: The Connected Family and The School Family.  The county I live in has adopted this program and I have seen it in action in my son's kindergarten classroom.  It is truly amazing.  Read below:

The Connected Family creates healthy relationships between parents, between parents and children, between siblings, and between extended family members and the community at large.
The good news is that the seven skills of Conscious Discipline you will use to guide your children to being successful are the same skills needed to enhance relationships. The Conscious Discipline Brain State Model will help you understand the science behind behaviors that will serve you well in any chosen field of work. The Seven Powers for Conscious Adults will highlight for you your ineffective behavioral patterns that get in your way of being successful at whatever you do. The Conscious Discipline program is a 3 in 1 powerhouse. Discipline your children in such as they become self-disciplined, improve all your relationships with adults and children, and become successful in your career. The catch in this wonderful news is you must have an authentically connected family base from which all this manifest.
Connection, not attention, is what all people seek. Loving moments of genuine connection literally wire the brain for impulse control and willingness. The biochemistry of love allows us to move beyond power struggles to a willingness to cooperate, fosters forgiveness instead simply trying to forget, and provides the willingness needed to repair ruptured relationship moments.
The Connected Family is
 fostered through predictable routines, nurturing rituals
 and specific Conscious Discipline structures in the home.
The Connected Family creates a fundamental shift of power in our homes. All members in the family are empowered to have their needs met and a voice, not the final voice, but a voice. We must leave coercion, fear and external rewards behind, and step into a new worldview where intrinsic motivation, helpfulness, problem-solving and connection govern our homelife. We move from attempting to control our children and make them behave to helping them be successful in following the rules. We move from correction to connection from compliance to alliance. All else falls in place!

The School Family builds connections between families and schools, teachers and teachers, teachers and students, and students and students to ensure the optimal development of all.
These connections provide the three essential ingredients for school success:
A willingness to learn: Without willingness, each interaction becomes a power struggle instead of a learning opportunity. The School Family brings all children, especially the most difficult, to a place of willingness through a sense of belonging.
Impulse control: Connection with others is the construct that literally wires the brain for impulse control. Disconnected children are disruptive. External reward/punishment systems cannot improve a child’s ability to self-regulate because they are not designed to teach new skills. The School Family uses connection to internally encourage impulse control and teaches self-regulation skills in context.
Attention: Our attentional system is sensitive to stress and becomes engaged with positive emotions. The School Family reduces stress while creating an atmosphere of caring, encouragement and meaningful contributions. These components are essential for children to develop and apply sustained attention.
The School Family is
created through routines, rituals
and structures.
The School Family creates a fundamental shift in education and classroom management. Leave coercion, fear and external rewards behind, and step into a world where intrinsic motivation, helpfulness, problem-solving and connection govern your classroom.
Check out this link to see how implementing the Conscious Discipline model transformed one Florida "D" rated school:
There are several research papers and statistics as well:
I highly recommend this program for any family or school.  

Friday, May 11, 2012

Research Focus - Formal Assessment in Early Childhood








Throughout this course we are required to choose a research topic.  I chose the topic, "How to perform formal assessments in early childhood".  This has been something I have been struggling with over the past few years within my own center.  As a director, evaluating the program to pinpoint strengths and weaknesses is a top priority.  Our primary objective is kindergarten readiness, so the best way to determine program quality is through the analysis of student achievement.  This process involves initially testing children for prior knowledge, performing assessments throughout the year, and then re-evaluating at the end of the year through a formal assessment to determine the knowledge the children have gained throughout the year in comparison to what they already knew.



Each year I work with my faculty to develop a pretest, mid-year evaluations, and a year-end assessment. Every year we improve this process through revising the tests and administering them in different ways.  It is always a challenge.  This year we still administered our own pretest, but decided to adopt the progress reporting system developed by the state of Florida to coincide with the learning standards developed for 
four year-olds.  In our opinion, there are still changes that need to be made.  



I believe the art of assessing early childhood students is yet to be discovered.  It's not as simple as giving them a scantron and asking them to fill in the bubbles.  Children who learn through play must demonstrate their knowledge in the same fashion.  I am excited about researching this topic, but more importantly, I feel secure in having the guidance and support of my instructor and colleagues in learning HOW to do this research.  As I mentioned, I have been digging around in this topic for the past several years in an attempt to create the perfect assessments.  It has been extremely overwhelming.  It seems I always begin researching and give up because I am inundated with information overload.  I would welcome any advice or resources in this area as I begin my journey.  If you have answers to the following questions, please feel free to share!

  • Do you feel the pre-test and post-test should be the same in order to compare then/now results?
  • Do you feel children should be separated from the classroom and taken into a private environment to be tested, or should they remain in the classroom setting among peers?
  • Should parents be provided with their children's results in conjunction with where they rank in their group of peers (not revealing identities of course)?
  • Do any of you have a valuable resource or tool you are currently utilizing to assess 3 / 4 year olds?
I am looking forward to this journey and am exciting to hear about your topics!  Happy researching to all!