What's So Positive About Positive Discipline? ...and Other Mysteries of Child Guidance

What's In This Kit?
This training kit introduces the hallmarks of positive discipline and helps teachers identify ways to develop the skills to implement the hallmarks in their classrooms. It is designed to expand teachers' abilities to guide children positively. It contains:

• Expected training outcomes
• Preparation instructions
• Training strategies and tips
• Implementation steps
• Follow-up activities for teachers
• Follow-up activities for administrators/directors
• A learning assessment
• A training evaluation/further needs assessment
• A resource list
• The article "What's So Positive About Positive Discipline" by Karen Stephens
• A training certificate to award to teachers for attendance and participation
• A certificate for the trainer and other presenters

Who's the Target Audience?
The target audience for this kit is intermediate and advanced teachers working with children from birth to age 8.

Teacher Skill Level

beginning intermediate advanced

Children's Age Level

infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is from 1.0-3.0 hours. Implementation time is estimated at 1.5 hours.

Training Outcomes:

1. Teachers will understand the concept of positive discipline.
2. Teachers will formulate specific ideas for applying positive discipline to the classroom by:
   • becoming a reliable, ethical role model
   • basing expectations of behavior on knowledge of child development as well as knowledge of individual children
   • respectfully and completely explaining rules to children and families on a routine basis
   • identifying reasonable, related, and respectful consequences
   • understanding and analyzing the underlying causes and motivation for inappropriate behavior
   • identifying behaviors that might require further intervention by helping professionals
   • focusing on preventing problem situations
   • giving attention and encouragement to children for meeting classroom expectations as well as for typical behavior
   • focusing on what children can do instead of on what they can't or shouldn't do
   • giving children many age-appropriate choices
   • identifying and discussing feelings openly
   • coaching children in using more sophisticated social problem-solving skills including sharing, trading, dividing resources, compromising, negotiating, strategizing
   • avoiding labeling children
   • channeling excess energy into more appropriate and constructive pursuits

These training outcomes address the following:

• A-6a; A-6b of the Accreditation Criteria and Procedures of the National Association for the Education of Young Children (NAEYC, 1998).
• 1 and 4b of NAEYC Standards for Early Childhood Professional Preparation, Initial Licensure Level (NAEYC, 2003).
• Standard 1304.52(h)(1)(iv) of Head Start Performance Standards (Federal Register: Nov. 5, 1996, Volume 61, Number 215).

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