podcast

Real Talk for Real Teachers with Dr. Becky Bailey and special guest Jill Molli

Episode Summary

Conscious Discipline is not a program; it’s a practice that asks adults to make a significant mindset shift. Implementation of Conscious Discipline is a process that begins with experiencing this shift, then building skills, and finally adding structures that support our practice of the skills. Administrators coaching teachers in Conscious Discipline must recognize and accept that different teachers are at different stages in this journey. Fortunately, we have resources to support you every step of the way.

Join Master Instructor Jill Molli as she shares her expertise on working with both skeptical and willing teachers to implement Conscious Discipline. Jill has been a Conscious Discipline Master Instructor for the last 17 years and directs long-term, large-scale implementation projects. Previously, she was an award-winning teacher and counselor. In this episode, Jill discusses her own experience as a skeptical teacher and how she applies this experience in helping administrators coach teachers.

Essential Takeaways

  • Effective implementation of Conscious Discipline must start with the powers, move to the skills, and then add structures. The powers keep our mission and intention clear. Our mission is to help children, teachers, and districts be successful and feel connected and safe.
  • It’s helpful to think of Conscious Discipline as a buffet, taking what works for you in the present moment. As you implement small pieces, you’re likely to experience a mindset shift that increases your willingness to implement additional powers, skills, and structures.
  • For administrators working with faculty to implement Conscious Discipline, you’ll encounter both skeptical and willing teachers. Your approach to working with these two types of teachers will differ: skeptical teachers need to shift their mindset, while willing teachers need skills.
    You can work with teachers faculty-wide, by grade level, or in small groups based on their needs.

Steps For Tomorrow

  • Ask yourself, “Does the teacher see behavior as a call for help?” (Or “Do I see behavior as a call for help?”). If not, a mindset shift is needed before the teacher can effectively implement Conscious Discipline. See pages 116, 157, and 191 in the Conscious Discipline book.
  • Ask yourself, “Is this teacher willing and just needs a new skill?” Work on skill-building before continuing with implementation. See pages 117, 137, 158, and 192 in the Conscious Discipline book.
  • “Cultivate the soil” or build a foundation of safety and connection before focusing on strategies and structures. Remember that intention is key.

Important Links

Product Mentions

Show Outline 

  • :22 What is Conscious Discipline?
  • :40 Introduction of guest Jill Molli
  • 1:39 Process of implementing Conscious Discipline and the importance of intention
  • 7:05 Jill’s story of experiencing a mindset shift with Conscious Discipline
  • 15:08 Working with teachers who are skeptical about Conscious Discipline
  • 17:29 Working with teachers who are willing
  • 20:02 Importance of first cultivating the “soil”
  • 21:01 Questions to ask when identifying a teacher’s needs
  • 22:11 What’s Becky up to?
  • 23:04 What’s Becky celebrating?
  • 23:50 Becky’s commitment

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.

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On behalf of our Conscious Discipline family, we wish you well.