Thomas County Central High School youth interested in teaching future generations recently received an introduction to the social-emotional learning practice known as Conscious Discipline.

Early Childhood Education I students took part in an interactive lesson presented by Hand-In-Hand Primary School counselor Whitney Robertson.

“Students in the Early Childhood Education pathway will be interning in Thomas County's elementary schools during their junior or senior year,” ECE I teacher Delisa Barrow said. “I hope to give them a tool to use that will encourage positive behavior and a way to correct the not-so-great behaviors they may experience in the elementary classrooms.”

Conscious Discipline creator Dr. Becky Bailey developed the research-based program to aid adults to recognize in moments of upset that all behavior, including misbehavior, is communication, Whitney Robertson explains. Conscious Discipline utilizes powers for adults to teach missing skills to children that develop empathy, resilience, emotional intelligence and life skills. 

Robertson said Hand-In-Hand Primary School has been working to implement Conscious Discipline in all its classrooms.

“We have been fortunate enough to have [both] certified and master instructors come lead training for our staff, to visit other schools that implement Conscious Discipline with fidelity, and to send staff members to week-long summer institutes that provide deep and thorough instruction,” she said.

Also, the platform is personal for Robertson, who has seen its merits within her own family.

“During a training a few years ago, I had an ‘aha’ moment,” she said. “I realized that even though I have a background in education and counseling, I was truly missing skills such as composure, assertiveness and self-regulation, and desperately needed Conscious Discipline.”

Robertson’s personal needs drove her to learn as much about the program as she could. And once she recognized the positive impact Conscious Discipline was having on her, Robertson knew she had to share it with others.

“As school parents seek support and information about how to help their children with big feelings or misbehavior, I have new skills, tools and resources that I can share, all thanks to Conscious Discipline,” she said. “I'm deeply passionate about sharing Conscious Discipline with students, parents and teachers because my children and I are proof that it works!”

Robertson hopes to pay forward what she’s learned as much as possible.

“Conscious Discipline is built on safety, connection and problem-solving,” she said. “My hope is that teachers and future educators will embrace the transformational change of Conscious Discipline to ensure these for all children!” 

ECE I student Ashley Morris enjoyed the Conscious Discipline lesson.

“I think it was a great way to connect future teachers to what they can use in their classrooms one day,” the freshman, 14, said.

Morris’ favorite part was when Robertson shared stories about raising her children.

“We can all connect with personal examples,” she said.

Barrow was impressed with her students’ immediate willingness to participate and open attitude toward the lesson.

“I couldn't believe how some students jumped right in and participated in the different exercises,” she said. “I thought they would be shy at first, but they exceeded my expectations. I believe they enjoyed the morning song and ice breaker the best because it gave them a chance to increase their energy level and focus.”

Through this training, Barrow hopes her students learned a way to deal with frustration and anger and more about building positive relationships.

“I also want them to learn that it's important for teachers to build relationships with their students,” she said. “Conscious Discipline is a great way to build those positive relationships.”

Morris learned not to be pushy with students.

“You have to make connections with the students so they will want to be in your classroom and learn from you,” she said.

Senior Cayman Ulrich, 17, whose favorite part of the experience was the interactive song, learned about positive reinforcement.

“I'll be using the positive reinforcements we learned,” Ulrich said. “Like creating a positive environment by meeting them at the door and dabbing.”