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“If we teach today as we taught yesterday, we rob our children of tomorrow". �� John Dewey
Esmat LAMEI
General Director and CEO of Oasis School Group
Fabienne LABOURE
Positive Discipline Coordinator
32 years of educative experience:
OUR AGENDA
1. ICE-BREAKER ACTIVITY
We need 1 volunteer.
Your job is to stand up.
What were you thinking, feeling and deciding about others, about yourself, and about what you would do in the future?
VIDEO 1 – ESPACE
1 min 42
2. TRADITIONAL DISCIPLINE
TRADITIONAL DISCIPLINE
PUNISHMENT
REWARDS
TRADITIONAL DISCIPLINE
Does not help students to develop the 21st century skills.
The search for an approach enabling us to develop the 21st century skills.
3. POSITIVE DISCIPLINE
MISSION DE LA DISCIPLINE POSITIVE
A world where everyone feels a sense of belonging and significance with dignity and respect for all.
Our vision is mutually respectful relationships in homes, schools, organization, and communities around the world. We strive for a world where parents, educators, and team leaders are equipped to use family, class, and workplace meetings routinely to help children and staff develop the social-emotional skills needed to contribute to our common life in socially useful ways.
DECLARATION DE MISSION DE L’IB
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The behavior
The belief behind the behavior.
The need to belong and to be significant.
VIDEO 2 – MISTAKEN GOAL�0.48
The 7 capabilities Positive Discipline helps to develop:
Perception of personal capabilities - capable of facing problems and learning through challenges and experiences.
Perceptions of personal significance --capable of contributing in meaningful ways and believing that life has meaning and purpose.
Perceptions of personal influence over life - capacity to understand that one's actions and choices influence one's life and hold one accountable.
Intrapersonal skills - capacity to manage emotions through self-assessment, self-control and self-discipline.
Interpersonal skills - capacities necessary to deal effectively with others through communication, cooperation, negotiation, sharing, empathizing, and listening.
Systemic skills - capacity for responding to the limits, consequences, and interrelatedness of human and natural systems with responsibility, adaptability, flexibility, and integrity.
Judgment skills - capacity for making decisions and choices that reflect moral and ethical principles, wisdom, and values.
THE IB LEARNER PROFILE
APPROACHES TO LEARNING SKILLS (ATL)
Communication
Social
Self-Management
Research
Thinking
POSITIVE DISCIPLINE
IB PROGRAMMES
STUDENT AGENCY
Agency is the power to take meaningful and intentional action, and acknowledges the rights and responsibilities of the individual, supportive voice, choice and ownership…”
IB, 2017
Dr. Jane NELSEN
Lynn LOTT
4. EXPERIENTIAL ACTIVITY
6 volunteers with us
for this activity:
2 students - 2 teachers - 2 parents
The school has decided to implement Positive Discipline.
June 2015
Happy.
Eager to start.
Convinced of the new approach.
September 2015
Students
“We are very pleased about the change. Positive Discipline is really Positive, especially that the school will not apply anymore punishments”.
“We feel more freedom. This is so so good, Thank you for taking this decision, and applying Positive Discipline, I am sure that everything will be positive”.
Teachers
“I am very thrilled and excited to start applying Positive Discipline, and I even used it during the summer vacation with my children”.
“Yes, I am convinced that this is the right approach for our students. I am sure that the class climate will be more quite”.
Students
“We are very pleased about the change. Positive Discipline is really Positive, especially that the school will not apply anymore punishments”.
“We feel more freedom. This is so so good, Thank you for taking this decision, and applying Positive Discipline, I am sure that everything will be positive”.
Teachers
“I am very thrilled and excited to start applying Positive Discipline, and I even used it during the summer vacation with my children”.
“Yes, I am convinced that this is the right approach for our students. I am sure that the class climate will be more quite”.
Students
“We are very pleased about the change. Positive Discipline is really Positive, especially that the school will not apply anymore punishments”.
“We feel more freedom. This is so so good, Thank you for taking this decision, and applying Positive Discipline, I am sure that everything will be positive”.
Parents
“We are very excited about the change. The children will love it, and they will learn while having fun”.
“If only when I was a child, my parents had known about Positive Discipline”.
MUSIQUE HAPPY
To the students, the teachers,
the parents:
What did you think, feel,
and decide during the incident?
5. IMPLEMENTATION
Action plan
on 3 different axes.
Supervisory structure
- Committees.
AXE
1
st
AXE
General Director
COMITE DE COORDINATION
22 représentants des 4 programmes - (Coordinateur, Directeur pédagogique, enseignants)
COMITE EXECUTIF
11 représentants des 4 programmes
(personnel administratif, vie scolaire, psychologues)
1
st
Management structure
AXE
Associated Coordinator
Associated Coordinator
Positive Discipline
Coordinator
General Director
COMITE DE COORDINATION
22 représentants des 4 programmes - (Coordinateur, Directeur pédagogique, enseignants)
COMITE EXECUTIF
11 représentants des 4 programmes
(personnel administratif, vie scolaire, psychologues)
1
st
Management structure
AXE
Associated Coordinator
Associated Coordinator
EXECUTIVE COMMITTEE
Positive Discipline
Coordinator
General Director
COMITE DE COORDINATION
22 représentants des 4 programmes - (Coordinateur, Directeur pédagogique, enseignants)
COMITE EXECUTIF
11 représentants des 4 programmes
(personnel administratif, vie scolaire, psychologues)
1
st
Management structure
AXE
COORDINATION COMMITTEE
Class Meeting
Sub-Committee
THT
Sub-Committee
Development
Sub-Committee
Associated Coordinator
Associated Coordinator
EXECUTIVE COMMITTEE
Positive Discipline
Coordinator
General Director
COMITE DE COORDINATION
22 représentants des 4 programmes - (Coordinateur, Directeur pédagogique, enseignants)
COMITE EXECUTIF
11 représentants des 4 programmes
(personnel administratif, vie scolaire, psychologues)
1
st
Management structure
AXE
COORDINATION COMMITTEE
Home room teachers
All teachers
Class Meeting
Sub-Committee
THT
Sub-Committee
Development
Sub-Committee
Associated Coordinator
Associated Coordinator
EXECUTIVE COMMITTEE
Positive Discipline
Coordinator
General Director
COMITE DE COORDINATION
22 représentants des 4 programmes - (Coordinateur, Directeur pédagogique, enseignants)
COMITE EXECUTIF
11 représentants des 4 programmes
(personnel administratif, vie scolaire, psychologues)
1
st
Management structure
VIDEO 3 – DIANA�0.41’
VIDEO 4 – THT�0.23’
Training of the whole school community.
⮊ Experts
Nadine Gaudin
Positive Discipline Lead Trainer
Cathy Kawakami
Positive Discipline Lead Trainer
Dr. Jane Nelsen
Positive Discipline founder
Mary Tamborski
Discipline Positive
Trainer
1,875 persons were trained (parents, teachers, administrators).
By experts :
2
nd
AXE
Training of the whole school community.
⮊ Experts
Cathy Kawakami
Positive Discipline Lead Trainer
Cathy Kawakami
Positive Discipline Lead Trainer
Dr. Jane Nelsen
Positive Discipline founder
Mary Tamborski
Discipline Positive
Trainer
1,875 persons were trained (parents, teachers, administrators).
By experts :
2
nd
AXE
Parents, grand-parents, teachers, administrators
Professeurs
Personnel de service
Service, security, assistants and drivers
2
nd
Training of the whole school community.
AXE
1,875 persons were trained (parents, teachers, administrators).
VIDEO 5 – NASTAZIA LAMIA�0.51’
⮊ Annual evaluation
Communication ouverte et continue
External Evaluation
AXE
3
th
AXE
- Des ressources pour répondre aux besoins de tout le monde :
Pour les apprenants
Pour les professeurs
Pour les parents
enfants à besoin éducationnels spéciaux, etc…
Provision of all the necessary resources
- Des ressources pour répondre aux besoins de tout le monde :
Pour les apprenants
Pour les professeurs
Pour les parents
enfants à besoin éducationnels spéciaux, etc…
VIDEO 6 – RESOURCES�1.04’
6. MAIN TOOLS
MAIN TOOLS
Guideline
Responsibilities
Routines
Positive time-out
Class meeting / family meeting
VIDEO 7 – GUIDELINES, RESPONSIBILITIES, ROUTINES, TIME-OUT�3.33’
MAIN TOOLS
Guidelines.
MAIN TOOLS
Positive time-out
Class meeting
Family meeting.
MAIN TOOLS
VIDEO 8 – TEC TEF�6.46’
7. RESULTS OF OUR RESEARCH
Methodology
For the first four reports
For the last report
- Questionnaires for students from Primary 3 to Primary 5, Middle and High School (multiple choice questions / open questions).
- Focus interview with groups of parents and teachers from Primary 3 to Primary 5, Middle and High School.
Main findings
1st year of application (2015/2016)
- Not all teachers implement Positive Discipline with the same enthusiasm, the same attitudes and the same spirit.
- The impact of Positive Discipline is more clearly expressed in elementary school students than MYP and DP students. This is due to the nature of the age groups and to the resistant and rebellious attitudes and behaviors of adolescents.
2nd year of application (2016/2017)
- Parents are now very keen to involve as many people as possible in Positive Discipline because of their growing belief in the positive impact of PD on their children.
3rd year of application
- Positive Discipline has become an integrated culture, especially for PYP and MYP students.
Main findings
VIDEO 9 – YAHIA�0.36’
4th year of application (2018/2019)
- The adoption of a new cascade model in teacher training at both Oasis School and El Marag Public School has increased the quantity and quality of implementation.
- A new PD questionnaire / tool was designed in colloquial Arabic for cleaning and transport staff to overcome the language barrier and which involved more groups! (towards an inclusive community of Positive Discipline).
5ème année d’application (2019/2020)
- No research due to the lockdown. Class meetings were done online.
6th year of application (2020/2021)
- Effective effect on well-being, and particularly:
- The feelings of others - Anger management - Sense of security
- Effective effect on ATL skills
- Social (collaboration) - Thinking (problem solving) - Self-Management.
8. EXPERIENTIAL ACTIVITY
We need 3 volunteers.
1
2
3
Support your chef
Go Go Go
Keep going
Keep going
You can do it!
The recipe
Apple
Peel the apple.
Remove the seeds.
Cut it in small and regular cubes.
Put the apple in a big bowl.
Banana
Peel the banana.
Cut the banana in small pieces.
Add the banana in the big bowl.
Orange
Peel the orange.
Cut into segment (without the white membrane).
Add the orange in the big bowl
Blueberries
Add the blueberries in the big bowl.
Prepare the juice.
Squeeze one lemon. Put it in a small bowl.
Add one table spoon of brown sugar. Mix.
Put the juice on the salad.
Mix the salad with the juice.
The salad is ready !
Last instruction
https://youtu.be/rbtdIYo713c
MUSIC
To the chefs:
What did you think, feel, and decide?
To the group:
From your point of view, which salad do you think is the more colorful and including the most a variety of fruits? Why?
What have you learned from this activity?
The results are different depending on time allocated and variety of ingredients used.
If we compare the preparation of this salad to our experience of implementing Positive Discipline…
It also took time for the implementation to be done correctly.
Positive Discipline Lab School since 2018.
9. STRATEGIES
curriculum
10. CONCLUSION
Go slowly but surely.
Have courage and never be afraid to make big changes.
“If we teach today as we taught yesterday, we rob our children of tomorrow". �� John Dewey
VIDEO 10 – FINAL�0.19’
11. QUESTIONS
AND ANSWERS