NEW Resources from TEA for your Dramatic Play Center

TEA has created two new resources to support your Dramatic Play Center:

Dramatic Play Support Documents – Resources include vocabulary cards, recipes, and appointment sheets that can be used with each new theme or set up for your dramatic play center. Vocabulary cards are available in English and Spanish. Click here

Dramatic Play Activity Sheets  – provides ideas on things to add to your dramatic play center such as a laundry machine made of cardboard, sorting clothing visuals, sock matching, etc. Click here – Right hand column under Resources

Effective Consequences

This is Part One of a three-part series on Conscious Discipline consequences.

Conscious Discipline offers solutions for social-emotional learning, discipline and self-regulation. The goal is to help parents and schools reach and teach every child. Once instilled, these essential skills will last a lifetime and positively impact generations to come.

A common misconception about Conscious Discipline is that there are no consequences. The reality is that Conscious Discipline has effective consequences instead of traditional consequences. The first six powers and skills of Conscious Discipline build a foundation that makes effective consequences possible.

Building that foundation takes time, but the payoff is huge! Effective consequences motivate children to make permanent positive changes in their behavior. This is something that quick fixes like time-outs, spankings, and even reward systems can never achieve.

Why Punishments (Traditional Consequences) Don’t Work

Before we can discuss why, we first must face the truth: Punishments don’t work. Because our belief in punishment has been deeply ingrained for generations, this truth isn’t easy to accept.

But if punishment works, why have all of us been punished at some point, only to repeat the behavior? Why are the same students punished over and over? Why are prison recidivism rates so high?

Punishment doesn’t work, and here’s why:

  • Punishments are all about us and our judgment of the behavior, rather than about the child’s actions and how they have impacted others.
  • Punishments don’t ask children to reflect on their actions or take personal responsibility.
  • They don’t ask children to recognize or manage their emotions.
  • They don’t teach missing skills.
  • They don’t intrinsically motivate children to change their behavior.

Instead, punishments intimidate children into compliance (or into lying and manipulating). Do we want children to behave because they’re scared of punishment and want to please us, or do we want them to behave because they’ve truly learned a better way?

Punishment also teaches children to rely on the judgment of others to dictate their behavior. This may work out while they’re young and the “other” is an adult. But what about when they grow into teenagers and the “others” become their peers?

The truth is this: Punishments don’t work. This isn’t just feel-good fluff; it’s brain science.

Punishments vs. Consequences

The good news is that consequences—effective ones—do work! We often use the terms “punishment” and “consequence” interchangeably, but they are not the same. The table below illustrates a few key differences:

Punishments Consequences
Make children suffer for having a problem Teach children how to solve problems
Cause children to fear making mistakes Show children that mistakes are opportunities to learn
Rely on judgement Rely on reflection and personal responsibility
Provide extrinsic motivation to please others and avoid physical/emotional pain Provide intrinsic motivation to use or learn new skills
Focus on what not to do Focus on what to do instead

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FREE Webinar by TEA – Addressing Challenging Student Behaviors

Addressing Challenging Student Behaviors, hosted by the TEA ECE Division is scheduled for October 17, 2018.…3:45pm CDT Register today!  (Registration link) If you can’t make the live event, don’t worry a recording will be available shortly after on TEA’s website 

Mark your calendars, next topics include:

11/14/18…3:45pm CST
Serving 3-Year-Olds in Prekindergarten (Developmentally Appropriate Practices)
Registration Link

1/17/19…11:00am CST
Prekindergarten Enrollment: Innovative Practices and Strategies
Registration Link

FREE – Edcamp is coming back to Region 13!

An “unconference” filled with energy, enthusiasm, and collaboration where participants are empowered to have a voice and choice. Register Here

December 1, 2018

8:00 am – 12:30 pm
ESC Region 13

Energy, enthusiasm, and collaboration!

Everyone at Edcamp is there to ask questions, share passions, and learn from each other. Sessions are participant-driven, encouraging sharing and collaboration among everyone who comes to the session, whether it is a few people or a large group. Teachers share their best practices, their challenges and their passions, each listening for key information to enhance their personalized professional development.

There is no single expert in the room! Participants are empowered to have voice and choice at Edcamp and encouraged to subscribe to the “Rule of Two Feet,” staying for sessions that meet their needs and politely leaving ones that do not.

Join us bright and early for breakfast at 8:00!

And don’t forget. . . We’ll be giving away some great door prizes and swag at noon! Stick around because you must be present to win!

STEAMing Questions – Dr Jean will be at Region 13 in 6 days!!

STEAM Principles – From Dr. Jean’s Website

A primary goal of STEAM is to help children develop critical thinking strategies. Critical thinking is open-ended, complex, and can have multiple responses.  It’s getting children to think independently and to think outside the box.

From the moment of birth children take in information, respond to information, use that information, and begin to think critically.  Children (and adults) use critical thinking every day!

When children solve problems… When children make comparisons… When children make decisions and think about the consequences… When children make connections… When children evaluate… They are developing critical thinking skills.

Educators and parents can nurture critical thinking skills in many ways.

Encourage curiosity.  Give children interesting materials, time to explore, and freedom.

Invite children to ask questions and evaluate how they could do something differently.

Encourage children to “think out loud.”  That will give you insight into where they are and where you need to lead them.

Provide opportunities for children to work with others and talk about ideas.


Model researching, reading, and other ways to gather information.

Demonstrate problem-solving skills with every day issues.  Talk about solutions and steps to take to solve those problems.

Respect children’s answers.  Judging or criticizing their responses will inhibit their creativity and unique perspective.

Ask WHAT questions. What happened?   What do you think will happen if…?  What would you do?   What will happen next…?

Want to know more?? Join us October 16th

Workshop ID: FA1840293

$150 – Space is limited so sign up soon!

*Fee includes make and take materials and handout packet

Free session – Effective Early Childhood Instruction for the Young EL

The following free sessions for EL teachers will be held at Region 13.

FA1840058          Title III Early Childhood Education for English Learners-Fall 2018  10/31/2018

SP1940059           Title III Early Childhood Education for English Learners-Spring 2019            2/13/2019

This course will provide teachers and administrators a better understanding of how to design early childhood instruction to meet the needs of young English learners’ (ELs) language development and examine the critical areas of academic success.

If you are unable to attend the face-to-face session or prefer an online module, it is available via Gateway

Back-to-School Resources for Families and Caregivers

Resource Spotlight from the US Department Education Newsletter

As children heading to school engage in new routines and learning opportunities, it can sometimes be a challenging experience for them and their families or caregivers. The National Center for Pyramid Model Innovations (NCPMI) has developed and collected a number of resources especially for families and caregivers, to make changes and challenges easier to navigate. We’d like to highlight two relevant collections that are available on NCPMI’s Family Engagement resource page: (1) Making Life Easier provides easy-to-use tip sheets on approaching daily routines; and (2) the Backpack Connections series provides handouts that can be used by both teachers and caregivers to help young children develop social-emotional skills and reduce challenging behavior.

Free Webinar: Three Vital Steps for Successful Routines with Kim Jackson

Check out this recent webinar from Conscious Discipline

Webinars: Three Vital Steps to Successful Routines

Routines are essential because predictability helps children (and adults) feel safe. When we feel safe, we’re willing and able to form relationships with others. Once we feel safe and have formed relationships, we’re able to solve problems and move smoothly through the day.

For children, it takes over 400 times in the context of social situations to learn a new skill or routine. We often become frustrated because children “should know better,” but they need plenty of support and guidance. To help children be successful, we use the three-step M.A.P. process: Model, Add Pictures, and Practice. The M.A.P. process removes chaos, creates structure, and helps children feel safe and calm.

This process is helpful for both younger and older children, as well as students with specific challenges, big feelings, or special needs. It can be used in the classroom and in the home.

Join Conscious Discipline Master Instructor Kim Jackson as she explains how to use the M.A.P. process to meet diverse needs in a variety of situations. Watch as Kim provides useful examples and actionable tips to help you and your students feel safe, build relationships, learn, and succeed.

Webinar Outline

  • 00:40 Importance of visual routines and M.A.P.
  • 01:29 Predictability and safety
  • 04:26 Modeling (with example)
  • 07:49 How long it takes children to develop a new skill
  • 09:43 Using M.A.P. to teach bathroom routines
  • 12:00 M.A.P. with older children and in the home
  • 14:33 Photo examples of visual routines
  • 15:54 Reteaching routines
  • 17:57 Video Clip: Go, Flush, Wash, Toss
  • 18:32 Breaking daily visual schedules into more specific steps
  • 19:45 Using a first-then board
  • 21:55 Mapping a daily schedule
  • 23:04 Supporting children with unpredictable schedules
  • 26:21 M.A.P. with children who have specific challenges
  • 28:43 Video Clip: Child who needed extra space following M.A.P.
  • 29:22 M.A.P. with children who have big feelings
  • 30:13 M.A.P. with nonverbal children
  • 31:07 M.A.P for teachers
  • 33:21 Summary
  • 34:35 Teachers as walking M.A.P.s
  • 35:27 Video Clip: Kim’s story

Resource Mentions

Helpful Next Steps