Executive Summary

Positive Discipline *FULL*

Essential Learning Question: What do I need to know and be able to do to create and sustain a positive school environment for students, so that they don’t feel humiliated because of their mistakes but are empowered to learn from them? 

Facilitator: Summer Li

Workshop Language: English (additional support provided in Mandarin if required by participants)

Date: March 28 and 29, 2019

When registering you will have an option to register for only one day or two days. The first day of the workshop is intended to support staff that supervise students outside the classroom, which can include Bus Monitors, Activity Coordinators and Administrative Staff. Day 2 is intended for staff that supervise students inside the classroom. It is recommended that participants attend both days, as Day 2 includes content to improve collaboration with co-teachers and resolve conflict with other stakeholders.

Registration Fees are as follows:

  • 200 USD for either Thursday, March 28, or Friday, March 29
  • 300 USD for both days

Please be reminded that the with holding tax of 20% will be quoted separately AND let us know if your school require to list the tax on the invoice.

Payments will be made by wire transfer to our company bank account in Hong Kong.

Venue: Kaohsiung American School

Our Goal: For participants to leave with the confidence and tools necessary to play a larger role in managing classroom activities, communication with students and parents, as well as ensure a positive schooling environment.

Everyone working in a school should be considered an educator; no matter what role they have in a school. Unfortunately, our teaching assistants and other front-line administrative staff like bus monitors, who have the ability to contribute a lot, are often relied upon the least to support student learning and life in school.

Participants will experience how developing the relationships with one-self, students, colleagues, and parents can:

  • Strengthen the learning community;
  • Ensure a safe school environment;
  • Develop trust; and
  • Improve student learning.

Additional outcomes from applying the skills taught in this program will reinforce social-emotional and leadership skills.

What is Positive Discipline?

Positive Discipline is a program based on the work of Alfred Adler and Rudolf Dreikurs, and is designed to teach children to become responsible, respectful and resourceful members of their communities. Based on the best-selling Positive Discipline books by Dr. Jane Nelsen and co-authors Lynn Lott, Cheryl Erwin and others, Positive Discipline teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and adults (including parents, teachers, childcare providers, youth workers, and support staff). Recent research tells us that children are “hardwired” from birth to connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave and focus more on learning. To be successful contributing members of their community, children must learn necessary social and life skills.

The 5 Criteria

Positive Discipline is based on the understanding that discipline must be taught and that discipline teaches. Dr. Jane Nelsen gives the following criteria for “effective discipline that teaches”:

  1. Is it kind and firm at the same time? (Respectful and encouraging)
  2. Does it help children feel a sense of belonging and significance? (Connection)
  3. Is it effective long-term? (Punishment works short term, but has negative long- term results.)
  4. Does it teach valuable social and life skills for good character? (Respect, concern for others, problem-solving, accountability, contribution, cooperation)
  5. Does it invite children to discover how capable they are and to use their personal power in constructive ways?


  1. How to use Positive Discipline Management Tools in and out of the classroom.
  2. How to help students feel listened to, valued, and respected - the basis of belonging and significance.
  3. Understand why children misbehave and what to do about it - the misbehaving child is a discouraged child who needs encouragement the most but often gets it the least.
  4. How to use the Teacher Helping Teacher Problem Solving Steps where teachers and others learn to help each other with real challenges.
  5. Gain experience teaching a social-emotional curriculum that also enhances academic skills.
  6. Have a set of resource materials for future reference.


Using positive discipline techniques can help educators and students overcome many communication challenges and help students learn and make better choices in the future. In fact, using positive discipline in the school not only increases academic success in the classroom but provides many other benefits, including:

  • Students show respect for the teacher
  • Students are on task and engaged
  • Less disciplinary measures are needed
  • Fewer suspension and expulsions
  • Students see rules as fair
  • Attendance improves

These are just a few of the benefits that can be seen from using positive discipline techniques with students. Additionally, the benefits also extend beyond the classroom, into the home life, sports and social environment of the student, from being more respectful to everyone to understanding the social norms in different situations.



Positive discipline is a more effective way to address student behavior concerns. It allows students to learn and adapt their behaviors to meet expectations in the school, while simultaneously teaching them how to make better choices on their path to adulthood. In a Positive Discipline School, every adult:

  • Understands that the quality of relationships and school climate are absolutely critical to successful student learning.
  • Seeks to establish strong meaning and connection for students, families, and staff in social and academic contexts.
  • Implements principles of mutual respect and encouragement
  • Focuses on long-term solutions to misbehavior at individual, class, and school-wide levels.
  • Views mistakes as opportunities to learn and misbehavior as opportunities to practice critical life skills.
  • Questions the tradition of adult control, rewards and punishments.


There are many techniques that teachers can use to reinforce good behavior with positive discipline, including:

  • Set rules at the start of the year and reinforce them throughout
  • Communicate consistent expectations
  • Set goals at the beginning of school
  • Identify appropriate behavior
  • Remain neutral during conflicts
  • Search for the root cause of misbehavior
  • Student dignity matters
  • Create individual plans for students
  • Use Praise
  • Model appropriate behaviors
  • Provide students with different choices
  • Remove objects in the environment that cause distractions
  • Listen to students


Summer Li (Mandarin and English Facilitation)

Summer has been working in education for more than 15 years. She began her teaching career teaching English at public schools in Beijing, China, and since then has accrued more than 10 years of experience working in international education. Her main interests are Individualized Learning, Classroom Management, Cross-Cultural Communication, Organizational Management and Leadership. She has facilitated numerous workshops for ACAMIS (Association for China and Mongolia International Schools) related to communications, classroom management and operational effectiveness.

In addition to teaching, Summer has had several Administrative and Leadership roles.  She was the Learning Center Director of Yue Cheng Education Research Institute, affiliated with Beijing City International School, where she was responsible for researching and coordinating professional development programs related to progressive Western educational pedagogy and methodologies with the purpose of introducing best practices to Chinese national educators. She also worked for Kai Wen Education where she was responsible for Communications and Development.

Summer holds a bachelor degree in English Literature and a Master’s Degree in Early Childhood Education. Summer is a Certified Positive Discipline in the Classroom Educator, Certified Positive Discipline Parent Educator, is certified to facilitate Non-Violent Communication (NVC), and will soon finish her Cognitive Coaching certification.


Day 1 - March 28

Time Module Name Description
8:30-9:30 Warm-up and introduction to Positive Discipline:

Why and how to interact with children kindly and firmly

It’s quite common to use rewards and/or punishment to discipline children, but what is the expectation of the results of these methods and are they aligned with the expectations for the children’s expected behavior? Positive Discipline empowers children to better understand their feelings and ensures a kind but firm way to interact with children.
9:30-10:20 Top Cards: What Animal are Uou? One of the founders of Positive Discipline, psychologist and therapist Dr. Lynn Lott, developed this fun and effective activity to understand why people behave differently. Through the activity and understanding it’s relationship to behavioral psychology, participants will understand their own and their students’ needs and expectations when interacting with others.
10:20-10:30 Tea Break
10:30-11:30 Positive Behavior Management – Outside the Classroom We discuss practical strategies to help participants identify different behaviors and disciplinary strategies for students out of the classroom in a positive, collaborative, caring and firm way.
11:30 – 12:00 How to talk so students will listen The way we talk to our students has a significant impact on their learning and ability to listen. We are continually modeling to students how to act and behave, and the way we talk to them establishes a norm for communication for them. The way we speak to them and others is showing them how we want them to respond to us. Aggressive or passive communication doesn’t work very well. Assertive communication is firm, consistent, clear, positive, warm and confident. Assertively communicating with children is a real skill, yet it shows your students that the teacher or supportive staff is in control and will encourage students to listen.
12:00 – 13:00 Lunch
13:00-14:30 (Cont.) How to talk to have students listen Assertive Communication Strategies
14:30-14:40 Tea Break
14:30-16:00 Empathic Listening Sometimes the misbehavior of students is a result of not having listened to them. Besides putting attention to their words, we also need to understand their feelings and needs. Empathic listening is a dynamic and compassionate process that calls for us to identify and process non verbal messaging as well. Empathic Listening shows that you care about their thoughts and feelings and helps them to identify and articulate the feeling they have.
16:00-16:30 Synthesis and put into practice To discuss what we have learned and how to apply it to our daily work.


Day 2 - March 29

Date Module Name Description
8:30 – 10:20 Understanding the Misbehavior of Students – In the Classroom Understand why children misbehave and what to do about it - the misbehaving child is a discouraged child who needs encouragement the most but often gets it the least. Children have limited ways to express their needs. In this session, we will experience how to understand the behaviors of the students and how to deal with it appropriately.
10:20-10:30 Tea Break
10:30 – 12:00 Conflict resolution Repairing relationships is difficult for anyone. We will explore and practice strategies for rebuilding trust. These strategies are also relevant to mediate conflict between others.
12:00-13:00 lunch
13:00-14:30 Team dynamics We need to collaborate for solving problems. Participants will be taught how to use the Teacher Helping Teacher(THT) Problem Solving Steps where teachers learn to help each other with real challenges. We will also discuss how to express our appreciation for colleagues to increase trust and the sense of familiarity.
14:30 – 14:40 Tea Break
14:40-16:00 Dance floor activity Participants practice the skills they have learned and see how all the skills are used together, with the intention to develop confidence of the effectiveness for applying all the skills.
16:00 – 16:30 Synthesis and sharing Sharing what we have learned and plan how to use in our daily work.


Contact and Payment Details

PDacademia (“Coordinator”) 

Contact: Michael Iannini 


Phone:    +852-8191-5555 


Kaohsiung American School  高雄美國學校

Contact: Carmen Peters, Elementary School Principal


Phone:  +886 (0)961 579 335


Thank you so much for your interest. We reached the maximum capacity of the main conference room. We can no longer accept new participants.