Instructor’s Guide
Kara Nunez
This guide has step-by-step instructions on how to proceed with the
training as well as a list of things you will need to execute the
training. It is suggested that a trainer read completely through the
guide so they know what is expected of them.
First Baptist Learning Center
302 S Main St. Carl Junction, Mo
64834
417-649-7036
417-649-7234
12/1/2013
1|Page
Prior to Training session please make sure each employee is aware of the time of the training and that
attendance is mandatory. Please make sure to read through the Instructor’s Guide completely so that you will
know what materials are required for the training session. All materials needed for training session are listed
here:
1-package peel off labels (large enough for name tags) (cut into individual tags)
3 packages of markers to design logos
1- Pack of 100 3x5 index cards white
Basket any color, medium size
Color Chart (print from page 3 of Instructor’s Guide)
Copies of the Course Schedule (page 2 of Instructor Guide)
Flip Chart
Power point Effective Communication.
A Bag of assorted candy
Empathy Poster (print from page 7 Of Instructor’s Guide)
Emotional Intelligence Video
Positive Speech Examples (print from page 6 Of Instructor’s Guide)
I love you Rituals CD and Dice
Broken Items (Aluminum cans, old baby food jars, things you may consider trash, slightly broken items for
repair)
Paint and Glue, Paper Plates, Construction Paper, Scissors, Paint Brushes/wet wipes/cups of water
Scrap Bags (with google eyes, puff balls, ribbon etc.) make these ahead of time
Expectations Handout (page 17 of Instructor Guide)
Signs you are Sick Power Point
Dos and Don’ts Poster (print from page 21 and 22 of Instructor Guide)
Who Remembers Questionnaire Game (Page 20 of the Instructor’s Guide)
Show and Tell Scenario Strips print out and cut them out
Good Steward of Resources Award
6 Higher level prizes for 1st, 2nd and 3rd place teams, various other prizes (logo items)
Learning Evaluation
Course Reaction Survey
By Kara Nunez
Carl Junction, MO
2013
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Time
Agenda
Materials Required
8:00a-8:10a
Welcome and Introductions
Trainee Packet
8:10a-8:20a
Ice Breaker
8:20a-8:30a
Course Overview
Trainee Packet
8:30a-9:00a
Effective Communication
Trainee Packet
9:00a-9:30a
Trainee Packet
9:30a-10:05a
Positive Communication
Keeping Your Composure.
Creative and Conscious Discipline
10:05a-10:15a
Break
10:15a-10:45
Making the Most of What You Have
Trainee Packet
10:45a-11:15a
Health and Safety Procedures
Trainee Packet
11:15a-11:45a
Show and Tell
Trainee Packet
11:45a-12:00p
Closing and Evaluation
Trainee Packet
By Kara Nunez
Carl Junction, MO
Trainee Packet
2013
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Opening and Welcome- 10 minutes
You will need:
1-package peel off labels (large enough for name tags) (cut into individual tags)
3 packages of markers to design logos
Sample Introduction
“Hello! It is great to see everyone here today!” “My name is (insert name here) and I hope we can have a lot of
fun today and learn some important things too!”
Have everyone go around the room and introduce themselves and tell everyone one thing that no one knows
about them. After everyone is done, explain to them that you have markers and name tags, but instead of names
you would like them to design a logo that represents them as a person. It can be anything they want as long as it
is not vulgar. Allow 10 minutes for introduction and then start wrapping up to move into next area.
Ice Breaker-10 Minutes
You will need:
1- pack of 100 3x5 index cards white
1- Basket any color, medium size
Color Chart
Pre-cut the cards in half and add a colored dot corresponding with the chart below on each one, place enough
colored cards in the basket so that everyone will have a chance to draw one, make sure there are extras in the
basket. Pass the basket around the room where the trainees cannot see what color the cards are as they are
picking. (Hold it above their eye level) As each person draws a card have them look at the color chart and tell us
something about themselves related to the topic that matches their color. It can be a story or an achievement.
By Kara Nunez
Carl Junction, MO
2013
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Color Chart
Color Chart
Sports
Outdoors
Games
Cooking
Social
By Kara Nunez
Carl Junction, MO
2013
5|Page
Course Overview-10 Minutes
You will need:
Copies of the Course Schedule
Flip Chart and Markers
Go over the course schedule with the group and then have each trainee come up and write down what they think
the most important thing is that they will learn today. If you need to fill more time discuss why they feel their
selection is most valuable.
Effective Communication
You will need: Instructor’s Guide
Power point on effective communication.
Effective Communication Guide(page 32-38)
Review Effective communication guide and Power Point with the group. Effective Communication guide can
be found on page of the Instructor’s Guide. Divide groups into teams of two; each group needs to decide who
will be the staff and who will be the parent. Conversation samples are in the trainees packet and each group may
only select one unless the group is too large then they can be repeated. Have the group take notes as each team
presents their conversation to the group. Discuss briefly the handout in the trainee manual.
Positive Communication and Keeping Your Composure-30 Minutes
You will need: A Bag of assorted candy
Empathy Poster (page 7)
Emotional Intelligence Video
Positive Speech Examples (page 6)
Using word play examples, split into groups of two and have the teams have a conversation that includes the
positive speech examples on their sheet. If a team uses all examples in their conversation, consider a prize. The
group must vote on the best two teams who will receive prizes. Discuss what the empathy poster means and
what the trainees think when they look at it. Watch the keeping your composure video.
By Kara Nunez
Carl Junction, MO
2013
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Positive Speech Examples
1. Definitely
2. Surely
3. Absolutely
4. Certainly
5. Fantastic
6. “Rest assured Mr/Mrs……”
7. “I do understand the inconvenience you have faced……”
8. “I will be more than glad/ happy to help you….”
9. “I completely understand the reason why / your situation….”
10. “I will ensure that…”
11. “What I will do for you right away is……”
12. “I assure you I will try my best…..”
13. “What I can do for you right now is ….”
14. “I’m sorry for the inconvenience that you have faced, what I can do for you is ….”
15. “I would suggest / I recommend…..”
16. “To avoid a similar inconvenience in future I request you to….”
17. “All you need to do is to just….”
18. “A simple way / method to change it will be to…..”
Situations:
1. Parent comes to pick child up and has to sign an incident report where her child has been bitten and this has
happened more than once.
2. Parent comes to pick up a child that has injured another child at daycare.
3. Parent has come to pick a child up and you need to inform them of a behavior they had at daycare that day.
4. Parent addresses you on a concern they have that they feel their child is being treated unfairly.
5. Parent has come to pick up a child and every day when they come to pick up the child it seems the child is in
timeout.
6. Parent has not been returning notes or projects to preschool class and you would like to have a discussion
with them about checking their child’s folder.
7. Parent is behind on paying for childcare and you have been asked to have a discussion with them about it.
8. Parent finds out when they arrive at daycare that their child was not feeling well that day and is upset that the
daycare did not call them.
9. Parent arrives to pick up their child and you must have a conversation with them about an injury their child
sustained while on a timeout.
10. Parent arrives to pick their child up from daycare and you must have a conversation with them about the
child injuring a staff member.
By Kara Nunez
Carl Junction, MO
2013
7|Page
EMPATHY
E -Everybody needs somebody
M -Model and Mirror
P -Put yourself in their
shoes
A -Ask if you can help
-Model and Mirror
T
-Treat others as you
want to be treated
-Model and Mirror
H -Hurtful or Helpful
-Model and Mirror
Y
-Model and Mirror
-You feel better and
so do they
-Model and Mirror
By Kara Nunez
Carl Junction, MO
2013
8|Page
Creative and Conscious Discipline-35 Minutes
You will need: I love you Rituals CD and Dice
Becky Bailey Bio (Trainees will follow along this is in their packet)
I Love You Rituals (Trainees will follow along this is in their packet)
Creative Discipline Handout (Trainees will follow along this is in their packet)
Start by going over the Becky Bailey Bio and then lead into reading through the I love you Rituals. Play some
of the songs and explain the dice. Read through the Creative Discipline Handout and then break into groups and
take turns playing the role of the teacher and the disruptive child.
By Kara Nunez
Carl Junction, MO
2013
9|Page
Dr. Becky Bailey (1.3)
Becky A. Bailey, Ph.D., is an award-winning author, renowned teacher and
internationally recognized expert in childhood education and developmental
psychology. Her workshops touch thousands of lives each year, and her top selling
book titles have over half a million copies in circulation. (1.3)
Dr. Bailey is the founder of Loving Guidance, Inc., a company
dedicated to creating positive environments for children, families,
schools and businesses. She is also the developer of the
Conscious Discipline program. (1.3)
Dr. Bailey has authored 14 books related to guidance and
discipline. Managing Emotional Mayhem, her newest title,
addresses self-regulation for educators, parents and children. Her
core publication for parents, Easy to Love, Difficult to
Discipline, has received national acclaim and is published in nine
languages. Easy to Love, Difficult to Discipline applies the Conscious Discipline
message to the family unit, offering the support and internal changes adults need to
effectively parent their children. (1.3)
In her passion to empower all people, especially those working with our youngest
citizens, Dr. Bailey has established the first Early Childhood Education four-year
university degree program in the state of Florida. She was also instrumental in
establishing a teacher certification program for Native Americans in New Mexico. (1.3)
Dr. Bailey has raised over $2 million for children’s
programs over her years in education.
She played an integral role in raising funds, building and equipping a preschool in a
tsunami-devastated region of Sri Lanka, and sponsored two Sri Lankan teachers to
attend the week-long Conscious Discipline Summer Institute. She recently
established a non-profit organization to provide free training and resources to at-risk
families and teachers in memory of her mother, Frances Canipe Bailey. (1.3)
(1.3) Retrieved from: http://consciousdiscipline.com/about/dr_becky_bailey.asp
By Kara Nunez
Carl Junction, MO
2013
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I Love You Rituals (1.4)
Human connection creates neural connections in the brain. Our brains are shaped by
our loving relationships. The health of a child’s relationships with others is the vital
link to academic success. I Love You Rituals are activities that provide
unconditional acceptance, sensory integration, caring touch and messages of hope
for children. In just minutes a day, these powerful rituals:
•Promote learning and literacy
•Increase attention span
•Decrease power struggles
•Increase cooperation
•Enhance self-esteem through
•permanent brain chemistry changes
•Integrate the brain www.ConsciousDiscipline.com
Presented by Victoria Hughes (1.4)
Times to use I Love You Rituals
1. Relationship and trust building moments
2. Routines and transitions Greetings and good-byes diapering and toileting from
active to quiet times Rest time (1.4)
By Kara Nunez
Carl Junction, MO
2013
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I Love You Ritual Nursery Rhymes (1.4)
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star, What a
wonderful child you are! With
bright eyes and nice round cheeks,
Talented person from head to feet.
Twinkle, twinkle, little star, What a
wonderful child you are!
A Wonderful Woman
A wonderful woman lived in a shoe.
She had so many children
She knew exactly what to do.
She held them,
She rocked them,
And tucked them in bed.
“I love you, I love you,”
Is what she said
Becky Bailey’s I Love You Rituals help you make a connection with children through using the
rhymes and motions or actions. The Book I Love You Rituals walks you through when to use
the rhymes and teaches you the actions. Her CD has songs that you play with actions for the
children to do. All of this is to help foster an environment where they feel safe and loved.
The I Love You Rituals Dice allow you to have an interactive experience with the children
when you need to calm things down, or de-escalate a situation.
The Conscious Discipline Program is designed as a completely different way of teaching and
dealing with children. It is not just for educators but it is encouraged to be used by parents and
grandparents and anyone who has children.
(1.4) Retrieved from:
http://www.esc16.net/users/0020/FACES/FACES%202012%20handouts/Hughes/Hughes%20%
20I%20Love%20You%20Rituals.pdf
By Kara Nunez
Carl Junction, MO
2013
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Conscious Discipline by Becky Bailey (1.5)
What is Conscious Discipline?
Conscious Discipline is a comprehensive classroom management program and a socialemotional curriculum. It is based on current brain research, child development information, and
developmentally appropriate practices.
Conscious Discipline has been specifically designed to make changes in the lives of adults first.
The adults, in turn, change the lives of children.
Conscious Discipline is a way or organizing schools and classrooms around the concept of a
School Family. Each member of the family—both adult and child—learns the skills needed to
successfully manage life tasks such as learning, forming relationships, communicating
effectively, being sensitive to others’ needs and getting along with others.
Conscious Discipline empowers teachers and other adults with the Seven Powers for Self
Control.
The Seven Powers of Self Control
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Perception – No one can make you mad without your permission
Unity – We are all in this together
Love – See the best in others
Attention – What you focus on, you get more of
Acceptance – The moment is as it is
Free will – The only person you can make change is yourself
Intention – Conflict is an opportunity to teach
These powers allow teachers to draw from within themselves to become proactive instead of
reactive during moments of conflict. Teachers stay in control of themselves and positively
influence children.
Self-control is not pretending to be calm in difficult moments. Self-control is the ability to reach
out and empathize with others; to accept and celebrate differences; to communicate feelings
directly; resolve conflicts in constructive ways; and to enjoy becoming a contributing member
of a community.
By Kara Nunez
Carl Junction, MO
2013
13 | P a g e
From the beliefs instilled with the Seven Powers for Self Control emerge the Seven Basic Skills
of Discipline.
The Seven Basic Skills of Discipline

Composure - Becoming the person you want your children to be
 Encouragement - Building a school family
 Assertiveness - Respectfully setting limits
 Choices – Building self-esteem and will power
 Positive Intent - Creating teachable moments, turning conflict into cooperation
 Empathy - Handling the fussing and the fits
 Consequences - Helping children learn from their mistakes
These skills change how adults respond to conflict in such a way as to facilitate the
development of the frontal lobes in children. Through the Powers and Skills, adults stay in
control of themselves and in charge of children.
As adults begin to change their attitudes and behaviors, so will the children in their care. We
cannot teach behaviors and skills that we do not possess ourselves.
Ten "To Do's" for Discipline
1) Tell children what to do
Principle: What you focus on, you get more of.
Application: Instead of saying, "No pushing, you know better than to push your brother,
pushing is not nice," say, "When you want your brother to move say, 'Move please.' Tell him
now." Focus on what you want your children to do!
2) Give children useable information, especially when you are upset.
Principle: When you are upset you are always focused on what you don't want.
Application: Instead of saying, "Why isn't this homework done? Do you want to fail? How
many times do we have to go over this?" you could say, "You can start with your math
homework or reading. Which is best for you?"
By Kara Nunez
Carl Junction, MO
2013
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3) Help children to be successful instead of attempting to make or get them to behave.
Principle: The only person you can make change is yourself.
Application: How often have we attempted to make a smoker quit smoking or growing child
eat her peas? There is a better way. Instead of asking yourself, "How am I going to get my child
to stay in bed," ask yourself, "How am I going to help my child be more likely to choose to stay
in her bed?" The first question will give you manipulative, coercive answers. The second
question will give you creative, cooperative solutions.
4) Use your children as resources to solve their own problems.
Principle: Two heads are better than one.
Application: Instead of you trying to figure out what needs to be done, ask your children for
input. You could say, "What would help you finish your homework by 8:00 p.m.?" Help
children solve their problems themselves.
5) Put your children on your "to do list" and spend time enjoying them.
Principle: The motivation to behave comes from being in relationship with one another.
Application: When a child says, "I don't care," she is really saying, "I don't feel cared for."
Cooperation comes from connection. If your child chronically refuses to listen or tells you they
don't care, then you must start by rebuilding your relationship and rekindling family rituals.
6) Encourage your children during wonderful times and tough times. Do not attempt to get
children to feel bad in order to behave better.
Principle: Encouragement empowers.
Application: Be your children's cheerleader. Constantly tell them, "You did it," "Way to go,"
"Look at you," or "Good for you." When you children are struggling you might say, "I believe
in you, you can do this."
By Kara Nunez
Carl Junction, MO
2013
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7) Take back your power. You are in charge.
Principle: Whoever you believe to be in charge of your feelings, you have placed in charge of
you.
Application: Instead of saying, "Don't make me have to pull this car over," say, "I'm going to
pull this car over until the seatbelts are fastened and everyone is safe." Instead of saying, "You
drive me nuts," say, "I'm going to take a few deep breaths and calm myself down. Then I will
talk to you." When children refuse to do what you ask state, "I'm going to show you what I
want you to do." Then help them be successful.
8) Become the person you want your children to be.
Principle: We must discipline ourselves first and our children second.
Application: Instead of screaming, "You better get control of yourself right now," take a deep
breath and calm yourself down. Be a S.T.A.R. (Smile, Take a deep breath, And Relax). Become
what you want your child to be. If you want calmness, demonstrate how to be calm.
9) Do not save your children from the consequences of their actions.
Principle: Psychological pain is a signal to make changes in your life.
Application: Help your child handle disappointing choices. Offer empathy instead of lectures
after poor choices. Instead of saying, "I told you not to take that picture to school. It's your own
fault it got torn in half. That is what you get for not listening to me," say, "How disappointing
for you. I know how important that picture was to you." Empathy allows children to take
responsibility for their actions, while lecturing allows them to blame you for their distress.
10) Teach children how to handle their conflicts instead of punishing them for not knowing
how.
Principle: Conflict is an opportunity to teach.
Application: When one child comes to you tattling on the other, use these moments to teach
life skills. When one sibling says, "He pushed me," you say, "Did you like it?" The child will
likely say, "No!" At this point you can say, "Go tell your brother, 'I don't like it when you push
me.'" Use these intrusive episodes as a way to teach assertiveness skills to your children. (1.5)
Become conscious of the intent behind each of your interactions. Your intent is more powerful
than any words.
(1.5) Conscious Discipline By: Becky Bailey Retrieved from:
http://www.thelittleschool.net/duke/5-big-ideas/conscious-discipline
By Kara Nunez
Carl Junction, MO
2013
16 | P a g e
Break-10 Minutes
Make sure to let the trainees know break is only 10 minutes and let them know what time it is and what time
you expect them to return.
Making the Most of What You Have-30 Minutes
You will need:
Broken Items
Paint and Glue
Paper Plates
Construction Paper
Scissors
Paint Brushes/wet wipes/cups of water
Scrap Bags (with google eyes, puff balls, ribbon etc.)
Expectations handout (page 17)
The point of the broken items is to show how they can easily be repaired or recycled into other items. Show
examples of how to fix or repair items or how o repurpose them. Use this time to explain the list of expectations
on how to maintain a clean and safe environment. Give participants a scrap bag and glue and allow them to
make something from what they are presented. Allow each participant to choose from a selection of items to
craft with, (empty but clean cans, baby food jars, etc.) Keep these for later. Move about the room and offer any
additional items they may need to complete their project.
You may want to have a tote with crafting supplies from the craft cabinet so that you will be better prepared for
things that the participants may need to craft with.
The projects will be voted on and will receive first and second place at the end of this segment.
By Kara Nunez
Carl Junction, MO
2013
17 | P a g e
Expectations of Maintaining a Clean and Safe
Environment Handout
In order to maintain a clean and safe environment, you should make sure after you have
completed class time that all craft supplies and debris are cleaned and put in either the trash or
in their appropriate place. The following expectations should be followed.
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Wipe tables and spaces that may have paint, marker or glue on them. Make it fun and
have the children use shaving cream to “paint” on the tables, when you wipe it off the
tables will be clean.
Make sure all craft supplies, toys, and supplies from class are put back in their place at
the end of your time in class.
Make sure crafts and art are placed in a safe place out of the way of others who may use
the area.
Ensure that all trash it emptied or taken out of the room at the end of your time in class.
Make sure all snack items and drink are returned to the kitchen.
Check the rooms to make sure that all plug ins have plugs in them.
Vacuum if needed.
Clean up and spills immediately to ensure the safety and health of others.
Check bathroom areas to ensure the floors are free of paper or spills and make sure
restroom stalls are in good working order.
Turn off lights and close doors to conserve energy.
By Kara Nunez
Carl Junction, MO
2013
18 | P a g e
Health and Safety Procedures-30 Minutes
You will Need: Signs you are Sick Power Point
Dos and Don’ts Posters (Pages 21-22)
Who Remembers Questionnaire Game (Page 20)
Health Protocols (Page 19)
Discuss the Power Point while viewing it on common signs when someone is ill and what to look out for.
Discuss company health protocols. Discuss the Do’s and Don’ts poster. Play the game Who Remembers. Pass
out copies of the Who Remembers sheet and have them keep it face down, make sure everyone has a writing
utensil. Tell them after you leave the room they have 5 minutes to fill out the questionnaire, and to make sure
they write their names on their paper. Return after 5 minutes and request they turn their papers over
immediately. Have them pass the papers up and discuss some of the answers and how it relates to paying
attention.
Safety
Practicing attention to detail in the workplace makes us safer in several ways. First, methodically following
published guidance - doing things "by the book" - makes us safer. This guidance is often developed from the
expertise of others and sometimes from lessons learned following mishaps. The rules are designed to help avoid
mishaps. (1.6)
Attention to detail also enhances our situational awareness. The attribute of situational awareness may come
easily to some, but for most of us it is something that we must constantly strive to improve. Just like the simple
action of looking both ways before crossing the street, observing, processing and understanding the world
around us allows us to make more informed decisions and more effectively manage risk before taking action.
Situational awareness is not unique to the individual. Your attention to detail can help increase the situational
awareness of others around you, including your co-workers and children in your care. (1.6)
With these two aspects of attention to detail in mind I'd like to challenge each and every one of you to perform
whatever tasks you are assigned to the highest quality and with as much thoroughness as you can. Endeavor to
always live up to the core value of excellence in all we do. Finally, strive to be more observant, to constantly
improve your situational awareness by paying attention to the details around you. Think of it as a never-ending
vigilance which helps you safely through the 365 critical days of every year. (1.6)
(1.6) Excerpts taken from: http://www.charleston.af.mil/news/story.asp?id=123033481
By Kara Nunez
Carl Junction, MO
2013
19 | P a g e
Health Protocols
The following are reasons to call someone from the office in order to have a parent called:
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Temperature of 101 degrees or greater
Throwing up
Diarrhea
Severe injury including a wound that will not stop bleeding.
Child complains of headache or stomach ache all day.
Child passes out, loses consciousness for any period of time, or appears pale.
Any injury that may leave a mark (bite, scratch, wound)
Our policy when a child leaves the Learning Center for the following reasons is that they may
not return for 24 hours after the occurrence:
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Temperature of 101 degrees or greater
Throwing up
Diarrhea
Please follow all Universal Precautions when cleaning up a child, touching bodily fluids or even
something as simple as wiping a nose. This will help prevent the spread of illnesses throughout
the daycare. Routine hand sanitization as well as hand washing will help in this as well.
Frequently sanitize and clean toys or frequently used areas where children sit or play.
Wipe down other surfaces such as light switch plates, door knobs and handles on cabinets.
If in doubt at any point of which procedure to follow, do not hesitate to contact the Director or
Assistant Director in order to receive directions.
Thank You!
By Kara Nunez
Carl Junction, MO
2013
20 | P a g e
Who remembers…?
Name:_____________________________________________________________
What color was the Instructor’s hair?_____________________________________
What color was the shirt, blouse or dress the Instructor was
wearing?____________________________________________
Was the Instructor’s hair short, long, up or down, what color was it? (all details you remember
about the Instructor’s
hair__________________________________________________________________________
_____________________________________________________________________________
____________________________________________
Was the Instructor wearing and jewelry or accessories? If so
Describe._____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________
What color or style shoes was the instructor
wearing?_____________________________________________________________________
________________________________________________________
Is there anything else you can remember about your
instructor?____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________
Bonus Points: What color was your Instructor’s eyes?_____________________
Please turn your paper over when you are done and wait for the instructor to return.
Thank You!
By Kara Nunez
Carl Junction, MO
2013
21 | P a g e
 Let a child play and have fun, remember
children should be able to make noise and
play.
 Let a child move around and be active.
 Allow children to interact with each other.
 Help children understand sharing and
positive playing.
 Help children understand how to use positive
words while speaking with their friends.
 Have bathroom breaks and go for a drink if
they ask.
 Teach children to pick up after themselves.
 Teach children to treat their equipment and
toys with respect.
By Kara Nunez
Carl Junction, MO
2013
22 | P a g e
 Discourage positive play.
 Allow Children to play or sit on top of or
under tables for their safety.
 Allow children to sit or stand on anything
they should not be on for their safety.
 Allow children to scream or yell.
 Allow children to run in the halls or be out of
the room unexcused.
 Expect children to know the rules, explain
the rules to them, and tell them what you
expect.
 Allow children to put their hands on other
children for their safety.
 Expect children to vacuum or use heavy
equipment.
By Kara Nunez
Carl Junction, MO
2013
23 | P a g e
Show and Tell-30 Minutes
You will need: Show and Tell Scenario Strips print out and cut them out
Flip Chart
Markers
Good Steward of Resources Award
6 Higher level prizes for 1st, 2nd and 3rd place teams
Have participants write down what they felt was the most important thing they learned from
training on the flip chart and compare it to what participants wrote at the beginning of training.
Match up people who chose like categories as evenly as possible in teams of two, have them act
out a scenario from that category. 1st, 2nd and 3rd place will be awarded based on most
knowledge used from training in their scenario. Give each team a few minutes to decide what
they are going to do for their scenario. Present award from scrap bag challenge.
Scenarios:
Act out a scenario involving staff and a parent using what you learned
about effective communication.
Act out a scenario involving staff and a parent using what you learned
about effective communication.
Act out a scenario involving staff and a parent using what you learned
about effective communication.
Act out a scenario involving staff and a child using what you learned
about effective communication.
Act out a scenario involving staff and a parent using positive
communication and keeping your composure. Use a sticky situation.
By Kara Nunez
Carl Junction, MO
2013
24 | P a g e
Act out a scenario involving staff and a parent using positive
communication and keeping your composure. Use a sticky situation.
Act out a scenario involving staff and a parent using positive
communication and keeping your composure. Use a sticky situation.
Act out a scenario involving staff and a child using positive
communication and keeping your composure.
Act out a scenario involving a staff and a child using what you learned
about conscious discipline.
Act out a scenario involving a parent and staff using what you learned
about health and safety.
Act out a scenario involving a staff and a child using what you learned
about health and safety.
Act out a scenario involving a staff and a child using what you learned
about Do’s and Don’ts.
Act out a scenario involving a staff and a child using what you learned
about Do’s and Don’ts.
Act out a scenario involving a staff and a child using what you learned
about Do’s and Don’ts.
By Kara Nunez
Carl Junction, MO
2013
25 | P a g e
Closing and evaluation-15 Minutes
You will need: Learning Evaluation
Course reaction Survey
Present each participant with both forms and request they be filled out to the best of their ability
and returned to the instructor. After everyone has returned the forms to the front, close the
training by thanking everyone for coming and inviting them to come see you if they have any
questions about the training materials. The Trainee Manual is theirs to keep and if they would
like copies of any of the other forms or posters used, take down their names and get them to
them within a reasonable time. Evaluation forms below:
By Kara Nunez
Carl Junction, MO
2013
26 | P a g e
Course Reaction Survey
On a scale of 1 to 5 please rate how well you feel the information was relevant to your work experience.
1-Not relevant at all
Somewhat relevant
2-More not relevant than relevant
Very Relevant
3-Neither relevant or not
relevant
On a scale of 1 to 5 please rate how engaging the training was, did you enjoy it?
Did not enjoy it at all
Did not enjoy it more than I enjoyed it
Neither enjoyed it or did not enjoy it
Somewhat enjoyed it
Enjoyed it
On a scale of 1-5 please tell us how easy the material was to retain.
Difficult to retain
More difficult than easy
Neither Difficult or easy
Somewhat easy
Very Easy
If you did not feel the information was relevant to your job, please tell us what you think could have
been included in order to make it more relevant?
If you did not enjoy the training please tell us what you feel could have been done differently in order to
make it more enjoyable?
By Kara Nunez
Carl Junction, MO
2013
27 | P a g e
Learning Evaluation-Please write your name at the top
1. Word choice does not affect conversation with adults or children.
☐True
☐False
2. If a child says that their tummy hurts, we should keep a close eye out for other behavior changes
and even if they do not throw up or have diarrhea we should call the parent if we observe changes
in behavior.
☐True
☐False
3. You do not have to tell a parent about a child’s behavior unless they hurt another child or
themselves.
☐True
☐False
4. The best way to get a child to stop an unwanted behavior is redirect them and avoid time out if
possible
☐True
☐False
5. If a parent requests it, we may let their child bring a special lunch or snack just for themselves.
☐ True
☐False
6. When dealing with a child that is displaying an unwanted behavior I should do all of the following
except:
☐A. Redirect the behavior by introducing them to something else.
☐B. Advise the child that their behavior is not a “kind” action
☐C. Ignore the behavior if it is not hurting anyone, it will stop eventually.
☐D. Place the child in time out and leave them there until the behavior stops.
By Kara Nunez
Carl Junction, MO
2013
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7. All of the following are reasons we would call a parent except:
☐A. Child has one incident of vomiting or diarrhea.
☐ B. Child says they do not feel well while playing outside and sits down.
☐C. Child has a behavior which includes hurting another staff or child.
☐ D. Child gets a cut, bruise or scrape while at daycare (injury)
8. What is the name of the Author of a well-known book about Conscious Discipline?
☐A. Caroline Daily
☐B. Donna Daily
☐C. Becky Bailey
☐D. Laurie Berkner
9. Which of the following phrases would be the best to use when speaking with a child?
☐A. ”That was mean. Do not do that again or you will go to time out.”
☐B. ”That was not nice and you should not do that to your friend. Next time you do something like that you
will get a time out.”
☐C. ”I am afraid if you keep hurting your friends none of them will want to play with you, you don’t want
that do you?”
☐D. ”That was naughty, and you are in trouble, go to time out.”
By Kara Nunez
Carl Junction, MO
2013
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10. Please look closely at the following terms and match them with their counterparts not all letters will have a
match.
Reasons you might call a parent
Reasons you may place a child in time out
The amount of time you may place a child in time out.
How you may let a parent know about a child’s unwanted behavior
How you may speak to a child about their unwanted behavior.
How high a fever must be before we call a parent?
Name of the author of the program about Conscious Discipline.
Name of the popular musician who makes movement Cd’s and DVD’s for children.
How long you can wait before filling out an incident report.
An example of conscious discipline.
a. “Billy had a great morning and was a great helper in class. This afternoon while playing with their friends Billy
had some difficulty using kind actions, the result was one of their friends got hurt. I just wanted to make you
aware of this so you knew how Billy’s day went.”
b. Anytime that day is fine as long as it gets done before the parent arrives.
c. Tell a child clearly what you expect them to do.
d. One minute for every year old they are.
e. Think before you discipline.
f. Immediately or as soon as it happens.
g. If the child throws up, has diarrhea, or has a visible or serious injury.
h. Becky Bailey
i. If the child has been warned of his behavior in the appropriate manner and continues it or the child injures another
child or staff.
j. 102 degrees
k. “Billy I am worried that if you keep jumping on the stairs you might fall and hurt yourself.”
l. “Billy was angry with a friend and hurt them on purpose; he got time out and lost his treat.”
m. 5 minutes
n. 101 degrees
o. Laurie Berkner
p. Caroline Daily
By Kara Nunez
Carl Junction, MO
2013
30 | P a g e
Learning Evaluation Answer Key
1. False
2. True
3. False
4. True
5. False
6. D.
7. B.
8. C.
9. C.
10. g, i, d,a,k,n,h,o,f,c
By Kara Nunez
Carl Junction, MO
2013
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Transfer of Training Evaluation
This will be instituted by the use of work evaluations or sitting in on classes in order to observe if the
methodologies are being applied on a regular basis.
Is the employee showing the use of proper language used with children?
Not at all
Somewhat
Doing well
Doing excellent
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Is the employee showing the proper language used with adults?
Not at all
Somewhat
Doing well
Doing excellent
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Is the employee showing the use of the method of conscious discipline?
Not at all
Somewhat
Doing well
Doing excellent
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Is the employee showing proper health and safety procedures?
Not at all
Somewhat
Doing well
Doing excellent
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Is the employee using appropriate discipline techniques with the children?
Not at all
Somewhat
Doing well
Doing excellent
Comments:__________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
By Kara Nunez
Carl Junction, MO
2013
32 | P a g e
Effective Communication Guide (1.1)
No matter whether one is communicating one-on-one, giving a presentation to a group of people, or sending an
e-mail, there are guidelines that should be followed. Based on Shelly, Cashman, and Rosenblatt, there are five
guidelines for successful communication (2008). The list of the guidelines is listed below:
1.
2.
3.
4.
5.
Know why you are communicating, and what you want to accomplish
Know who your targets are
Know what is expected of you and when to go into details
Know when to speak and when to remain silent and let others continue the discussion
Know how to communicate effectively
The first guideline deals with the overall goals of the communication. In order to communicate, one must
have a reason for the communication. If there is no reason for the communication, the communication is
considered rambling. For example, the goal for this lesson is to instruct on the guidelines for successful
communication.
The second guideline is to know who the recipient of the communication. When communicating, knowing
your audience is very important. If an IT professional is trying to communicate to an accountant about a
computer issue, the last thing the IT professional would want to use is computer terminology that the accountant
might not be able to understand. The IT professional needs to use terminology that can be understood by both
parties.
The third guideline can be related to the second guideline. This guideline tells how much information should
be given. Some people only want as little information as possible, while others want a detailed minute-byminute account. If you go to the dentist and you discover that you need a root canal, how much of the procedure
do you want to know about?
The next guideline is that, when communicating with others, know when to speak and when to stay silent. In
communication, the main goal of communicating is to relay and gather information. In gathering information, it
is important to know when not to say anything to take full advantage of information gathering from the other
party speaking. Another way to gather information from someone is to read the person's body language. Body
language is way to communicate using the body and without speaking.
The next guideline is to know how to communicate effectively. This guideline emphasizes the importance of
getting the subject of the communication covered without losing any of the content. (1.1)
By Kara Nunez
Carl Junction, MO
2013
33 | P a g e
After reviewing the above information ask this question of the group. Make sure they raise their hands as the
person who gets it right will get a little prize. (Let them select from a basket of little prizes.)
3. Which one of the following is not one of the five guidelines for successful communication? (The answer
is marked.)
Know who your targets are
Know how to control the conversation
Know when to speak and when to remain silent and let others continue the discussion
Know what is expected of you and when to go into details
By Kara Nunez
Carl Junction, MO
2013
34 | P a g e
Effective Communication Handout (1.2)
Effective communication skills #1: Listening
Listening is one of the most important aspects of effective communication. Successful listening means not just
understanding the words or the information being communicated, but also understanding how the speaker feels
about what they’re communicating.
Effective listening can:

Make the speaker feel heard and understood, which can help build a stronger, deeper connection
between you.

Create an environment where everyone feels safe to express ideas, opinions, and feelings, or plan and
problem solve in creative ways.

Save time by helping clarify information, avoid conflicts and misunderstandings.

Relieve negative emotions. When emotions are running high, if the speaker feels that he or she has been
truly heard, it can help to calm them down, relieve negative feelings, and allow for real understanding or
problem solving to begin.
Tips for effective listening
If your goal is to fully understand and connect with the other person, listening effectively will often come
naturally. If it doesn’t, you can remember the following tips. The more you practice them, the more satisfying
and rewarding your interactions with others will become.

Focus fully on the speaker, his or her body language, and other nonverbal cues. If you’re daydreaming,
checking text messages, or doodling, you’re almost certain to miss nonverbal cues in the conversation. If
you find it hard to concentrate on some speakers, try repeating their words over in your head—it’ll
reinforce their message and help you stay focused.

Avoid interrupting or trying to redirect the conversation to your concerns, by saying something like, “If
you think that’s bad, let me tell you what happened to me.” Listening is not the same as waiting for your
turn to talk. You can’t concentrate on what someone’s saying if you’re forming what you’re going to say
next. Often, the speaker can read your facial expressions and know that your mind’s elsewhere.

Avoid seeming judgmental. In order to communicate effectively with someone, you don’t have to like
them or agree with their ideas, values, or opinions. However, you do need to set aside your judgment and
withhold blame and criticism in order to fully understand a person. The most difficult communication,
when successfully executed, can lead to the most unlikely and profound connection with someone.

Show your interest in what’s being said. Nod occasionally, smile at the person, and make sure your
posture is open and inviting. Encourage the speaker to continue with small verbal comments like “yes” or
“uh huh.”
By Kara Nunez
Carl Junction, MO
2013
35 | P a g e
Effective communication skills #2: Nonverbal communication
When we communicate things that we care about, we do so mainly using nonverbal signals. Wordless
communication, or body language, includes facial expressions, body movement and gestures, eye contact,
posture, the tone of your voice, and even your muscle tension and breathing. The way you look, listen, move,
and react to another person tells them more about how you’re feeling than words alone ever can.
Developing the ability to understand and use nonverbal communication can help you connect with others,
express what you really mean, navigate challenging situations, and build better relationships at home and work.

You can enhance effective communication by using open body language—arms uncrossed, standing with
an open stance or sitting on the edge of your seat, and maintaining eye contact with the person you’re
talking to.

You can also use body language to emphasize or enhance your verbal message—patting a friend on the
back while complimenting him on his success, for example, or pounding your fists to underline your
message.
Tips for improving how you read nonverbal communication

Practice observing people in public places, such as a shopping mall, bus, train, café, restaurant, or even
on a television talk show with the sound muted. Observing how others use body language can teach you
how to better receive and use nonverbal signals when conversing with others. Notice how people act and
react to each other. Try to guess what their relationship is, what they’re talking about, and how each feels
about what is being said.

Be aware of individual differences. People from different countries and cultures tend to use different
nonverbal communication gestures, so it’s important to take age, culture, religion, gender, and emotional
state into account when reading body language signals. An American teen, a grieving widow, and an
Asian businessman, for example, are likely to use nonverbal signals differently.

Look at nonverbal communication signals as a group. Don’t read too much into a single gesture or
nonverbal cue. Consider all of the nonverbal signals you receive, from eye contact to tone of voice to
body language. Anyone can slip up occasionally and let eye contact slip, for example, or briefly cross
their arms without meaning to. Consider the signals as a whole to get a better “read” on a person.
By Kara Nunez
Carl Junction, MO
2013
36 | P a g e
Tips for improving how to deliver nonverbal communication

Use nonverbal signals that match up with your words. Nonverbal communication should reinforce
what is being said, not contradict it. If you say one thing, but your body language says something else,
your listener will likely feel you’re being dishonest. For example, you can’t say “yes” while shaking your
head no.

Adjust your nonverbal signals according to the context. The tone of your voice, for example, should
be different when you’re addressing a child than when you’re addressing a group of adults. Similarly,
take into account the emotional state and cultural background of the person you’re interacting with.

Use body language to convey positive feelings even when you're not actually experiencing them. If
you’re nervous about a situation—a job interview, important presentation, or first date, for example—
you can use positive body language to signal confidence, even though you’re not feeling it. Instead of
tentatively entering a room with your head down, eyes averted, and sliding into a chair, try standing tall
with your shoulders back, smiling and maintaining eye contact, and delivering a firm handshake. It will
make you feel more self-confident and help to put the other person at ease.
Effective communication skills #3: Managing stress
Learn to recognize & reduce hidden stress
In small doses, stress can help you perform under pressure. However, when stress becomes constant and
overwhelming, it can hamper effective communication by disrupting your capacity to think clearly and
creatively, and act appropriately. When you’re stressed, you’re more likely to misread other people, send
confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior.
How many times have you felt stressed during a disagreement with your spouse, kids, boss, friends, or
coworkers and then said or done something you later regretted? If you can quickly relieve stress and return to a
calm state, you’ll not only avoid such regrets, but in many cases you’ll also help to calm the other person as
well. It’s only when you’re in a calm, relaxed state that you'll be able to know whether the situation requires a
response, or whether the other person’s signals indicate it would be better to remain silent.
Quick stress relief for effective communication
When stress strikes, you can’t always temper it by taking time out to meditate or go for a run, especially if
you’re in the middle of a meeting with your boss or an argument with your spouse, for example. By learning to
quickly reduce stress in the moment, though, you can safely face any strong emotions you’re experiencing,
regulate your feelings, and behave appropriately. When you know how to maintain a relaxed, energized state of
awareness—even when something upsetting happens—you can remain emotionally available and engaged.
By Kara Nunez
Carl Junction, MO
2013
37 | P a g e
To deal with stress during communication:

Recognize when you’re becoming stressed. Your body will let you know if you’re stressed as you
communicate. Are your muscles or your stomach tight and/or sore? Are your hands clenched? Is your
breath shallow? Are you "forgetting" to breathe?

Take a moment to calm down before deciding to continue a conversation or postpone it.

Bring your senses to the rescue and quickly manage stress by taking a few deep breaths, clenching and
relaxing muscles, or recalling a soothing, sensory-rich image, for example. The best way to rapidly and
reliably relieve stress is through the senses: sight, sound, touch, taste, and smell. But each person
responds differently to sensory input, so you need to find things that are soothing to you.

Look for humor in the situation. When used appropriately, humor is a great way to relieve stress when
communicating. When you or those around you start taking things too seriously, find a way to lighten the
mood by sharing a joke or amusing story.

Be willing to compromise. Sometimes, if you can both bend a little, you’ll be able to find a happy
middle ground that reduces the stress levels for everyone concerned. If you realize that the other person
cares much more about something than you do, compromise may be easier for you and a good
investment in the future of the relationship.

Agree to disagree, if necessary, and take time away from the situation so everyone can calm down. Take
a quick break and move away from the situation. Go for a stroll outside if possible, or spend a few
minutes meditating. Physical movement or finding a quiet place to regain your balance can quickly
reduce stress.
Effective communication skills #4: Emotional awareness
Learn to recognize & accept your emotions
Emotions play an important role in the way we communicate at home and work. It’s the way you feel, more
than the way you think, that motivates you to communicate or to make decisions. The way you react to
emotionally driven, nonverbal cues affects both how you understand other people and how they understand you.
If you are out of touch with your feelings, and don’t understand how you feel or why you feel that way, you’ll
have a hard time communicating your feelings and needs to others. This can result in frustration,
misunderstandings, and conflict. When you don’t address what’s really bothering you, you often become
embroiled in petty squabbles instead—arguing with your spouse about how the towels should be hung, for
example, or with a coworker about whose turn it is to restock the copier.
Emotional awareness provides you the tools needed for understanding both yourself and other people, and the
real messages they are communicating to you. Although knowing your own feelings may seem simple, many
people ignore or try to sedate strong emotions like anger, sadness, and fear. But your ability to communicate
depends on being connected to these feelings. If you’re afraid of strong emotions or if you insist on
communicating only on a rational level, it will impair your ability to fully understand others, creatively problem
solve, resolve conflicts, or build an affectionate connection with someone.
By Kara Nunez
Carl Junction, MO
2013
38 | P a g e
How emotional awareness can improve effective communication
Emotional awareness—the consciousness of your moment-to-moment emotional experience—and the ability to
manage all of your feelings appropriately is the basis for effective communication.
Emotional awareness helps you:

Understand and empathize with what is really troubling other people

Understand yourself, including what’s really troubling you and what you really want

Stay motivated to understand and empathize with the person you’re interacting with, even if you don’t
like them or their message

Communicate clearly and effectively, even when delivering negative messages

Build strong, trusting, and rewarding relationships, think creatively, solve problems, and resolve conflicts
Effective communication requires both thinking and feeling
When emotional awareness is strongly developed, you’ll know what you’re feeling without having to think
about it—and you’ll be able to use these emotional cues to understand what someone is really communicating
to you and act accordingly. The goal of effective communication is to find a healthy balance between your
intellect and your emotions, between thinking and feeling.
Emotional awareness is a skill you can learn
Emotional awareness is a skill that, with patience and practice, can be learned at any time of life. You can
develop emotional awareness by learning how to get in touch with difficult emotions and manage
uncomfortable feelings, including anger, sadness, fear, disgust, surprise, and joy. When you know how to do
this, you can remain in control of your emotions and behavior, even in very challenging situations, and
communicate more clearly and effectively. (1.2)
(1.1)
http://www2.ds.psu.edu/AcademicAffairs/Classes/IST260W/topic0B/topic_0117_02.html
(1.2) http://www.helpguide.org/mental/effective_communication_skills.htm
By Kara Nunez
Carl Junction, MO
2013