Positive Education for Primary School Teachers

Description

Finding the right balance between setting boundaries and supporting children’s growth is, without a doubt, a crucial task teachers must face, especially in Primary school classrooms.

Traditional discipline methods are often based on punitive methods (threats, punishment…), and even if they may secure short-term compliance, they come with quite a number of downsides.

In fact, these approaches can undermine students’ self-esteem, leave emotional scars, and rarely teach self-regulation and responsibility. On the contrary, positive discipline establishes with the student a relationship based on mutual respect and empathy.

This course will introduce participants to the key principles of positive education and positive discipline and how they can be applied in the Primary classroom.

The goal is to promote in children responsible behaviour, self-regulation, and a stronger sense of self-worth, while building a climate of respect, safety, and inclusion.

During the course, participants will engage with practical approaches derived from positive psychology, such as non-violent communication, assertive dialogues, restorative practices, and Positive Behaviour Support (PBS).

It will teach how to encourage mutual problem-solving strategies instead of ones based exclusively on rewards or punishments. It will be done by combining theory with experiential learning methods.

Role-plays, case studies, classroom simulations, and collaborative projects will allow participants to test concrete strategies and to share experiences and ideas to develop together tools for managing students’ behaviour.

By the end of the course, participants will possess the knowledge and practical framework to promote positive education and set clear and respectful boundaries in their Primary classrooms.

They will be able to respond to behavioural challenges with confidence, they will leave with a concrete repertoire of tools and strategies that support positive discipline, emotional regulation, and student empowerment, creating a safe and inclusive classroom culture designed for the needs of Primary students.

Concept by Maria Del Monte

Learning outcomes

The course will help participants to:

• Understand the principles of positive education and discipline and explain how these approaches can support learning and wellbeing in Primary classrooms;
• Implement clear and respectful boundaries that promote self-regulation and emotional development in Primary school students;
• Apply non-punitive strategies (restorative conversations, assertive communication, logical consequences) to respond to misbehavior constructively;
• Encourage students’ self-esteem, responsibility, and cooperation, highlighting their strengths and involving them actively in the classroom environment;
• Design and adapt daily routines (transitions, group work, conflict resolution) to create a positive, emotionally safe learning environment;
• Co-create classroom agreements with students to build a culture of mutual respect;
• Reflect on their own communication style (tone of voice, body language, emotional presence) to reinforce trust and positive relationships between teachers and students.

Tentative schedule

Day 1 – Introduction to the course and positive education

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Presentations of the participants’ schools;
• Key principles of positive education: the science of wellbeing in schools;
• Exploring the teacher’s role in shaping a respectful classroom climate.

Day 2 – Setting respectful boundaries

• The difference between punishment, permissiveness, and respectful discipline;
• Understanding mistaken goals behind children’s behavior (Adlerian approach);
• Building emotional safety: how to set boundaries without threats or fear;
• Experiential activities on empathy, encouragement, and dignity in discipline.

Day 3 – Communication tools for positive discipline

• Non-violent communication and assertiveness in the Primary classroom;
• Active listening and validation as tools for emotional regulation;
• Using class meetings and student voice to promote cooperation;
• Role-play: practicing respectful responses to real classroom conflicts.

Day 4 – Restorative and strength-based practices

• Restorative practices in Primary school: how to repair harm and restore trust;
• Logical consequences vs. punishment: helping students learn from mistakes;
• Identifying and applying students’ character strengths in classroom activities;
• Routines, rituals, and “emotional anchors” to support classroom wellbeing.

Day 5 – Designing your positive classroom

• Developing a classroom discipline and well-being plan;
• Collaborative work: designing positive behavior support systems;
• Peer feedback on classroom strategies and their implementation;
• Reflections on personal growth and educational leadership.

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.

Download or share

Get weekly recaps on confirmed sessions!