Becky Bailey

Kate sent this about Becky Bailey’s work:
Bryce and the rest of you curious seekers as to that info regarding learning, listening and speaking – I got that info from Dr. Becky Bailey at Loving Guidance (.com). Becky has been doing brain research for YEARS and applying it to the teaching process from babies to adults. It begins with building a classroom community. And here is the cool part about Conscious Discipline (it begins with the teacher being conscious and intentional through their hearts).
This is the most powerful toolbox I own. Into the upper most used portion of the toolbox I will add what I am learning about TPRS because they fit like enke 2 enke-hute (thanks Clarice for showing your Mvskoke off–I was touched beyond words).
As I told Laurie – don’t let the cute characters put you off (it started in pre-school). I am here to tell you this stuff works, is brain-centered at it’s core, research based and I use it daily all my waking hours.
I’ll leave you with this quote Becky put on a slide –
“Emotions, not cognitive stimulation, serve as the mind’s primary architect for constructing the highest capacities: intelligence, morality and sense of self.” Greenspan 1997
And I’ll keep looking for the direct research for the listening/retention piece Bryce. It’s in some pile of paper.
Laurie Clarcq responded:
So many of us use these principles, by accident or design. Becky Bailey has aligned it with the research that tells us HOW and WHY it works. Just a few highlights of things that you may recognize in your own classroom:
Assigning Jobs to Students
Greeting at the Door
Creating a Safe Place and a Safe Space
Listing the Rules
Recognizing Achievements Publicly
and the list goes on…. should consider a session at NTPRS 12 on this…it’s beautiful and you so wonderfully embody it. I’d sign up today.
with love,
[ed. note: I will send this to Lisa Reyes]



4 thoughts on “Becky Bailey”

  1. I will send my recommendation as well! I know that many people have leaned towards Fred Jones or Love and Logic as tools. I would love to see this as another. It so aligns with what we want for our students.
    with love,

  2. I believe, Love and Logic is based on a reward system (but I could be wrong). Conscious Discipline is based on building internal rewards within the students. Sure you tell them they are fantastico! but that’s your tag. What you want to do is give them the information of what they said or did that was brilliant. That gives their brain MORE information.
    It’s a little complicated as to how the brain takes in information as you all know, but often our “good job” language is building a system in the child’s mind that approval comes from an outside source (parent or teacher or authority). Approval needs to come from an inside source–their own approval. Otherwise they will walk around as adults seeking approval from everyone else or being butt heads because “no one will approve of me anyway, they never have.”
    This is why I proposed a self-eval at the bottom of your 10-min. quiz at day’s end. It isn’t to see if they get what you are doing. It is a place for them to reflect on what they think about themselves and whether they did their 50% and if not what kept them from it so they can go onto the next teacher with a moment’s pause to check in on themselves. I think you should do the self-eval at the end of each of your periods. Just give yourself a 1-5 on your energy level, your attention to your students, your goal that hour.
    And my last thing on this CD stuff for now–how many of you presenting or participating last week had intense head aches by dinner? Your brain was in overdrive. As a teacher, you are constantly lending your pre-frontal lobe to your students for decision making–and in teaching language you are really in overdrive lending that brain because you are doing 90% of the thinking/speaking communication that is going on.
    As a participant, we were trying to assimilate all that was being given to us as a learner of language, methodology of teaching, and then trying to spit it all back out intelligently and elegantly. no self-pressure on our parts. I saw lots of anxious people trying to get it right.
    what helps this daily besides lots of Goody powders? Breath! Taking time to go slow and breathe. consiously breathe with your students. They get more oxygen to their brains and you do too. It’s a win-win. You can practice counting while you do it. My master teacher does.

  3. Creating a Classroom Community (family) would apply better for the routines and rituals to high school. Conscious Discipline is the first book and explains the theory better to me. I use both. Kind of like PQA in a Wink! with TPRS in a Year!. I also like her Easy to Love Difficult to Discipline for parents. I used it to help me re-see the info I knew but at a different application.

Leave a Comment

  • Search

Get The Latest Updates

Subscribe to Our Mailing List

No spam, notifications only about new products, updates.

Related Posts

The Problem with CI

Jeffrey Sachs was asked what the difference between people in Norway and in the U.S. was. He responded that people in Norway are happy and

CI and the Research (cont.)

Admins don’t actually read the research. They don’t have time. If or when they do read it, they do not really grasp it. How could

Research Question

I got a question: “Hi Ben, I am preparing some documents that support CI teaching to show my administrators. I looked through the blog and

We Have the Research

A teacher contacted me awhile back. She had been attacked about using CI from a team leader. I told her to get some research from



Subscribe to be a patron and get additional posts by Ben, along with live-streams, and monthly patron meetings!

Also each month, you will get a special coupon code to save 20% on any product once a month.

  • 20% coupon to anything in the store once a month
  • Access to monthly meetings with Ben
  • Access to exclusive Patreon posts by Ben
  • Access to livestreams by Ben