7月 Questions：
1、如何组织第一次推广会／家长班呢？第一次安排哪些工具会对吸引学员参加后续课程比较有益？How to organize the demonstration lesson for the first time? What sort of PD tools are beneficial to attract trainees?
2、是否一开班就要分年龄段，如果不分年龄段，如何照顾到不同年龄段家长的需求呢？Do we need to group the parents into different workshops according to their children’s age? If not, how to take care of all the parents’ demands since their children are in diverse age groups?
3、正面管教的各类工具是否有内在的逻辑顺序？如何安排和平衡活动与讲授的比例？Do all the PD tools have inherent logical order that we need to take into account(what tools can be used in the first few workshops and what come later)? How to balance and manage the proportion of the activities and lecturing.
8月 Questions：
1、家长在使用工具时，孩子拒绝或不配合怎么办？When a parent is using a PD tool with his/her child, the child refuses it or does not cooperate. What should he/she do?
2、两个清单是否会让家长期待孩子成为清单右边的孩子？孩子成为右边这一列的人和成为他自己是否矛盾？Would “Two list” activity invite parents to expect children to have the qualities just like “qualities/characteristics/life skill” which written on the right hand side?Parent’s expectation of children grows up to have the characteristics written on the right hand side and children grow up to have the characteristics of their own, is there a conflict?
3、在活动带领中如何面对那些没有完全接受到信息的家长？是需要引导还是就接纳他们没有接受到的现实？During the activities, how instructor deals with parents who did not get theinformation/idea? Whether instructor needs to instruct/direct them further or just leave itand accept the fact?
9月 Questions：
1.如何在家长课堂中让家长积极主动的参与互动体验环节。In the parenting class, how to get parents actively get involved into the experimental activities?
2.您会按照什么样的线索设计连续三天的家长课？How do you decide the 3-day parenting class? What kind of clue/idea you would like to use or follow?
3.上方卡和错误目的表之间有什么样的关系？What’s the relationship between top card and mistaken goal chart?
10月Questions：
1、一个孩子的某种错误行为在面对不同大人的情况下，其行为背后所表现出的错误目的会有不同吗？In front of different adults, whether the mistaken goals of a child behind the behaviors will be different?
2.很多家长越怕孩子变成什么样，孩子就越会出现家长担心的问题，如何解释这种现象呢？如何引导出现类似问题的家长？Many parents worry that their children will appear some incorrect behaviors, but the more they are afraid of, the higher possibility their children will get into the problems they worried. How to explain this phenomenon? And how to guide the parents with this kind of issue?
3.近十年来，正面管教的教育体系在美国和加拿大的发展如何？In the past 10 years, how positive discipline educational system was developed in USA and Canada?
11月Questions：
1、和孩子一起建立的规则如何更好地去执行？孩子多次违反规则或者要求重新设定，我们如何处理？How to better execute the rules set by both the parents and children? If children violate the rule several times or require parents to reset, how parents handle this situation?
2、针对一些有心理学基础的家长/老师（如NLP、萨提亚等），如何设计并开展2个小时的正面管教分享体验活动？How to design and implement 2-hour PD experiment activity for parents/teachers, who had learned some basic psychology (e.g. NLP and Satir).
3、和善而坚定中的坚定如何把握度，既坚定又能让孩子感觉到被尊重？How to control the level of “firm” in the concept of “kind and firm”, which could let children feel respect while keeping the firm attitude.
12月Questions：
1.第二张上方卡是否更能体现一个人的优势特征？
Does the 2nd top card can better reflect one’s strength?
2.世界各国的pd讲师在家长工作坊前后如何与家长互动?
How PD instructors from other countries interact with parents before and after the PD workshop?
3.“关注优点”这个活动会不会变成过度表扬，让孩子产生压力？
Will the activity of <Focus on Strengths> turns out to be over praised and create pressure to the children? How parents control the activity and not to go this way.
Replies