DWP (Discipline With Purpose)
The 15 skills taught and practiced through Discipline With Purpose are valuable tools to help to people in whatever role they are in - as parents, children, teachers, students, siblings, team members, even employers and employees.
(1) LISTENING
Stop what I am doing or saying
Clear away all distractions
Look at or toward the person speaking
Be able to tell the person what I heard
Ask questions about what was not understood
Do the task the speaker has requested
(2) FOLLOWING INSTRUCTIONS
Practice good listening skills
Repeat the instructions to myself or write them down
List or say the first three things I need to do to begin the task
Start on time
Stay on task the entire work time
Evaluate the task and how I followed instructions at the end of the work time
(3) ASKING QUESTIONS
Have not been asked before
The speaker hasn’t already told us about
Other people might need answered too
Will make the speaker feel comfortable and not ill at ease
Help people think
Keep the conversation on the topic
(4) SHARING
Time
I will wait my turn
I will begin tasks at once
I will limit my conversations during group discussion time so others can talk, too
Space - Hallways, between desks or tables, and common areas, playground, lunchroom, etc. are all places I can keep neat so others can enjoy them, too
People - The teacher, friends and loved ones need to be shared by others
Things
I can share limited resources and return things in good condition or the same way or better than I found them
I will mark items that are not yet ready to be shared
(5) SOCIAL SKILLS
Use table manners
Say “Please,” “Thank You” and “Excuse Me”
Dress appropriately
Attend to personal hygiene
Give and receive compliments
Use greeting and leaving skills
Help visitors/newcomers feel comfortable
(6) COOPERATION
Cooperation is to work and act with others for the good of everyone. In a school setting, one way to show cooperation is to follow the school norms, and be willing to take the consequences if the norms are not followed.
Recognize there is a job to be done
Be able to tell the goal
Brainstorm ideas to reach the goal
Agree on a strategy and assign tasks
Complete my share of the task on time
Talk about how the group accomplished the task
Make recommendations on the strategies that helped or hindered cooperation
(7) UNDERSTANDING THE REASONS FOR RULES
Know the rules and be able to recite them to others
Ask someone when I don't understand the rule or the reason for the rule
Choose to follow the rule because I understand the reason even if I don't feel like doing it
Follow the rules because I know the reasons, and teach them to younger persons or others who do not know the rules
If I don't like a rule, I will use the right way to suggest changes
(8) ACCOMPLISHING A TASK
Younger children can practice this skill by following the system others put into place. Older students demonstrate this skill when they begin to figure out how to do something on their own.
Brainstorm at least three different ways to accomplish the same task
Select the way that will help you accomplish your goal with the best quality and in the given time
Set a realistic time limit
Follow my plan to get the entire job done or just a portion of it
Continue to work on my plan if I didn't finish the job
Evaluate the results
(9) LEADERSHIP
A leader is a person who:
Sees the needs of others and considers them important
Stands on the side of truth, even if they stand alone
Acts on behalf of another, even if they are inconvenienced
(10) COMMUNICATION
Recognize and use proper verbal and non-verbal communication
Use good listening skills
Respect different points of view
Avoid sarcasm, put-downs and gossip
Ask others questions that begin with “W” or “H” to discover what is important to them
End on a positive note
Thank others for communicating
(11) ORGANIZATION
There are four things I can learn to organize:
Time
Be aware of time schedules and value them
Plan ahead and follow through
Evaluate the success of time management
Space - Keep the environment orderly
People - Know parliamentary procedures and other ways to conduct orderly meetings and gatherings
Things - Recognize opportunities to simplify and order material things
(12) RESOLVING PROBLEMS
Recognize when a problem exists and attempt to identify the cause.
Explore all the facts.
Brainstorm possible ways to solve the conflict and use "what if" thinking to explore the consequences.
Discard unrealistic solutions or any solution that will cause a problem for someone else.
Choose a solution, follow through, and evaluate the results.
(13) INITIATING SOLUTIONS
When a person takes the first step to resolve a problem, these guidelines can be helpful.
Always go to the source of the problem.
Talk it through with a neutral person if I need to.
When I need to speak to an adult or peer, I will make an appointment.
I will put what I want to say in writing to help me be clear.
Be clear about the results I am hoping for.
Remember: I cannot fix a problem by making a problem for anyone else.
(14) SEPARATING FACT FROM FEELING
Admit to myself how I feel; name my feelings.
Don't blame myself for feeling that way. Feelings are neither good or bad.
Report my feelings to the person best able to help with the situation.
Start my sentences with, "I feel ___ when you ___, because ___"
Put the conversation on hold until I have sorted facts from feelings.
(15) MAKING SACRIFICES
A sacrifice is an act of giving something up in order to gain something equally as good or better.
Two or more valuable things cannot be held at the same time. (Things can be time, space, actions, etc.)
Compare the things according to the needs of others or what is best for most people.
Decide which to keep and which to let go of.
Focus on the satisfaction of the choice for the greater good or for the benefit of someone other than yourself.