DWP (Discipline With Purpose)

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

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

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

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

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

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

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

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

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

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

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

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.

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.

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.