DWP

Discipline With Purpose

St. Patrick’s Early DWP History

Prior to opening our doors in 2000, the St. Patrick’s school board worked to ensure the success of our mission statement, “To teach as Jesus did by enabling all students to be their best academically, spiritually, and behaviorally.”  We not only wanted to provide the best program academically, we wanted to help our children develop and grow behaviorally.  After studying a number of programs, the board adopted Discipline With Purpose (DWP).  The board felt that DWP best aligned with our mission because the program teaches children the skills they need to be self-disciplined just like they are taught the skills they need to be successful in any curricular area. 

 Discipline With Purpose History

In 1978 educator Dr. Laurel Tanner authored the text Classroom Discipline. She challenged educators to put the word SELF back into discussions regarding discipline. Twelve principles were suggested as guidelines for parents and educators to use in rethinking their roles as disciplinarians, and teachers of self-discipline. Two educators, Barbara Vasiloff and Paula Lenz, with over 40 years of combined teaching experience, accepted this challenge and made Dr. Tanner’s theory practical.

The results of their efforts culminated in the formation of the 15 self-discipline skills that are used as a framework for making decisions about a person’s growth in self-discipline. This frame-work is the heart of the Discipline With Purpose program. Since Discipline With Purpose was formed in 1984, it has become a nationally acclaimed program that is currently being taught in hundreds of schools by thousands of teachers, parents, and students.

Discipline With Purpose, Inc.

 The 15 Discipline With Purpose Skills

Self-discipline can be defined as the person’s ability to “wait”; to delay one’s impulsivity.  There are 15 natural opportunities in daily life for us to practice and develop our ability to wait.  These opportunities are referred to as skills.

The Basic Skills

Skills needed to get along with others

Prompted from birth to age 5, Mastered from age 5-8

1.  Listening

2.  Following Instructions

3.  Questioning

4.  Sharing:  Time, Space, People, Things

5.  Social Skills

The Constructive Skills

Skills needed to become good citizens

Prompted from birth to age 8, Mastered from age 8-11

6.  Cooperation

7.  Understanding Reasons for Rules

8.  Figuring out how to Accomplish Tasks

9.  Exhibiting Leadership

10.  Communicating Effectively

The Generative Skills

Needed to transform the world

Prompted from birth to age 11, Mastered from age 11-16

11.  Organizing:  Time, Space, People, Things

12.  Resolving Problems

13.  Taking the Initiave to Solve Problems

14.  Distinguishing Fact from Feeling

15.  Sacrificing/Serving Others

Teacher Training

Each teacher at St. Patrick’s School has taken a 10 hour training course to familiarize themselves with the 15 skills.  Teachers learn the four powerful ways we have to teach students to become self disciplined.  They are:

            1. Modeling the skills-Teachers create a code of ethics and model the skills.
            2. Pre-teaching about the skills before events occur.
            3. Infusing the vocabulary and practices into an existing curriculum.
            4. Discipline With Purpose lesson plans for teaching the skills.

Teacher assistants and other staff members are provided training in the program as well.  DWP is part of the culture of St. Patrick’s School and every adult in the building has an interest in helping our students be their best.  

Parent Training

One of the unique aspects of St. Patrick’s commitment to DWP, is the level of parent participation.  As of 2004, nearly 70 parents have received the 10 hour DWP training.  This training provides them with the tools they need to make a connection to the self-discipline skills their children practice at school.  For more information on upcoming parent training sessions, contact Chris Nelson at cnelson@sptatselkhorn.org

Adult Code of Ethics  

Following one of the parent training sessions, a group of parents formed a committee and created the Adult Code of Ethics.  This code defines specific opportunities to model the 15 skills for adult members of the St. Patrick’s Community.  This code was introduced to the entire school community and adopted by the Board of Education. 

St. Patrick’s School Rules

Respect myself, others and things.

Contribute to the learning environment.

Follow classroom procedures.

Classroom Discipline Cycles

Each teacher will have a personal classroom discipline cycle which is used in dealing with minor infractions of the rules listed above. This discipline cycle will be taught to the children and will be posted in the classroom.  For a copy of the discipline cycle used in your child’s room, contact his/her teacher.   An example of a classroom discipline cycle is as follows: 

Step One:  Non-Verbal Warning

May include walking closer to a student, touching him/her on the shoulder, or simply giving “the look.”

 Step Two:  Verbal Warning

Student will be confronted face-to-face.  When possible, confrontation will be done away from other students.  Behavior will be discussed and student will be given the opportunity to self-    correct. May include pulling of ticket.

 Step Three:  Removal from the Setting

Student will be confronted face to face.  He/She will be asked to move seats or to take a time-out away from the group.  During the ‘time out’ student will be asked to create a plan for joining the group again.  The plan will be discussed before he/she rejoins the group. May include pulling of ticket.

 Step Four:  Loss of Privilege

Student will be confronted face to face.  He/She will loose recess or other classroom privileges (responsibility for the day, etc.).   Parental contact will be made.  May include pulling of ticket.

 Step Five:  Referral to the Office

Student is violating the “BIG THREE” or has not self-corrected after all other steps have been followed.  Parental contact will be made.

 Office Referrals

In the event a child is referred to the office for a behavior violation, the following format is followed.  Please note that every behavior violation is different and some of the steps may vary, however actions are always taken to assist the student in correcting his/her behavior to benefit both the student and the school.

Step One:  The principal and student will engage in a dialogue exploring the following:

1.  the importance of being honest and forthcoming regarding the details of the referral.

2.  why he/she was referred to the office and who else was involved.

Step Two:  The principal will follow-up with the staff member making the referral to clear up any discrepancies and obtain any other necessary information.

Step Three:  The principal, referring staff member (if needed) and the student will make sure the facts regarding the incident are accurate.  A plan of action will be made to avoid a repeat occurrence. 

Step Four:  The principal and student will discuss natural/logical consequences for the behavior.  The student is an active participant in this process. 

Step Five:  The principal will notify parents.  The student will inform his/her parents of the incident and the consequences.  The principal will remind the parents that all disciplinary incidents are learning opportunities, not just behavior problems.  He will ask for support and reinforcement from home. 

Step Six:  The principal and student will go back to the classroom and speak with the referring teacher.  The student will tell the teacher of the plan of action and the consequences.  A sincere apology will be made, and the student will ask permission to join his/her class. 

Step Seven:  As a follow-up, the principal will talk with the student on an informal basis to check progress.  The student may be asked to follow-up with the principal at a later set date if needed. 

 For More Information

For more information on DWP, visit their official website at:

www.selfdisciplinedwp.com

 St. Patrick's Catholic School

Adult's Code for modeling Self-Discipline Skills

 Listening

            *I will model the steps of listening when I communicate with others in the St. Patrick's School    Community to avoid misunderstanding.

Following Instructions

            *I will follow the guidelines as outlined in the family handbook and all school communication,      written and oral.

Asking Questions

            *I will direct my questions to the appropriate person in a respectful manner.

Sharing:  Time, Space, People, Things

            *I will respect that St. Patrick's School resources may be limited and must be shared for the good          of our school community.

Social Skills

            *I will do my part to make St. Patrick's a welcoming community.

Cooperation

            *I will be supportive in speech and action and share responsibly for tasks that need to be done.

                        --volunteer on a committee      --pray     --Assist at the school

Reasons for Rules

            *I will take responsibility for learning and upholding the rules and regulations as outlined in school             communication.

Completing a Task

            *I will honor my commitments to the St. Patrick's School Community by following tasks to their             successful completion.

Leadership

            *I will stand on the side of truth even if I stand alone to portray the positive image of St. Patrick's           School.

Communication

            *I will reinforce positive communication within the school community.

                        --staff                           --school personnel

                        --families                      --priests

Organization: Time, Space, People, Things

            *I will honor established time schedules as set by the school community.

Resolving Problems

            *I will discuss concerns in a productive and respectful manner with the person involved and offer           a solution or my assistance to resolve the issue.

Initiating Solutions

            *I will go to the source of a problem to resolve concerns.

Fact vs. Feeling

            *I will refrain from voicing problems when my emotions are too strong in order to distinguish fact           from feeling.

Making Sacrifices

            *I will realize that sometimes for the greater good of the school community, I may have to          sacrifice.