The ConcernA quiet revolution is occurring in educational circles. Parents and teachers have started a dialogue about the role both groups share in helping children learn to become self-directed adults. This mutual concern, also shares a common goal: TO FIND A WAY TO TEACH RESPONSIBILITY AND RESPECT IN LANGUAGE CHILDREN CAN UNDERSTAND. In the past, while both groups wanted to teach self-discipline, an organized way to do this was not available. Parents and educators can now use a common framework as they share the goal of helping children to grow-up to become self-directed adults.
Early BeginningsIn 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. Tanners 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 persons 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. After learning about the 15 self-discipline skills a fifth grader remarked I always wanted to be self-disciplined. I just didnt know how to get there.
Don't Just Discipline,
Attitude and intention will make the difference in whether children view adults as disciplinarians or teachers of self-discipline.DISCIPLINE WITH PURPOSE is based on the following assumptions
1. Cultures flourish when persons in the culture have:
a) A commitment to work
b) The willingness and ability to relate to others in a cooperative manner.
2. People today, need a renewed understanding of what it means to be self-disciplined.
3. Fifteen specific self-discipline skills can be identified and taught to help people help themselves.
4. When individuals agree on the behaviors expected of self-disciplined person, they establish a framework for making decisions and resolving conflicts.
5. Acknowledgment of the consequences of ones actions and the willingness to change unhealthy behaviors is a necessary component in any cooperative adventure.
6. When skills, instead of personality traits are used as the standard for evaluating behaviors, confrontation brings about constructive change.
7. Misbehavior is viewed as a teachable moment; a time to talk about missing skills. Skill talk is neutral talk. It does not demean or put-down another person.
8. The measure of effective leaders in any organization will be directly related to the self-discipline skills they have integrated.
9. When individuals demonstrate self-discipline skills collectively, society can be transformed in a positive way.