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The Implications of a Discipline Model and How it Aligns
With School Values
By
John Paul A. Piñera , PMI Colleges
ABSTRACT The teaching and learning of cultural values of Native American students in the
United States has continually been threatened in communities that have been subjected to generations of boarding school experiences. This study examined the current status of a school discipline system in relation to the Native American values it had adopted in a specific setting. The study determined the modifications to the school’s discipline system in relation to the school’s adopted values, suggested by a specific group of school staff and tribal community members. The study also determined the impact of implementing Conscious
Discipline® in the classroom as an integral part of assisting staff in modeling school values and thus assisting the transfer to students. The findings then suggest that Dr.
Becky Bailey’s (2001) Conscious Discipline® is a viable philosophy and outline for a structure that is in alignment with school values and would assist in daily modeling of these values for staff, students, and families.
Introduction The focus of this study is on staff and community perceptions of the alignment of the school’s discipline system with the school’s values. Specifically, studying whether
Conscious Discipline® will be a valid tool to use in assisting with the alignment between the discipline system for Kindergarten through fifth grade students and our school values. The review of literature will look at several factors relating to school discipline and values. Those factors are as follows: (a) the history and factors surrounding the Tiospa
Zina discipline system development and school values adoption, (b) what the research says is paramount for Native learners to function healthily within a school system, (c) how schools can foster character development of the learners and staff of the
With School Values
By
John Paul A. Piñera , PMI Colleges
ABSTRACT The teaching and learning of cultural values of Native American students in the
United States has continually been threatened in communities that have been subjected to generations of boarding school experiences. This study examined the current status of a school discipline system in relation to the Native American values it had adopted in a specific setting. The study determined the modifications to the school’s discipline system in relation to the school’s adopted values, suggested by a specific group of school staff and tribal community members. The study also determined the impact of implementing Conscious
Discipline® in the classroom as an integral part of assisting staff in modeling school values and thus assisting the transfer to students. The findings then suggest that Dr.
Becky Bailey’s (2001) Conscious Discipline® is a viable philosophy and outline for a structure that is in alignment with school values and would assist in daily modeling of these values for staff, students, and families.
Introduction The focus of this study is on staff and community perceptions of the alignment of the school’s discipline system with the school’s values. Specifically, studying whether
Conscious Discipline® will be a valid tool to use in assisting with the alignment between the discipline system for Kindergarten through fifth grade students and our school values. The review of literature will look at several factors relating to school discipline and values. Those factors are as follows: (a) the history and factors surrounding the Tiospa
Zina discipline system development and school values adoption, (b) what the research says is paramount for Native learners to function healthily within a school system, (c) how schools can foster character development of the learners and staff of the
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