Discipline News

Volume 7 Number 6

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research 

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

“A common confusion of teachers and school leaders alike
is that classroom management and motivation are basically
one and the same. The paradox is that successful behavior
management does not create motivation to learn.

“The data suggest that more than 50% of teachers leave the
profession because of poor student behavior. What we have
failed to provide in the professional training of
teachers is a realistic understanding that control and
compliance will not of themselves create a climate of
academic attainment.”
—from Barbara Bartholomew, … >>>

Volume 7 Number 5 

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research 

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

Posted on TechLearning.com

May 1, 2007

Marvin Marshall is the author of the book, “Discipline

Without Stress, Punishment or Rewards,” and publishes a

monthly email newsletter that shares additional thoughts

from him and other educators about his philosophy and

method. I don’t use every aspect of his system. However, I

have found its emphasis on putting more responsibility on

the student to control his/her behavior (as opposed to the

teacher trying to “control” the student) much closer to what

works best for me and … >>>

Volume 7 Number 4 

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research 

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

“Although students usually comply with teacher exhortations,

they only do so to avoid discomfort or gain approval.

Marshall believes those external pressures are the main

cause of stress and poor relations in the classroom.”

–C.M. Charles, “Building Classroom Discipline, 9th

   Edition, Pearson Education, copyright 2008, page 213

———-

“TRAIN the TRAINER” SEMINAR

How much would your school be willing to invest in order to

reduce absentee rates and collect more money from your

state?

Just consider what it would be worth to your school … >>>

Volume 7 Number 3 

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

Dear Dr. Marshall,

I attended your workshop that was perhaps the best that the
Los Angeles Unified School District has offered in 26 years
that I have been a teacher with the district. I started
implementing all your suggestions and I am sincerely excited
to see a change in my students. In two months, they have
matured quite a lot. It is a pleasure to see my students
making good choices and displaying self-control. Thank you
for sharing such a wonderful and effective way … >>>

Volume 7 Number 2

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research  – A Letter from Australia

1. WELCOME 

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

I began teaching the hierarchy in my classes last week and

the kids are really into it! They are doing a lot of self

monitoring–asking each other, “What level are you on?” and

telling each other not to be anarchists!

Vicki Salim, Santa Barbara, California

———-

I am distributing this month’s newsletter from New Zealand

where I am on a speaking tour sponsored by Karen Boyes of

Spectrum Education, Ltd. http://www.SpectrumEducation.com.

Karen’s company promotes accelerated learning,

brain-compatible techniques, and … >>>

Volume 7, Number 1 

 IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research  – A Letter from Australia

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

(From a personal note handed to me on Sept. 15, 2005)

If we want kids to be caring, honest, generous and
responsible, we have to be caring, honest, generous and
responsible ourselves. As has been said, “Modeling is not
just a way to teach; it is the only way to teach.”

Choice is essential to the teaching and learning of values.
You cannot mandate generosity, caring, responsibility,
honesty, etc. These values can only be promoted in an
environment of … >>>

Volume 6 Number 12

IN THIS ISSUE:

1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research – A Letter from Baghdad, Iraq

 1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

Most of the extrinsic school rewards are of little

motivational value to students who fail or fall behind.

Once children have a year or two of struggle in primary

grades, once they feel and know for themselves that they

are “behind,” they resign themselves to lower status and

acquire a defeatist attitude.

The stickers, teacher approval, honor roll, family (and

extended family) encouragement become less frequent, less

meaningful, less sincere, and less valued. Even peer

approval … >>>

Volume 6 Number 11 

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials and Research

1. WELCOME

MONTHLY RESPONSIBILITY AND LEARNING QUOTE:

Punishments and rewards are different sides of the same coin.

Punishments ask, “What do you want me to do, and WHAT

HAPPENS TO ME if I don’t do it?”

Rewards ask, “What do you want me to do, and WHAT DO I GET

if I do it?” –Alfie Kohn

———-

The second edition of the book, DISCIPLINE WITHOUT STRESS,

will soon go to press. One area I did not include in the

first edition had to do with “differentiation.” This topic

will be included … >>>

Volume 6 Number 10

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning 

6. Discipline without Stress

7. Testimonials and Research

1. WELCOME

When you make time the first thing in the morning for what

you love to do, so much that follows commences with a

joyful outlook.

———–

Many teachers, counselors, and administrators have made

their own posters of the levels of social development. They

use their posters for the opening question with a

misbehaving student, viz., “Which level did you choose to

act on?”

The effectiveness of this question to open a personal

dialogue has led to increasing numbers of requests for a

poster of the levels–the same kind that … >>>

Volume 6 Number 9 

IN THIS ISSUE:

1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. Testimonials/Research/View Presentations 

1. WELCOME

 A student asked his teacher, “Would you punish me for

something I didn’t do?”

“No, of course not,” the teacher responded.

“Good,” the boy replied. “I didn’t do my homework.”

———

The current edition of “Scientific American MIND”

(August/September 2006) features “The Teen Brain”

(pp. 20- 25). This topic has been an interesting one to me

since so much of what I have read suggests that the

development of teenagers’ brains is somewhat “arrested” and

that this may be the cause of so much of their behavior.

A few items … >>>

Volume 6 Number 8

IN THIS ISSUE:

1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

 “I have just come back to work after having broken my

foot at school. I was feeling a little down. I checked

my emails and read your newsletter and felt so uplifted.

Thank you.”–Julie Woollard, New South Wales, Australia

———–

Last month at the convention of the National Speakers

Association in Orlando, Florida, I was asked what sets my

program apart from others. Without hesitation, I said, “The

hierarchy and self-monitoring.”

The next question came, “Whose hierarchy?”

I responded, “Mine.”

“Do you refer to … >>>

Volume 6 Number 7

IN THIS ISSUE:

1. Welcome

2. Promoting Responsibility

3. Increasing Effectiveness

4. Improving Relationships

5. Promoting Learning

6. Discipline without Stress

7. What People Say

1. WELCOME

On June 23, I had the honor of presenting the keynote at the

International Character Education Conference in the newly

dedicated Joan Kroc Institute for Peace and Justice at the

University of San Diego.

I shared with the attendees some “Principles of Effective

Character Education” as I quoted from the “CHARACTER

EDUCATION PARTNERSHIP”:

Schools, ESPECIALLY IN THEIR APPROACH TO DISCIPLINE,

SHOULD STRIVE TO DEVELOP INTRINSIC COMMITMENT TO CORE

VALUES. They should MINIMIZE RELIANCE ON EXTRINSIC

REWARDS and punishments that direct students’ attention

away from the real reasons to behave … >>>

Volume 6 Number 6

IN THIS ISSUE:

 1. Welcome

  2. Promoting Responsibility

  3. Increasing Effectiveness

  4. Improving Relationships

 5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

When you have to make a choice and don’t make it, that is in

itself a choice. –William James

———–

At the conclusion of the academic year in the U.S.A. and the

start of summer vacation in many schools, it seems a proper

time to review two significant characteristics of the

approaches I recommend that are different from most others.

CHARACTERISTIC I:

ACTING REFLEXIVELY vs. ACTING REFLECTIVELY

You are at home and the telephone rings. You answer it.

Assume for a moment that you are NOT familiar with

choice-response … >>>

Volume 6 Number 5 

IN THIS ISSUE:

 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

 5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

Last month’s section “3. INCREASING EFFECTIVENESS,” was

about Leo, a teacher in China. He stated that he would like

more people in China to know about Dw/oS. He requested

people leave comments on his blog and that he would

translate some of them into Chinese for posting.

I then made an error by stating that the site has been

blocked. When copying the URL (Uniform Resource Locator–

“the world wide web address”), I neglected to add “cn” for

“China” as the suffix.

You can see Leo’s blog and add … >>>

Volume 6 Number 4

IN THIS ISSUE:
 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships
 5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

A student teacher at Humboldt State University in Northern
California recently asked me at a conference to sign her
book and to please include “WWMMD.” I obliged and then asked
her what “WWMMD” meant. She told me that whenever her
college instructor–Mary Lynn Bryan, a National Board
Certified Teacher–gives a scenario about a school
situation, she has the students respond by first asking
themselves “WWMMD?”

Translation: What Would Marvin Marshall Do?

I was rather taken aback. After reflecting on the possible
efficacy of the phrase, I thought to ask … >>>

Volume 6 Number 3

IN THIS ISSUE:

 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

 5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

On a flight last week to present “How to Deal with

Difficult Students” to the Texas Middle School Association,

an airline attendant asked me if my name was Marvin

Marshall.

Since I was not wearing a name tag, I inquired of Janet (not

her real name) how she knew who I was. She whispered to me

that she is leaving the airline industry to enter teaching.

She said that she is reading my book for the SECOND time

before lending the book to her sister who is having a… >>>

Volume 6 Number 2

IN THIS ISSUE:

 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

 5. Promoting Learning

 6. Discipline without Stress

 7. What People Say

1. WELCOME

As previously reported, a researcher working on a large

study of discipline and classroom management programs in

America contacted me. She mentioned that her report will be

presented to the American Educational Research Association

at their next meeting.

She asked whether her reference should be to the “Raise

Responsibility System” or to “Discipline without Stress.”

I chose “Discipline w/o Stress” for the following reasons:

–“Discipline without Stress” is in the title of the book,

whereas the “Raise Responsibility System” is a chapter

in the book (Chapter 3),

–Teaching procedures–the … >>>

Volume 6 Number 1 

IN THIS ISSUE:

 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships
 5. Promoting Learning

 6. The Raise Responsibility System

 7. What People Say

1. WELCOME

It’s customary at this time of the year to create
resolutions for one’s self-improvement. I share with you one
of mine.

In order to retain good posture and build strength in my
arms and shoulders, I plan to increase my exercise by
holding a 5-pound potato sack in each hand, extend my arms
out from my sides, and hold them for one minute.

After a few weeks, my plan is to increase to 10-pound sacks.
The goal is to work to 50-pound sacks.

When I can do each … >>>