Interviews

An Interview about Where We Are Going – Part V

On October 13, 2011   /   Interviews, Learning  

This is the fifth part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.

QUESTION:
School reform has now been a topic for generations but there seems to be little improvement. Any suggestions?

RESPONSE:
Any meaningful reform must affect the student-teacher relationship. I cannot think of a single school reform that started top down (and was a headline twenty years ago) that is still being used today.

Now education leaders have given their leadership over to government and business leaders. What reason do we have to think that legislators can improve education? On what basis can we assume that business is a model for education when every few months a … >>>

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An Interview about Where We Are Going – Part IV

On October 11, 2011   /   Interviews, Learning  

This is the fourth part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.

QUESTION:
What kind of assistance is found at your website?

RESPONSE:
MarvinMarshall.com is the foundational site that contains free information explaining the entire system. This site includes such links as The Discipline Without Stress® Teaching Model, The Hierarchy of Social Development, support links, and other links to implement the proactive, totally noncoercive (but not permissive) system .

My aim is to have teachers increase their joy of teaching, reduce stress, improve relationships, and become more effective.

In addition to this main website, there are other sites to help teachers and parents: Discipline Without … >>>

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An Interview about Where We Are Going – Part III

On October 6, 2011   /   Interviews, Learning  

This is the third part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.

QUESTION:

Your book “Discipline without Stress” has been out there for several years. Any idea as to how many schools use and refer to it?

RESPONSE:
Since the book was published in 2001, 50,000 copies have been sold so far. The next 10,000 copies will be off the press within the next few weeks. I’ve heard it said that the book is perhaps the best ever published on how to discipline and promote learning.

The comments on the homepage for the book give an indication of its popularity. Here is an example I received from a … >>>

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An Interview about Where We Are Going – Part II

On October 4, 2011   /   Interviews, Learning  

This is the second part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.

QUESTION:
I have enjoyed your Oliver Wendell Holmes story about the issue as to where we are going. With all this emphasis on Annual Yearly Progress and the re-authorization of No Child Left Behind (NCLB) , where indeed are we heading? Can you tell us the story to set the context for this interview?

RESPONSE:

As the train conductor made his way down the aisle collecting tickets, the forgetful Oliver Wendell Holmes saw him coming. The Associate Justice reached into his pocket—first into one, then into another, then into a third pocket. When the conductor arrived … >>>

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An Interview about Where We Are Going – Part I

On September 27, 2011   /   Interviews, Learning  

This is the first part in a series of interviews about Where We Are Going with Michael F. Shaughnessy of Eastern New Mexico University

QUESTION:
Your books and teaching model are used  quite extensively in schools nowadays. To what do you attribute this?

RESPONSE:
The Discipline Without Stress approach uses common sense. It is a total system. It is both simple and comprehensive, employing universal principles that apply to people of all ages. It promotes both responsible behavior and a desire to WANT to put forth effort to learn. Finally, it improves relationships and increases effectiveness.

I also believe that teachers are realizing more and more  that their most significant influence on young people shows outside of class times.  Successful … >>>

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