Parents and teachers often ask me questions about Discipline Without Stress, both its methodology and best practices. Following are some of the most common questions I received. I hope they help others in their quest to raise responsible children.
(Q = Question. R = Response)
Q: What would you do in the following scenario: You ask your children/students to identify the level they have chosen but they refuse to be honest and acknowledge the actual level chosen.
R: If the youngster is in the 5th or 6th grade or above, I would NOT ASK. Instead I would say, “Reflect on the level you are choosing, and consider whether you want to continue on that level or rise to a … >>> READ MORE >>> →
This is the fourth part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.
What kind of assistance is found at your website?
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 … >>> READ MORE >>> →
This is the third part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.
Your book “Discipline without Stress” has been out there for several years. Any idea as to how many schools use and refer to it?
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 … >>> READ MORE >>> →
The mindset of current educational approaches regarding student behavior unfortunately focuses on obedience, which turns out to be a common source of reluctance, resistance, resentment, and even rebellion. Simply stated, OBEDIENCE DOES NOT CREATE DESIRE.
However, when the focus is on promoting responsibility, obedience follows as a natural by-product. The reason is that motivation to be responsible requires a DESIRE to do so. The motivation must be INTERNAL.
Many schools use EXTERNAL motivation of stimulus-response psychology in the form of rewards, threats, and punishments. However, these approaches (a) foster compliance rather than commitment, (b) require an adult presence for monitoring, (c) set up students to be dependent upon external agents, and (d) do not foster long-term motivation for responsibility. In … >>> READ MORE >>> →