Posts Tagged School Suspensions

Discipline Without Stress Newsletter – August 2015

  Volume 15 Number 8


  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 



A federal mandate has been issued to reduce “minority” office referrals and suspensions. Because of this directive, many schools are having more difficulty than usual. Teachers and administrators have not learned how to use authority without some form of coercion. DISCIPLINE WITHOUT STRESS is the only system that uses authority WITHOUT coercion.

Having taught, been a counselor, and principal at the elementary, middle, and high school levels, I believe that teachers have the greatest behavior challenges at the middle school level. Therefore, since my passion is to improve education, I will start calling

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Discipline and Suspensions

The Los Angeles Times recently reported (June 17, 2014) that a number of school districts in Southern California counties performed above the state average for reducing discipline suspensions last year. School districts are finally beginning to understand that discipline suspensions neither improve school climate nor boost academic achievement.

The suspension declines come from a national movement to lower suspensions due to behavioral and discipline problems that have been found to imperil academic achievement and lead to more student run-ins with police. A 2013 study by researchers at Johns Hopkins University found that just one suspension in ninth grade correlated with doubling the risk of dropping out of school and a threefold increase in the risk of involvement with the juvenile … >>>


Misguided Discipline Proposals to Reduce School Suspensions

New federal guidelines regarding school suspensions for discipline are misguided because some of the recommendations are counterproductive. Specifically, rewarding students for good behavior and creating student codes of contact that spell out sanctions for violations are old and ineffective approaches for this new generation of 21st century young people.

Rewarding students for good behavior is built on good intentions but is counterproductive. Manipulative approaches of bribing by giving rewards for desired behaviors are effective only for the moment. The reward motivates the person to get the reward but does not build the characteristic for wanting to become more responsible. Besides, rewards punish those people who do everything that the rewarded person does but without also receiving the reward. This … >>>