Finally, after almost 14 years of disaster to the education profession, No Child Left Behind has finally been buried and replaced by the Every Student Succeeds Act that was signed by the President today, December 10, 2015.
The act is a continuing version of the original Elementary and Secondary Act of 1965. I was fortunate enough to be appointed to implement the first version of this act when I was a counselor at Dorsey High School with the Los Angeles Unified School District. The rubric for education at the time was that education was of national interest, a state responsibility, but implemented locally. The No Child Left Behind Act changed the relationship to one of federal/national implementation.
There … >>> READ MORE >>> →
Briefly, what would be the key similarities and differences between your Discipline without Stress and the Positive Discipline method promoted by Jane Nelson?
Thank you, Joanie,
Although Jane and I have similar goals in that we both want to promote responsibility and reduce discipline problems, our approaches are significantly different.
Here are a few:
DWS does NOT award young people for being responsible. DWS expects responsible behavior.
DWS is totally noncoercive—although not permissive.
DWS does not use external approaches. DWS differentiates between offering bribes before doing something and acknowledgments AFTER doing it.
DWS has no interest in one’s past history or environment; it is only interested in present behavior.
DWS emphasizes the importance of teaching … >>> READ MORE >>> →
Dr. Marshall recently brought teacher attention to a youtube lecture highlighting the third part of his Discipline without Stress Teaching Model, The Raise Responsibility System.
As many university instructors do these days, Joe Jerles posted this classroom management lecture online so that his own students could access his teaching easily and repeatedly for study purposes.
Jerles is teaching from the textbook, Effective Classroom Management by Carlette Jackson Hardin. Chapter 9 of the book deals specifically with Dr. Marshall’s Discipline without Stress approach.
Joe Jerles’ youtube presentation may be of interest to anyone wanting to learn more about the Discipline without Stress approach.
Dr. Marshall points out a few things to notice while viewing the video:
- Even kindergarten students
… >>> READ MORE >>> →
The Levels of Development (the first part of the discipline program of the Discipline Without Stress Teaching Model) can be used with Kindergarten to high school students.
The following comments come from a kindergarten and a high school teacher, respectively.
I had a particularly challenging Kindergarten class and taught the hierarchy. I was surprised how quickly my youngsters were able to pick up the language and were able to label situations as ‘Anarchy’ and ‘Bullying.’
We used the ‘Happy Face’ poster and discussed how Level A and Level B usually result in tears. We talked about what Level C and Level D are like in the hallway, in the bathroom, etc.
It was very effective. Kindergarten students were certainly able … >>> READ MORE >>> →
The “Discipline Without Stress” (DWS) System is the only discipline and learning system that is totally noncoercive. This does not mean it is permissive. When disruptive discipline problems occurs, authority is used—but not coercion.
Notice that the term, “system,” is used. See the Discipline Without Stress Teaching model. The approach is proactive, which is Stephen Covey’s first habit of highly effective people. A hierarchy is taught at the outset to prompt students to reach the highest level.
Desire, caring, integrity, kindness, generosity, perseverance, and responsibility cannot be mandated. These qualities can only be taken, not given by an external agent. The system creates desire so young people want to be responsible, want to put forth … >>> READ MORE >>> →
Discipline without Stressis the only discipline and learning system that is totally noncoercive. But it is not permissive.
Notice that the term, “system,” is used. It is an entire teaching model that can be The approach is proactive, Stephen Covey’s first habit of highly effective people. Rather than the usual reactive approach of waiting until a problem arises and then reacting to it, teaching occurs at the outset so young people always have something upon which to reflect.
Coercive (punishments) and manipulative approaches (rewards) are not used. Both rely on an external agent. Use of these approaches require an adult to be present. However, a person’s influence is judged more on what others do when the person … >>> READ MORE >>> →
I’ve heard you describe the Discipline without Stress approach as “simple-to-implement.” I personally find that it takes continuous effort when I’m teaching to deal with classroom management and at the same remember to be positive, offer choices, and ask reflective questions. I wonder if others find the implementation of this discipline approach to be simple?
DR. MARSHALL’S RESPONSE:
SIMPLE does not mean EASY – at first.
Learning how to drive an automobile is SIMPLE, but it only becomes EASY after you have driven for awhile.
This discipline approach is simple in that there are ONLY four parts to the Teaching Model–not a dozen or so. The third part, The Raise Responsibility System which is used to deal with classroom … >>> READ MORE >>> →
Can this discipline system really be used with young children in Kindergarten and First Grade? It seems as if it would be above their heads.
I’ve met a number of people, both in person and on the Internet, who express concern that the concepts of Discipline without Stress are too sophisticated to be of value to young children. Today, on the second day of a new school year, I had an interesting discussion with a six-year-old that proves to me once again that even young children can benefit greatly from exposure to the thinking of this discipline approach. The basic understandings are accessible to students of all ages.
Most years, by the second day of school we’re … >>> READ MORE >>> →