Posts Tagged William Glasser

Discipline Without Stress Newsletter – November 2014

—Volume 14 Number 11


  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 




“Unless we can get rid of coercion, we will never make even a dent in the problems of education.” (pp. 256, 296)
—”WILLIAM GLASSER: Champion of Choice” by Jim Roy, 2014.  

The following is my 5-star review I posted on

“Jim Roy’s biography of Dr. William Glasser is fascinating, and this book is a treasure. I have known Bill Glasser for over 20 years and have presented at many Glasser conferences. Reading about Dr. Glasser’s journey and Dr. Roy’s clear explanations of Dr. Glasser’s points in his numerous books on

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William Glasser’s Biography

A fascinating biography about William Glasser has recently been published. William Glasser, M.D. was a renowned psychiatrist and author of many books including Schools without Failure, Choice Theory, and Reality Therapy.

Dr. Glasser made major contributions to the fields of therapy, mental health, and education. His particular contribution to teaching were classroom meetings and having young people responsible for their behavior.

Here are some of the quotes from Dr. Jim Roy’s book that you can find on my website:

“Not teaching students how to function is like asking them to play a game without teaching them the rules.” 

“Unless we can get rid of coercion we will never make even a dent in the problems of education. “

Discipline Without >>>


Classroom Discipline on NPR

On October 17, 2014 National Public Radio (NPR) aired a podcast about Classroom Discipline on their program, This American Life. The program shared stories about parents and schools struggling with what to do about misbehaving kids from three (3) years-of-age to high school students.

This article discusses three of the incidents.

In the first story, four teachers were asked to confront a student who would not take his hat off in class—contrary to the classroom discipline rules of the school.

Each of the four (4) teachers interviewed had no specific procedure to handle the situation. All agreed that they would react in a way that they hoped would be successful. None were.

In a second confrontational discipline case, a student

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How Discipline without Stress Differs from Other Discipline Approaches

Here are four main differences between the Discipline without Stress Teaching Model and other approaches:

(1) The approach is proactive by teaching the Hierarchy of Social Development before problems occur. It implements Stephen Covey’s first habit of highly effective people. Other approaches are reactive in that the adult responds after disruptive behavior or discipline problems occur.

(2) Consequences are elicited, rather than imposed. Many approaches refer to “logical” or “natural” consequences. They are both are imposed. Discipline without Stress does not use them. Anything that is imposed lacks ownership—an essential characteristic for long-term change. Eliciting a consequence or a procedure is much more effective than any imposed discipline approach.

(3) Emphasis … >>>