Any school in the USA can qualify to
receive
a free
In-House Staff Development package
with
free books
for
each staff member.
(A "look inside the book" is available to
preview.)
Low income and urban schools are
especially encouraged to apply.
DISCIPLINE
WITHOUT STRESS (DWS), INC.
(www.DisciplineWithoutStress.org)
A Public 501(c)(3) Charity Assisting
Schools to
PROMOTE RESPONSIBILITY & LEARNING
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DWS
promotes responsible decision-making
and behavior while increasing student achievement
and
reducing bullying,
negative peer influence,
and
apathy toward learning.
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"What
you are doing is one of the most important tasks in
education in our lifetime."
—Dr. Richard Clark, Chair,
Division of Educational Psychology, University of
Southern California
"This fascinating, insightful book
is more than technique; it has very
practical suggestions on issues most
educators and parents face. It
breathes a sound philosophy and way
of thinking that empowers."
—Stephen R. Covey,
Ph.D. author, "The 7 Habits of
Highly Effective People"
"This
program clearly and concisely
demonstrates how the external approaches of
relying on rules, imposing consequences,
rewarding students for appropriate behavior, and
punishing students to make them obey are all
counterproductive."
—Dr. Harry Wong, Author, "The First Days
of Schools: How to Be An Effective Teacher"
"These strategies
for developing humane, responsive classrooms are
grounded in research AND good practice. They
link to the fundamental issues of teaching,
learning, and lasting motivation."
—Dr. Linda Darling-Hammond, Professor,
Stanford University and Director,
National Commission on Teaching & America's
Future.
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Following is the
DWS
Application Procedure:
I.
DUPLICATE
the
DWS TEACHING MODEL
AND the
PHI DELTA KAPPAN cover article, "Encouraging
Responsible Student Behavior."
II.
STUDY
THE HIERARCHY.
III.
DUPLICATE
the
SIGNIFICANT POINTS
AND
the
INSTRUCTIONAL MODEL.
IV.
SUBSCRIBE to the free monthly newsletter,
"Promoting Responsibility & Learning"
on the DEVELOPER'S
WEBSITE at MarvinMarshall.com in
the upper left corner. Subscription is essential in order to become more
familiar with
the DWS philosophy and approach.
V.
AFTER
distributing the
–DWS
TEACHING MODEL,
–PHI DELTA KAPPAN article
–SIGNIFICANT POINTS, and
–INSTRUCTIONAL MODEL
to
the staff, then
have a
FACULTY
DISCUSSION to ensure that the staff
WANTS to implement this approach.
AFTER IMPLEMENTING
steps I - V
above,
the
school is ready to apply.
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HOW
TO APPLY:
Send
e-mail to:
Info@DisciplineWithoutStress.org.
Include
in the SUBJECT line:
"DWS
APPLICATION,"
your city, your
two-letter state abbreviation, and the name of
your school.
Example:
DWS APPLICATION-New York, NY-Bronx Guild High School
California Schools: Include the county.
Example:
DWS APPLICATION-Marin
County,
Sausalito, CA-Willow Creek Academy
The e-mail needs to include the following:
1. Principal's
name
2. Name and position of person to contact
3. Name of school
4.
Postal mailing address,
including zip code
5. Phone number, including area code
6.
Grade levels of the school
7. Geographic
information:
school district, city, county, & state
8.
Reasons why your school would like to
receive assistance"
Note:
The first step for the application approval
is checking the principal's e-mail on the
monthly e-zine subscriber list.
Contact will be
made with the school soon after the
above
information is received.
Please send the e-mail ONLY AFTER
STEPS I - V ABOVE HAVE BEEN IMPLEMENTED.
If you have not heard from us soon after sending
your e-mail, return to this site
and double check that all steps have been
followed.
Click Here for a printable (pdf) version
of this DWS Application Procedure.
Additional
information is available at
AboutDiscipline.com
and at
Commonly Used Counterproductive Approaches.
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"This approach has been the best class
management plan I have used in
28 years of teaching."
—Mary Munoz, Boca
Raton, Florida
"By using your
approach, we have a different school this year! We questioned how we
were able to ever operate without your approach.
Thanks for helping us change negatives to
positives and for helping us to renew our
dedication to teaching."
—Esther Severy, Principal,
McFadden Intermediate School, Santa Ana, CA
View 5 minutes with this principal.
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Letters from A Teacher
Last year I was
my county’s “Teacher of the
Year” and yet I was
contemplating finding a
different occupation. As I
implemented your
system, misbehaviors stopped the
instant that students reflected
on their actions. Good students
rose to even higher levels of
maturity. Students told me they
felt more relaxed and less in
conflict with me. I am now less
stressed and feel I am helping
students make permanent changes,
rather than temporary behavior
modifications. I will not return
to the "carrot and stick"
approach that almost drove me
from the profession that I love.
—William
A. Funkhouser 2003-2004 Humboldt
County Teacher of the Year and Johns Hopkins
Educational Fellow
———
Marv, This year is a surprise for me.
I thought I had my revelation
last spring when I discovered
your approach. I implemented the system from the
beginning of this year and had the painful
revelation of how
wrong I have been over the last
13 years. It is almost painful
to reflect on who I used to be.
I was so caught up in getting
students to obey that I lost
sight of the humanity of this
profession. I was overpowering
them rather than being flexible,
understanding and compassionate.
Here is an example. I have a
student who doesn't do his
homework and who struggles in
the class. Last year he would
have had several detentions from
me and a failing grade. I would
have forced him to come in to do
his homework and we would have
been in a power struggle. This
year I purchased several school
supplies for him and have always
had a kind word for him. I
recently found out he is
actually homeless and that he
and his dad are living in a
cheap motel. Recently, he has
started spending his break time
in my class, by his own
choosing, doing his math
homework. He also drew me some
pictures on binder paper that he
wanted me to have. It breaks my
heart to think of all the
opportunities I have missed for
this type of relationship with
students. —Bill
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Letter from A
Staff Developer
I
recently spoke with a teacher
who had attended one of you
trainings a year or two back,
and according to him, your
techniques had revolutionized
his classroom. This is
especially significant since
this teacher had
previously relied primarily on
drill sergeant-like coercion to
maintain his classroom
environment.
This was the second such
conversation I have had
regarding your trainings with
this teacher. It was interesting
to me that he was just as
enthusiastic about what he had
learned during our most recent
conversation as he was when we
had first talked about it a year
earlier. I've known this teacher
for a long time, so I know how
he teaches. He doesn't take to
new ideas or techniques very
easily, so when he endorsed your
training, I paid attention.—Terry Jones, Coordinator
of Professional Development
Antelope Valley Union High
School District
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Letter from A Parent
I cannot put your
book down. It is filled with
excellent tips and information
for raising socially responsible
children and adults. This is
must have book for teachers and
parents.
—Kim Muhlenfeld ,
Bel Air, Maryland
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