DISCIPLINE
WITHOUT STRESS (DWS), INC.
A US registered 501(c)(3) Tax-Deductible
Nonprofit Charitable Education Organization
Assisting Schools with Low Economic
Students
PROMOTE RESPONSIBILITY & LEARNING
<> <>
<> <>
<> <>
<>
Any elementary, middle level,
or high school in the USA that has low economic
students can qualify to
receive
free
books
and
a free In-House Staff Development
package.
<> <>
<> <>
<> <>
<>
The DISCIPLINE
WITHOUT STRESS approach promotes responsibility and increases student achievement while
teaching impulse control, choice-response thinking,
and
reducing bullying,
reducing negative peer influence,
and
reducing
apathy toward learning.
Although not
permissive, the system is totally noncoercive.
INTERNAL
MOTIVATION is actuated so that young people
WANT to act responsibly and WANT
to increase effort in learning.
External
manipulatives such as rewards, threats, and punishments are
not necessary.
Teachers who use EXTERNAL rewards find that after students
learn the differences between EXternal and
INternal motivation, they quickly lose
interest in bribes and manipulative approaches.
Adults stop reinforcing young people's desires and
start promoting those values that promote
characteristics for a democratic society.
See
AboutDiscipline.com.
<> <>
<> <>
<> <> <>
"This
discipline 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."
—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."
—Linda Darling-Hammond, Professor,
Stanford University and Director,
National Commission on Teaching & America's
Future.
"By using your methodology, we have a different school this year!
Discipline
referrals have been cut by more than half. 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.
<> <>
<> <>
<> <>
<>
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
discipline 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
Johns Hopkins
Educational Fellow
- - - - - - - - - - - - - - - - - - - - --
Marv,
This year is a surprise for me.
I thought I had my revelation
last spring when I discovered
your discipline approach. This year I
implemented the system from the
beginning and the painful
revelation this year is just 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
<> <>
<> <>
<> <>
<>
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
<> <>
<> <>
<> <> <>
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
<> <>
<> <>
<> <> <>
Read how
commonly used approaches are
ineffective.
<> <>
<> <>
<> <>
<>
|
Following is the
DWS
Application Procedure:
I.
Download the
Discipline
Without Stress Teaching Model.
Suggestion:
Print the
pdf version.
II.
Duplicate the
Phi Delta Kappan article
and DISTRIBUTE IT TO THE FACULTY.
Have a
FACULTY DISCUSSION to ensure that the staff
WANTS to implement this discipline and learning approach.
III.
It is critical that the
staff understands the SIGNIFICANT
POINTS described in
THE HIERARCHY.
Distribute the
SIGNIFICANT POINTS pdf.
IV.
Become familiar with the developer's website
at
MarvinMarshall.com.
While on the site,
subscribe
to the free
monthly discipline and learning newsletter to become familiar
and keep current with
the philosophy and approach.
AFTER IMPLEMENTING
ALL 4 STEPS,
the
school is ready to apply.
<> <>
<> <>
<> <>
<>
HOW
TO APPLY:
Send
e-mail to:
Info@DisciplineWithoutStress.org.
Include
in the SUBJECT line:
"DWS
APPLICATION"
and
your
two-letter state abbreviation.
Example:
DWS APPLICATION-NY
California Schools: Include the county.
Example:
DWS APPLICATION-CA, NAPA 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. Information
that qualifies you as "low economic" and reasons that your school would like to
receive the assistance.
Contact will be
made with the school soon after the above
information is received if
STEPS
I, II, III, and IV ABOVE HAVE BEEN IMPLEMENTED.
Please send the e-mail ONLY AFTER DWS can
be assured that
these four steps have been implemented.
DWS does not respond to applications where all
four steps have not been verified.
If you are not contacted, return to this site
and double check that all four steps have been
followed.
Although the process takes time, you will be
gratified by your efforts.
Click Here for a printable (pdf) version
of this DWS Application Procedure.
|