Discipline Without Stress, Inc. - A Nonprofit Public Charitable Organization

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

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

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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

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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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Read how commonly used approaches are ineffective.

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