Any school in the US can qualify to receive a free staff development package.

This is the website of Discipline Without Stress, Inc.,
the charity that promotes responsibility and learning using internal motivation
−in contrast to external and coercive approaches of bribes, threats, and punishments.

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Individual and organization donations to the 501(c)(3) non-profit are tax-deductible.

Contact Info@DisciplineWithoutStress.org for information or call 714.220.0018.
Please use one of these contacts to find the benefits of supporting and improving education in the USA.

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Any K - 12 school in the U.S.A. that agrees to implement the instructional model can receive FREE:
1. Discipline without Stress books for each staff member,
2. The 75-page Resource Guide, and
3. A 90-minute DVD for in-service.
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(See the PowerPoint for a preview of the totally noncoercive (but not permissive) approach.

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"By using your approach, we have a different school this year! 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.

"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 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 external approaches are all counterproductive."
—Dr. Harry Wong, Author, "The First Days of Schools: How to Be An Effective Teacher"

"These strategies link to the fundamental issues of teaching, learning, and lasting motivation."
—Dr. Linda Darling-Hammond, Director, National Commission on Teaching & America's Future

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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

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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