Discipline Without Stress
Mary Foster
Cara MacDonald
Amanda Smith
Tisha Stoutenburg
Background and Development

Dr. Marvin Marshall
-Teacher, counselor, supervisor and administrator
-Returned to the classroom after 24 years
-Found he was a cop rather than a teacher
-Set out to develop system to promote responsible behavior
Basis for his Behavior System

Stephen Convey
-Seven Habits of Highly Effective People
-Be proactive

Abraham Maslow
-Hierarchy of needs and values
-Hierarchy of Social Development
Basis for his Behavior System
(cont’d)

Douglas McGregor
-Human Side of Enterprise
-Theory X – use of coercion
-Theory Y – use of collaboration

William Glasser
-Schools without Failure
-External pressure to motivate behavior change is
short-term
-All problems at the core are relationship oriented.
Basis for his Behavior System
(cont’d)

W. Edwards Deming
-Developed manufacturing system that improved
quality and lowered costs
-Empowering workers through encouragement and
collaboration
-Create an atmosphere of cooperation
-Build relationship based on trust rather than control
Marvin Marshall Teaching
Model

The Raise Responsibility System
-Hierarchy to raise academic performance
-Relies on internal and external motivation
-Seven basic observations at its foundation
-Useful at all grade levels
7 Observations







Positivity is a better teacher than negativity
Choice empowers individuals
Self-reflection is essential for lasting improvement
People choose their behaviors
Self-correction is the most effective way to change
behavior
Acting responsibly is the most satisfying reward
Growth is greater when authority is used without
punishment
Classroom Management

Teaching Procedures
-Teacher responsibilities
*Teaching
*Practicing
-Student responsibilities
*Behavior
*Discipline
3 Principles to Practice

Positivity
-Change negatives to positives
-Establish good relationships

Choice
-Noncoercive approach
-Students make behavior decision

Reflection
-Ask reflective questions of the students
How do I Teach This?



Before lesson, discuss behaviors at each
level with students
Ask students to choose the level for the given
activity
After lesson, ask students to reflect on the
level of chosen behavior
Hierarchy for a Reading Class

Level A/B (lowest levels of behavior)



Make little or no effort to read or practice
May look at pages but show little or no desire
to improve
Deliberately misbehaves and causes a
disturbance.
Hierarchy for a Reading Class
(cont’d)

Level C



Practices with focus when adult is nearby
Applies effort mainly to impress others
Level D (highest level)


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Reads without needing adult supervision
Willingly practices to improve reading skills
Stays focused during reading time
Displays a desire to read
Program Benefits



Reduces discipline,
referrals, class
removals, and
suspensions
Handles classroom
disruptions simply and
easily
Uses authority without
resorting to punishment
Benefits to Students

Raises individual and social responsibility

Reduces the influence of peer pressure

Promotes motivation for learning

Integrates character education
Benefits to Students (cont’d)

Improves school climate

Enhances school safety

Reduces detentions

Reduces stress
Testimonial One
“Since we have employed your system our
students not only exhibit an immense
turnaround in how they act in school, they
also work with others at their respective peer
level to create a positive learning
environment.”
-Clair R. Garrick, Supt.
Elgin School District, Elgin, OR
Testimonial Two
“ More important than the reduction in referrals is
the understanding of our students that behavior is
their responsibility. They have also come to
understand that they have choices they can make
when face with real life situations. Our staff now
feels they can spend more time on teaching and less
time on discipline issues.”
- Alfredo Reyes, Vice- Principal
Sierra Vista Middle School
La Puenta, CA
Testimonial Three
“ I was anxious to use the program. I was
weary from being in an adversarial
relationship with a few disruptive students
who drain the energy I need to teach the
majority of students who desire to learn.”
-Marc Duvall, Teacher
Leuzinger High School
Hawthorne, CA
Marshall Teaching
Model

This system is not a
controlling discipline
model. The goal is
to establish a
democracy in the
classroom.
Behavior
Modification

Behavior
Modification is the
most controlling of
the discipline
models.
Marshall Teaching
Model

This model can be
used with students
of any age, in any
discipline, in any
classroom.
Behavior
Modification

This model can only
be used where
constant monitoring
of students behavior
is available.
Marshall Teaching
Model


Raise Responsibility
System is
proactive.
Disruptive behaviors
are dealt with before
they occur in this
model.
Behavior
Modification


This is a reactive
discipline model.
Disruptive behaviors
are addressed at the
time of occurrence.
Marshall Teaching
Model

Rewards, threats,
and punishments
are not necessary or
used because they
require constant
teacher monitoring
of student’s
behavior.
Behavior
Modification

Appropriate
behavior is
reinforced through
rewards. Teachers
must observe
student behavior to
make progress
reports once
rewards are
introduced.
Marshall Teaching
Model


Giving rewards is
counterproductive to
promoting
responsibility.
Punishments deprive
young people of the
opportunity to take
responsibility for
their own actions.
Behavior
Modification

External approaches
(rewards and
punishments) are
used by this model.
Marshall Teaching
Model



Uses intrinsic
motivation
Total system
Stress-reducing
mode
Behavior
Modification



Uses extrinsic
motivation
Uses techniques,
strategies, or tactics
Stress-inducing
mode
"Collaboration is more
effective than
domination“
-Dr. Marvin Marshall
For More Information


www.MarvinMarshall.com
Discipline Without Stress, Punishment
or Rewards - Dr. Marvin Marshall