MARVIN MARSHALL
Discipline Without Stress
"Collaboration
is more
effective than
domination“
Dr. Marvin Marshall
MARVIN MARSHALL
Marvin Marshall is a leading expert in the areas of behavior, teaching, learning, and
motivation. He is the author of the landmark book Discipline without Stress® Punishments
or Rewards: How Teachers and Parents Promote
Responsibility & Learning. His approach is amazingly successful in reducing both
misbehavior, and apathy toward learning in young people of all ages.
He has been a classroom teacher at all levels in urban and suburban schools; a counselor
holding certification with the William Glasser Institute; an elementary principal, middle
school and high school assistant principal; and district director of education.
He is a keynote speaker and has been a distinguished lecturer at state, national, and
international events. He has presented in 43 of the United States and in 15 countries on
five continents. His presentations are fast moving, thought provoking, humorous, and
practical, and participants come away refreshed and energized and ready to try a new
approach in their classrooms
DISCIPLINE WITHOUT STRESS
TEACHING MODEL
Classroom Management vs. Discipline
The key to effective classroom management
is teaching and practicing procedures. This is
the teacher’s responsibility. Discipline, on the
other hand, has to do with behavior and is the
student’s responsibility.
Three Principles to Practice
1.
Positivity
Teachers practice
changing negatives
into positives. “No
running” becomes
“We walk in the
hallways.” “Stop
talking” becomes
“This is quiet time.”
2.
Choice
Choice-response
thinking is
taught—as well as
impulse control—
so students are
not victims of their
own impulses.
3.
Reflection
Since a person can
only control another
person temporarily and
because no one can
actually change
another person, asking
REFLECTIVE
questions is the most
effective approach to
actuate change in
others.
Raise Responsibility System (RRSystem)
Asking
TEACHING THE
HIERARCHY
The hierarchy
engenders a desire to
behave responsibly
and a desire to put
forth effort to learn.
Students differentiate
between internal and
external motivation—
and learn to rise
above inappropriate
peer influence.
CHECKING FOR
UNDERSTANDING
Students reflect on their
chosen LEVEL. This
approach SEPARATES
THE PERSON FROM
THE BEHAVIOR,
thereby negating the
usual tendency to
defend one's actions. It
is often this natural
tendency to self-defend
that leads to
confrontations.
Eliciting
GUIDED CHOICES
If disruptions
continue, a
consequence or
procedure is
ELICITED to redirect
the inappropriate
behavior. This
approach is in
contrast to the usual
coercive approach of
having a
consequence
IMPOSED.
Using the System to Increase Motivation &
Learning
Using the hierarchy BEFORE a lesson and
reflecting AFTER a lesson increases
effort and raises academic achievement.
Pros
What we should do as
Teachers
 Students do good when
they feel good! Not when
they are being talk to
in a negative way
 We need to communicate
in a positive ways of
what you want the
student to do. Example:
We walk in the hall.
Cons
What we actually do as
Teachers
 As teachers we are known
to talk to students in a
negative way. Talking in
a negative way does not
make anyone want to
listen.
 The brain thinks in
images. When we tell
students what NOT to do
is what the brain
“images” ex. Don’t run
in the hall.
 Rules are necessary in
games, but between
people rules create
adversarial
relationships because
they create an
enforcement mentality. A
more effective approach
is to refer to
responsibilities.
Example:
Responsibilities
HAVE MY MATERIALS
BE WHERE I BELONG
FOLLOW DIRECTIONS
DO MY ASSIGNMENTS
BE KIND TO OTHERS
 Rules place the teacher
in the position of the
enforcer, a cop, wearing
a blue uniform with
copper buttons—rather
than that of a teacher,
coach, mentor,
facilitator of learning,
or educator. Enforcing
rules often results in
power struggles that
rarely result in win-win
situations or good
relationships. In fact,
they often result in
reluctance, resistance,
resentment, rebellion,
and even retaliation.
BENEFITS
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PROGRAM BENEFITS
Reduces discipline referrals, class removals, and suspensions
Handles classroom disruptions simply and easily
Uses authority without resorting to punishment
Raises individual and social responsibility
Reduces the influence of peer pressure
Promotes motivation for learning
Integrates character education
Improves school climate
Enhances school safety
Reduces detentions
Reduces stress
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT is enhanced when procedures
are:
1. explained to students,
2. modeled for students,
3. practiced by students,
4. reinforced by practicing again, and periodically (when
necessary)
5. practiced again. (Oftentimes practicing something one time
does not put it into long-term memory.)
STUDENTS AND PUNISHMENTS
 Punishments deprive young people of the opportunity to take
responsibility for their own actions.
 Imposed punishment moves ownership of the problem from the student
to the adult.
 Behavior may temporarily change at the threat of punishment—but not
the way the student WANTS to behave.
 Punishment is temporary and transitory. Once the punishment is over, the
student has “served his time” and is “free and clear” from further
responsibility.
 Punishment, by its very nature, is counterproductive to good teaching
because punishment fails to foster responsibility, cooperation, or positive
motivation.
TEACHERS
• teachers have a responsibility to promote appropriate behavior. Promoting
responsibility is more than a one time occurrence.
• If a behavioral change is necessary, the stress should be on the student—
not the teacher.