28 January, 2010

Discipline Without Stress, Punishments Or Rewards: How Teachers And Parents Promote Responsibility & Learning By Dr. Marvin Marshall

Chapter-wise Summary


...shows how to reduce stress and increase effectiveness in influencing others. The chapter concludes with an exercise teaching that life is more successful and has greater satisfaction when attention is given to the positive, when the option of choice is recognized, and when reflection is practiced.


...discusses how people attempt to change others and explains the differences between external and internal motivation. External motivators of telling, rewarding, and punishing (and how the latter two are different sides of the same motivational coin) are explored. The chapter concludes with a discussion of mindsets-those perceptions that drive motivation.


...describes The Raise Responsibility System. The simple-to-implement program raises individual and social responsibility. It is used across the entire teaching spectrum — from small childcare centers to large high schools and from rural schools in Texas to urban schools in New York City. The strategy also can be used in any home or youth setting. The approach employs internal motivation so that young people develop a desire to behave responsibly. A skill is taught that improves relationships between any two people — parent and child, teacher and student, employer and employee, husband and wife. If the use of authority becomes necessary, it is used without being punitive. Imposed consequences are not used because they engender avoidance, resistance, victimhood thinking, and alienated feelings — sometimes on the part of both the adult and young person.


...begins with a discussion of the learning climate. Suggestions are given for improving relationships between the teacher and the class as a whole, among students themselves, and between a teacher and an individual student. Strategies are shared that promote empathy and respect, quality learning, and that reduce the unhealthy striving for perfection. The chapter concludes with specific strategies for managing impulse and anger, resolving conflicts, and dealing with difficult students.

Chapter 5, TEACHING

...describes brain hemisphericity, mindmapping, multiple intelligences, modalities of learning, emotions, styles, lesson planning, levels of intellect, instructional questions, group questioning strategy, choosing key words to frame questions, imaging, stories, metacognition, the senses, suggestions for aiding recall and memory, laser learning, and seminal shifts. A separate section is devoted to classroom management and another to home assignments.

Chapter 6, PARENTING

...includes suggestions for practicing positivity, offering choices, encouraging reflection, using effective questions, listening to learn, limiting lecturing and telling, checking assumptions, focusing on the important, asking for assistance, recognizing implicit messages, fostering responsibility, exhibiting personal responsibility, maintaining standards, using authority without being punitive, letting the youngster lead, teaching procedures to deal with impulses, intervening in sibling squabbles, being aware of gender differences, using acknowledgements more than praise, honoring home assignments, working smarter rather than harder, nurturing your child's nature, and reaping the joy of parenthood.

The Epilogue

...argues that business is a poor model for learning. Using a performance model of accountability for young people's learning is a false equation. It is a practice that has been described by the comic strip character Dagwood Bumstead, who said, "You know, that makes a lot of sense if you don't think about it."

About the Author

Marvin Marshall is an international educator and staff developer who presents for leaders interested in using internal motivation rather than external coercion to influence people to change.

His writings on discipline, social development, human behavior, motivation, and promoting learning have been published internationally.

His professional education experiences include the following:

  • Classroom teaching at the primary and upper elementary grades, every grade 7-12, and full time in teacher education at California State University, Los Angeles.
  • Counseling and guidance experiences as a middle school counselor, high school counselor, guidance department chair, and certification in Reality Therapy and Choice Theory by the William Glasser Institute.
  • Curriculum and instruction as a demonstration teacher, department chair, instructional coordinator, and high school assistant principal of curriculum and instruction.
  • Supervision and administration as an elementary school principal, middle school assistant principal, high school athletic director, high school assistant principal of supervision and control, high school principal, and district director of education.
  • Dissertation at the University of Southern California in the combined areas of curriculum, instruction, and guidance.

After 24 years of service in the above areas, Dr. Marshall returned to the classroom where he developed the Raise Responsibility System. The program is now used across the entire teaching spectrum--in small childcare centers to large high schools and in rural, suburban, and urban schools. It can be used in any home or youth setting.

Read, Learn & Flourish!

For your Success & Glory!